scholarly journals Using e-learning to support international students’ dissertation preparation

2014 ◽  
Vol 56 (2/3) ◽  
pp. 122-140 ◽  
Author(s):  
Diane Sloan ◽  
Elizabeth Porter ◽  
Karen Robins ◽  
Karen McCourt
Keyword(s):  
International Students ◽  
Academic Staff ◽  
Student Understanding ◽  
Independent Learning ◽  
Learning Tool ◽  
Learning Resource ◽  
Content Type ◽  
Learning And Teaching ◽  
Transferable Skill ◽  
E Learning

Purpose – A research paper on the design and implementation of an e-learning resource responding to the globalisation of education. The purpose of this paper is to focus on the challenges presented in learning and teaching on how to support international postgraduate (PG) students undertaking the specific task of a dissertation. Design/methodology/approach – Using findings from 250 PG students, 40 supervisors and two module tutors the research identified the content and language issues faced by students and recognised the need to design an enabler supporting the latter as independent learners and the academic staff delivering support. Findings – The e-learning tool provides an independent learning tool which addresses student concerns relating to the process and content of structuring a dissertation and the function of language. Initial responses have been positive from both staff and students in respect to providing a source of student support and feedback. Originality/value – The research shows how the Dissertation Game Model (DGM), evolved into an e-learning resource supporting student understanding of the content, structure, planning and writing of a dissertation. The e-learning tool focuses on helping international students understand what the generic contents of each chapter of a dissertation should contain and supports them in engaging in research as a transferable skill.

Enhancing reading skills through adaptive e-learning

2019 ◽  
Vol 16 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Julie Villesseche ◽  
Olivier Le Bohec ◽  
Christophe Quaireau ◽  
Jeremie Nogues ◽  
Anne-Laure Besnard ◽  
...  
Keyword(s):  
Primary School ◽  
Fifth Grade ◽  
Learning Tool ◽  
Content Type ◽  
Learning And Teaching ◽  
Implicit Information ◽  
Learning Platform ◽  
E Learning ◽  
Adaptive Environment

Purpose E-learning is part of instructional design and has opened a whole world of new possibilities in terms of learning and teaching. The purpose of this paper is to develop an adaptive e-learning platform that enhances skills from primary school to university learners. Two purposes converge here: a pedagogical one – offering new possibilities, especially in terms of teaching scenarios (blended learning); and a research one – confirming the effectiveness of an adaptive e-learning tool in the case of individualized cross-disciplinary competences, such as comprehension of implicit information in written texts (French). Design/methodology/approach The case study presented here concerns primary-school learners using the Implicit module of TACIT adaptive e-learning tool over the 2016-2017 academic year. Findings This paper gives a first positive answer to the effectiveness of such a tool in this specific context. This pedagogical effectiveness is more pronounced for low-level pupils, especially for girls and for older pupils (CM1/CM2, respectively, fourth/fifth grade). Originality/value In this case study, the module comes from an existing platform, created by the TACIT research group. The adaptive environment was created by using the Item Response Theory models and, more precisely, the Rasch model.

scholarly journals Using e‐learning for student sustainability literacy: framework and review

2013 ◽  
Vol 14 (4) ◽  
pp. 338-348 ◽  
Author(s):  
Susannah Diamond ◽  
Brian Irwin
Keyword(s):  
Literature Review ◽  
Teaching And Learning ◽  
Best Practice ◽  
Academic Staff ◽  
Learning Tools ◽  
Content Type ◽  
Powerful Learning ◽  
Sustainability Literacy ◽  
E Learning ◽  
Sustainable Futures

