How to identify e-learning trends in academic teaching

2015 ◽  
Vol 12 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Helge Fischer ◽  
Linda Heise ◽  
Matthias Heinz ◽  
Kathrin Moebius ◽  
Thomas Koehler
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Virtual Worlds ◽  
Online Courses ◽  
Easy Access ◽  
Content Type ◽  
Trend Study ◽  
Scientific Discussion ◽  
German Speaking ◽  
E Learning

Purpose – The purpose of this paper is to introduce methodology and findings of a trend study in the field of e-learning. The overall interest of the study was the analysis of scientific e-learning discourses. What comes next in the field of academic e-learning? Which e-learning trends dominate the discourse at universities? Answering such questions is the basis for the adaptation of service strategies and IT-infrastructures within institutions of higher education. Design/methodology/approach – Which e-learning formats dominate the current scientific discourse? To answer this question, a trend study based on a content analysis was performed. The abstracts of 427 scientific articles of leading German-speaking e-learning conferences Gesellschaft für Medien in der Wissenschaft and E-Learning-Fachtagungen der Gesellschaft für Informatik e. V. (GMW and DeLFI) – published from 2007 to 2013 – were examined. A category scheme was derived from the Horizon Report. The category scheme then was gradually expanded and adapted to the data material during the investigation. Findings – This paper found that the detailed analysis of the frequency distribution over the seven years reflects the intensity of scientific discussion towards e-learning trends within the investigation period, and conclusions about the didactical or technical potentials of innovations can be drawn because both conferences are different in terms of their objective. The authors also classified the life stages of selected innovations based on the Gartner hype cycles, and the striking findings of the study will be formulated in the form of assumptions, which reflect the development potential of learning management, mobile learning, virtual worlds, e-portfolio, social media and Massive Open Online Courses in German Higher Education. Research limitations/implications – Only abstracts of the selected contributions were investigated. Errors in the category allocation due to unclear terminology cannot be excluded. Organisers of the investigated conferences often define the (main) topics. This influenced the spectrum of represented topics overall, as well as the focus of individual contributions. The above-presented study was conducted at German-speaking conferences and, therefore, reflects the situation in Germany, Switzerland and Austria. No conclusions about actors or institutional relationships can be made, in contrast to the original assumptions of discourse analysis. The categorial classification of contributions does not allow any conclusions about the quality of the discourse. Originality/value – The study shows how proceedings of scientific conferences can be used for trend studies. It became clear that discourse analytical studies can be used complementary to other methods of future studies. The advantage of this methodology lies mainly in the easy access to the text material, as conference proceedings are mostly available online. In addition, the analysis of large amounts of data (or texts) can be greatly facilitated by use of digital technologies (e.g. by automatic analysis of keyword). This paper makes an important contribution to the diffusion of digital media in higher education.

scholarly journals Role of Interactive Multimedia to support MOOC for Enhanced E-learning in the Higher Education Sector in Oman

2020 ◽  
Author(s):  
Juhaina Al Raisia ◽  
Jomana Al Mahfudhi ◽  
Vikas Rao Naidu ◽  
Raza Hasan ◽  
Karan Jesrani ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Strategy ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Easy Access ◽  
E Learning ◽  
Computer Based

E-learning is the best way of getting knowledge at present especially when it comes to distant education. E-learning is a computer-based educational system that allows you to learn in any place at any time. Earlier e-learning solutions were delivered on CDROMs but nowadays, an online platform is making easier ways for such implementation in terms of scalability as well as usability. Online courses such a MOOC (Massive Open Online Course), which is a way of delivering the content of learning online for any person with easy access from any part of the World is becoming much more popular for certification courses. This research paper focuses on the requirements of such implementation as a part of teaching and learning strategy in one of the higher education institutions in Oman. The existing system in these days is Moodle which is one of the Virtual Learning Environments. Through Moodle, teachers are sharing many eLearning based tools with students. It is based on PowerPoint in Moodle learning and different activities on papers. The methodology used in this project is a mixed methodology – quantitative and qualitative, which includes a questionnaire to get more opinions from different people about this research and there also interviews. The study is performed in context to one of the leading private higher education institutions (HEI) in Oman. The proposed research will suggest a new E-Learning application, especially for some practical modules. Based on the above study, researchers have a plan to propose a new framework and solution for practical modules in HEI especially with the integration of MOOC. The large scale implementation of the proposed research and its solution will be on a cloud, in order to provide easy access along with scalability.

Sustainable development in higher education in Nordic countries: exploring E-Learning mechanisms and SDG coverage in MOOCs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne-Karen Hueske ◽  
Caroline Aggestam Pontoppidan ◽  
Lavinia-Cristina Iosif-Lazar
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Learning ◽  
Informal Education ◽  
Online Courses ◽  
Nordic Countries ◽  
Learning Mechanisms ◽  
Content Type ◽  
Developed Economies ◽  
E Learning