PurposeThe paper aims to explore staff practices in using e‐learning to embed sustainability literacy, highlight best practice and determine areas for improvement.Design/methodology/approachA framework of four areas for developing student sustainability literacy (SSL) was proposed as a basis for analysing practice. A literature review then explored the extent to which e‐learning is used to support embedding SSL in the curriculum, and the types of e‐learning currently in use for this.FindingsE‐learning tools were most frequently used to provide flexible access to information, followed by support for communication and collaboration, and were less frequently used for the development of specific skills, personal identity and confidence.Research limitations/implicationsThe sample of case studies provided only limited evidence. A survey of practitioners could be undertaken to explore and validate the issues raised by the literature review.Practical implicationsThe review highlighted scope for a pedagogical shift away from using e‐learning for information delivery and practical communication, and towards supporting rich, student‐centred forms of learning in both blended and distance learning modes.Social implicationsThis shift would create more powerful learning experiences for students, more effectively develop students' personal identities and skills, and yield graduates who are more confident in their ability to create more sustainable futures.Originality/valueThis paper will be of value to academic staff and educational developers looking to develop practice in embedding SSL in teaching and learning, and to harness the potential of e‐learning.

Quality of higher education

2016 ◽  
Vol 8 (3) ◽  
pp. 263-278 ◽  
Author(s):  
Inga Lapina ◽  
Renāte Roga ◽  
Peeter Müürsepp
Keyword(s):  
Higher Education ◽  
International Students ◽  
Work Experience ◽  
Foreign Students ◽  
Academic Staff ◽  
Learning Experience ◽  
International Studies ◽  
Content Type ◽  
Quality Of Higher Education

Purpose Higher education institutions (HEIs) are becoming more aware of the effects of globalization and of the fact that the need for international work experience, as well as partially or fully acquired education abroad, is increasing. The aim of the research is to analyze factors influencing international students’ decision regarding the country and HEIs and to evaluate students’ learning experience and satisfaction with their choice to develop suggestions for the improvement of different dimensions related to the quality and export of higher education. Design/methodology/approach Several research methods, such as literature review, logical and comparative analysis, as well as the empirical method to obtain information by conducting a survey, and the induction method to interpret and generalize the survey results are applied in this research. To discover learning experiences and determinants of students’ choice of the host country and HEI, research was carried out, under which two questionnaires were developed. The survey involved foreign students from seven HEIs in Latvia and one Estonian university. Findings The environment in which HEIs operate is becoming more open to the increasing international influence and competition and leads to increasing opportunities for international studies and choice available to students. The quality of the academic staff and study programmes are the most important factors in creating value for the student. As a result of the research, suggestions for higher education quality improvement and export development have been structured within economics, culture and quality dimensions into three levels – individual, institutional and state. Research limitations/implications The study does not analyze the foreign students’ countries of origin in terms of political, economic situations or other factors. Upon researching the proportion of foreign students in Latvian HEIs, it was found that most students acquire education in Riga; therefore, regional HEIs have not been included in the survey. Originality/value The results obtained can be used to improve the quality of higher education and encourage the export of higher education by introducing the necessary changes in the areas identified during the research at the state as well as HEI level. The authors also provide an insight into the areas where implementation of changes is necessary to improve the international students’ level of satisfaction and their learning experience.

scholarly journals An innovative MOOC platform: the implications of self-directed learning abilities to improve motivation in learning and to support self-regulation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Daniel F.O. Onah ◽  
Elaine L.L. Pang ◽  
Jane E. Sinclair ◽  
James Uhomoibhi
Keyword(s):  
Focus Group ◽  
Best Practices ◽  
Blended Learning ◽  
Goal Setting ◽  
Quantitative Data ◽  
Independent Learning ◽  
Online Course ◽  
Content Type ◽  
E Learning ◽  
Learning Platforms

PurposeMassive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness in a blended-learning context. One of the major recurring issues raised in both academic literature and in the press about MOOCs is the consistently high dropout rate of MOOC learners.Design/methodology/approachIn this study, we applied mixed methods as an exploratory case study, which prioritised the quantitative and qualitative approaches for the data collection processes. The data were collected using a MOOC Online Self-regulated Learning Questionnaire (MOSLQ) adapted and created from an existing measuring instrument. The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS Version 22) tool to conduct descriptive analysis. The qualitative results obtained from the transcribed focus group interviews in this study revealed the various behavioural patterns of how undergraduate students self-directed their learning. This focus group interview was conducted to reveal the various ways students organised and strategised their learning patterns in order to derive satisfaction in their distinctive learning behaviours and encourage motivation within their study approaches. Quantitative data collected online included a 30 items survey of which 17 respondents completed the survey items in the blended-learning study. The online course survey included 19 items of which data were gathered from 11 respondents.FindingsAcross the data, it is noticeable and clear that time management and goal setting were among the dimensions that are highly rated close to high level among SRL skills investigated in this study. We found that goal setting and task strategies predicted much better attainment of individuals controlling personal course goals, while help seeking was associated with lower goal attainment among majority of the participants.Research limitations/implicationsThe study also identified several challenges. For example, there were some challenges in learners completing the survey questions even when several reminders were sent out forth nightly. At this preliminary stage, learners participated as lurkers without engaging fully with other non-academic and academic interactive activities such as surveys, in course quizzes and forums. Most of the participants in this course said they enrolled to know more about the new trend MOOC, to make friends, to have fun and so on. Although, these are some of their intentions for participating, some of the participants at some points contributed to discussion forums.Practical implicationsOur platform currently allows learners to direct their learning within the course and also allow the choice of content prerequisite in order to recommend resources necessary for their learning. This study indicates the necessity to support SRL skills and directing development of self-determination skills among the participants. This study when applied to a larger sample will demonstrate effective measurement on areas of reliability and validity as results from this small sample has indicated some high SRL skill levels for individual learners within the research.Social implicationsHowever, the success of any e-learning or MOOC platform should consider the following best practices and objectives: the learners' entire learning experience, the strategies used in developing the course content, the planning of the course delivery and the methods of delivery. Therefore, all e-learning platforms should be designed with a primary focus on the way students learn to improve their own learning skills and help them regulate their own independent learning habits. In another related study, the success of any e-learning course implementation should be carefully considered with regards to the course's underlying pedagogy and how learners engage with the content.Originality/valueThere are many e-learning platforms in existence globally, but little has been mentioned about the development of a MOOC platform in general that could allow independent learning and also adequately demonstrating the components and features used in these MOOC designs. This research's implication is to aid instructional designers to apply best practices in the development of an online course. The best approach in designing a good course is to consider the learners and how they could engage with the course resources independently and develop the ability to self-direct their learning. One of the main goals of e-learning platforms is primarily based on developing learning resources that would be suitable for linear course structure as directed by the course developer or instructor.

scholarly journals PENDAMPINGAN PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL INKUIRI TERBIMBING BERBASIS ICT BAGI GURU SMP DI LINGKUNGAN PONDOK PESANTREN SALAFIYAH SYAFI’IYAH IBRAHIMY SITUBONDO

2019 ◽  
Vol 1 (2) ◽  
pp. 307-318
Author(s):  
Dian Noer Asyari
Keyword(s):  
Online Learning ◽  
Inquiry Learning ◽  
Learning Resources ◽  
Learning Tools ◽  
Guided Inquiry ◽  
Learning Tool ◽  
Software Environment ◽  
Learning Resource ◽  
E Learning ◽  
Multi Media

The availability of ICT-based learning tools is one of the supports for the creation of classes that implement E-learning. The learning process can occur if there are at least two main elements, namely: (1) people who learn, and (2) learning resources. Learning resources include people (resource persons), tools (hardware), materials (software), environment (background, settings) and others. Learning tools are one type of learning resource and become an element that has a very important role in e-learning. There is no e-larning without the availability of learning tools, so the ability of teachers to develop ICT-based learning tools becomes very important. This learning device is often also called an internet-based learning device or online learning device. Three main characteristics of this learning tool include: (1) presenting multi media, (2) preparing, processing and presenting information, and (3) hyperlinks. The nature of this online learning tool has the advantage that it can be accessed anytime and anywhere as long as it has internet access, so that the teacher has the ability to develop ICT-based learning tools. These characteristics make the source of learning tools very rich, and the availability of appropriate ICT-based guided inquiry learning model tools is very much needed as a relevant learning resource.

Consolidating the Literature on Mutual Adjustment in the Learning and Teaching of International Students and Academic Staff

2015 ◽  
Vol 21 (7) ◽  
pp. 2446-2450 ◽  
Author(s):  
Nur Sofurah Mohd Faiz ◽  
Tahira Anwar Lashari ◽  
Halizah Awang ◽  
Maziana Mohamed ◽  
Muhammad Suhaimi Sulong ◽  
...  
Keyword(s):  
International Students ◽  
Academic Staff ◽  
Learning And Teaching

The adequacy of UTAUT-3 in interpreting academician’s adoption to e-Learning in higher education environments

2019 ◽  
Vol 17 (1) ◽  
pp. 86-106 ◽  
Author(s):  
Asanka Gunasinghe ◽  
Junainah Abd Hamid ◽  
Ali Khatibi ◽  
S.M. Ferdous Azam
Keyword(s):  
Higher Education ◽  
Performance Monitoring ◽  
Academic Staff ◽  
Simple Random Sampling ◽  
Learning System ◽  
Educational Systems ◽  
Quantitative Methodology ◽  
Content Type ◽  
Personal Innovativeness ◽  
E Learning

Purpose This study aims to assess the adequacy of unified theory of acceptance and use of technology-3 (UTAUT-3) model in understanding academician’s adoption to e-Learning, with intent of getting more academicians to accept e-Learning in the Sri Lankan higher education context. Limited validity of the model in an educational context led to this study. The emergence of internet-based technology has changed the way people live, work and study. Technological platforms such as e-Learning have advanced educational systems by enhancing learner experience while benefiting teachers and educators in many ways. Design/methodology/approach The study used a deductive approach and quantitative methodology, in which a theoretical model was tested using hypotheses to assess causality between study variables. The simple random sampling was used to collect data using a self-administered questionnaire that was sent via Google Forms to targeted respondents. The final sample consisted of 441 academicians who responded to factors of e-Learning adoption on a seven-point Likert scale. Structured equation modelling was used for data analysis. Findings It was revealed that performance expectancy, effort expectancy, facilitating conditions, habit and hedonic motivation were significant influences of academician’s adoption to e-Learning. However, social influence and personal innovativeness in IT were not significant predictors of e-Learning. Research limitations/implications Due to the scope of the study, the factors that determine e-Learning adoption were limited to UTAUT-3 variables. Additionally, the concept was tested from only an academician’s perspective using quantitative methodology. Practical implications The findings are useful to higher education institute (HEI) administration, instructors and teaching assistants, policymakers to design and implement their online strategy as well as to make appropriate decisions in getting e-Learning accepted among a higher number of local HEI academicians. It is recommended for the decision-makers in the HEIs to consider the effect of the above findings in setting plans for higher e-Learning adoption. For instance, staff training catering to specific departmental needs, continuous awareness building, periodic reviewal of e-Learning system, e-Learning champions, introduction of policies and guidelines to encourage trial usage would be useful in this aspect. Social implications Successful use of e-Learning would help HEIs to overcome certain issues that exist in a traditional classroom. e-Learning facilitates education delivery beyond time and space while supporting enhanced performance monitoring and skill development which ultimately improve quality of output and institutional performance. Originality/value The study examined the adequacy of UTAUT-3 in understanding the adoptability to e-Learning. Second, it recognised a set of factors that affect the academic staff acceptance of e-Learning in higher education environments. A useful framework is provided to the HEI’s administration to successfully implement e-Learning systems. This study contributes to the growing body of information system literature by examining the validity of UTAUT-3 framework in the use and acceptance of educational technology in a developing country.

scholarly journals Empowering lifelong learning through open universities in Taiwan and Indonesia

2020 ◽  
Vol 15 (2) ◽  
pp. 167-188 ◽  
Author(s):  
Aminudin Zuhairi ◽  
Amy Ching Tsu Hsueh ◽  
I-Chin Nonie Chiang
Keyword(s):  
Lifelong Learning ◽  
Academic Staff ◽  
New Technology ◽  
Continuing Professional Development ◽  
University Education ◽  
Students With Special Needs ◽  
Lifelong Learners ◽  
Content Type ◽  
Learning And Teaching ◽  
Wide Range

PurposeThis research attempts to reveal ways of addressing challenges in open universities related to empowering lifelong learning; establishing policies and strategies in dropouts, student portfolio and support services for students with special needs; and implementing online instructional design and strategies. Two institutions were investigated, namely National Open University (NOU) Taiwan and Universitas Terbuka (UT) Indonesia, both founded in the 1980s to serve lifelong learners with diverse backgrounds and needs. This study was aimed at understanding good practices and challenges for improvement for the two open universities in those areas being investigated.Design/methodology/approachThis research was qualitative using document analysis along with focus group discussions and interviews with administrators, academic staff, students and alumni to collect data for analysis.FindingsLifelong learning is the necessity of individual in societies for continuing professional development through enabling access to quality university education. Open universities have been tasked to cater for lifelong learners using non-traditional approaches, new technology and adapting to online learning and teaching in digital age. This research was exploratory, and the findings were expected to improve understanding of lifelong learning in open universities, particularly in NOU and UT.Practical implicationsFindings of this research are relevant to open universities to enhance its missions and define its possible new roles to serve lifelong learners.Originality/valueThis research reveals the roles of open universities in lifelong learning and enhances understanding of open universities that have a wide range of responsibilities in offering programs and courses to accommodate lifelong learners.

Engaging international students in academic and information literacy

2015 ◽  
Vol 116 (5/6) ◽  
pp. 277-288 ◽  
Author(s):  
Alison Lahlafi ◽  
Diane Rushton
Keyword(s):  
International Students ◽  
International Student ◽  
Academic Literacy ◽  
Academic Skills ◽  
Literacy Skills ◽  
Skills Development ◽  
Teaching Techniques ◽  
Content Type ◽  
Learning And Teaching ◽  
Second Year

Purpose – The purpose of this paper is to discuss a collaborative initiative between a module leader, librarian and academic skills tutor to support information and academic literacy skills development of a group of international students from a partner college in Malaysia during their three-month study visit to Sheffield Hallam University. Design/methodology/approach – The paper explores the transferability of active learning and teaching techniques used with second-year home students to a cohort of final-year international students. It discusses the development, implementation and assessment of learning workshop activities and the use of mobile phones in the classroom to enhance student engagement. Findings – The embedded active learning and teaching techniques used with second-year home students transferred well to the international student cohort. At the end of the module, international student feedback and reference list analysis suggests that the embedding of both information and academic literacy skills within modules does support student development of these skills. Mobile technology proved both enjoyable and engaging for the students. Originality/value – The paper’s findings are transferable to other international student cohorts in UK higher education libraries and suggest ways of engaging students in information and academic skills workshops and supporting their skills development to achieve academic success.

scholarly journals Amplifying staff development through film

2017 ◽  
Vol 59 (5) ◽  
pp. 446-456
Author(s):  
Alicia Prowse ◽  
Penny Sweasey ◽  
Rachel Delbridge
Keyword(s):  
Staff Development ◽  
Academic Staff ◽  
Roman Catholic ◽  
Small Scale ◽  
Content Type ◽  
Student Transition ◽  
Learning And Teaching ◽  
Wide Range ◽  
Final Exams ◽  
Sixth Form

Purpose The literature on student transition to university commonly investigates student expectations, perceptions and experiences and rarely focusses on university academic staff viewpoints. The purpose of this paper is to explore the staff development potential of a filmed visit of university academic staff to a sixth form college. Design/methodology/approach The project created a space for eight university colleagues from a wide range of discipline areas in a large metropolitan university and ten college students from one local sixth form feeder college to observe and reflect on their experiences of learning and teaching (L&T) in the two environments. Findings Staff development episodes were subsequently designed to allow staff who had not attended the visit to comprehend the experiences of L&T in colleges and promote a consideration of pedagogies for student transition. Observations and reflections from this “second audience” are presented. Research limitations/implications This was a case study of a visit of a small group of university academic staff to one Roman Catholic sixth form college who selected students to speak on film. The visit occurred just prior to final exams at the end of the academic year. Practical implications Packaging the visit via film and workshop activity enabled university staff to hear their own colleagues’ reflections on how students learn in college and the step up to university study. This combination of vicarious/peer learning could be used in a range of staff development and training settings. Originality/value This study explored a practical way of extending a small-scale episode of experiential staff development to a much larger staff audience via the use of filmed reflections of participants, combined with workshop activity and online comment and discussion.

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