Purpose This study aims to explore the extent and types of E-Learning used, as method and tool, to support education for sustainable development (ESD); and to understand the coverage of Sustainable Development Goals (SDGs) in massive open online courses (MOOCs). Design/methodology/approach The study extends the morphological box of ESD in higher education by nonformal and informal education, exploring the types of blended and online learning and adding the SDGs as a new criterion. The study subjects are Nordic UN Principles for Responsible Management Education (PRME) members. Through content analysis and thematic coding of reports by higher education institutions (HEIs), different E-Learning methods are identified; furthermore, 30 MOOCs are analyzed. Findings HEIs apply a variety of blended and online learning to advance ESD for formal and nonformal education. The MOOCs offered by Nordic HEIs predominantly cover four SDGs (9: Industry, Innovation and Infrastructure; 13: Climate Action; 11: Sustainable Cities and Communities; and 16: Peace, Justice and strong Institutions), but there is nothing on SDG 2: No Hunger. That is in line with the Nordic countries’ status as developed economies, where these topics are often framed as political and societal priorities. Practical implications The study’s results suggest that to avoid overlaps and fill gaps in ESD, the offer of open online courses should be orchestrated. Furthermore, HEIs can use our method to analyze their E-Learning courses related to SDGs. Originality/value This study shows how business schools, especially Nordic UN PRME members, contribute to the SDGs by their MOOC coverage.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

The Technology Shift for MOOC-Based Libraries

2021 ◽  
pp. 729-738
Author(s):  
Triloki Pant ◽  
Swati Pant
Keyword(s):  
Higher Education ◽  
Education System ◽  
New Technologies ◽  
Online Courses ◽  
Educational Status ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Higher Education System ◽  
Study Material ◽  
E Learning

Massive open online courses (MOOCs) have evolved in past decade and become one of the prominent parts of the higher education system. The MOOCs provided a promising platform to aspirants who wanted to study further to either enhance their educational status or learn new technologies. With the evolution of MOOC, many platforms started to offer such courses, and many of them are not free as these courses need to register with some nominal fee. The role and need of libraries come at this point for MOOC courses as the courses are bundled with corresponding study material. The print library needs to assist e-library so that it may be compatible with the MOOCs and corresponding resources. The technological shift from print to e-library has a great impact on e-learning followed by MOOCs; however, the issue of MOOC libraries and resources is yet to be resolved to ensure the availability to all the users. The chapter deals with the need of library for MOOCs, its structure and technology shift from print library to e-library, along with the differentiation between e-learning and MOOCs.

Approaches to supervising work-based learning students’ workplace research

2014 ◽  
Vol 4 (1) ◽  
pp. 44-65 ◽  
Author(s):  
Jon Talbot ◽  
Andy Lilley
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Quantitative Methods ◽  
Research Projects ◽  
Content Type ◽  
Use Of Technology ◽  
Contextual Framework ◽  
E Learning ◽  
The Uk ◽  
Practical Implications

Purpose – The purpose of this paper is to outline a small research project designed to explore the practices of the UK work-based learning (WBL) tutors in facilitating formal research projects in the workplace. Design/methodology/approach – Data were collected using a short questionnaire to practitioners administered electronically and a daylong workshop where issues were discussed in greater depth by participating tutors. Findings – The main findings are that there is a degree of agreement by WBL tutors about the distinctiveness of WBL research projects; that although there is increasing use of technology to support delivery only one institution is using e-learning as the principal means of delivery; emphasis is upon a relatively small number of techniques and there is a strong preference for qualitative over quantitative methods. Research limitations/implications – The main limitation of the study is the relatively small number of active participants. However, this is the only study of its kind and the results offer insights into an important element of pedagogic practice in WBL. Practical implications – The project enabled the identification of common approaches and facilitated discussion of problems shared by WBL tutors across the field. There appears to be a consensus that situated investigation exists within a different contextual framework to traditional academic dissertation projects and that the focus is therefore necessarily on generating data as the basis for active problem solving. Originality/value – This is the only empirical study of practice in respect of facilitating research projects on WBL programmes in higher education.

A Delphi-based approach for detecting key e-learning trends in postgraduate education

2017 ◽  
Vol 59 (6) ◽  
pp. 590-604 ◽  
Author(s):  
Blanca Lopez-Catalan ◽  
Victor A. Bañuls
Keyword(s):  
Higher Education ◽  
Delphi Study ◽  
Methodological Approach ◽  
National Level ◽  
Three Dimensional ◽  
Postgraduate Education ◽  
Content Type ◽  
E Learning ◽  
Education Administrators ◽  
The Impact

Purpose The purpose of this paper is to present the results of national level Delphi study carried out in Spain aimed at providing inputs for higher education administrators and decision makers about key e-learning trends for supporting postgraduate courses. Design/methodology/approach The ranking of the e-learning trends is based on a three-dimensional analysis that combines the cost of implementation, the impact of each trend on learning outcomes and the diffusion forecast among postgraduate courses in the time horizon. The authors use the Delphi method for managing an expert panel. Findings Mobile learning, gamification, social media and open education are found as some of the key e-learning trends that might have greater educational impacts in postgraduate programs in the next years. These results are expected to help educational institutions to plan future positioning strategies depending on their starting positions, resources and intentions to innovate. Originality/value Educational managers and planners need to identify priority issues and principal trends in higher education in order to raise their innovative offer and to maintain competitiveness. The results might help them. Moreover the indicator and the methodological approach is a novelty in the field.

An m-learning framework for ERP systems in higher education

2014 ◽  
Vol 11 (4) ◽  
pp. 287-301 ◽  
Author(s):  
Brenda Scholtz ◽  
Mando Kapeso
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Theoretical Framework ◽  
Learning Systems ◽  
Learning System ◽  
Erp Systems ◽  
Content Type ◽  
Erp System ◽  
E Learning ◽  
Learning Projects

Purpose – The purpose of this paper is to investigate the factors of m-learning approaches which can be used for enterprise resource planning (ERP) system training and to propose a theoretical framework for m-learning of ERP systems. Design/methodology/approach – A literature review of several theories relating to success factors for mobile learning (m-learning) and electronic learning (e-learning) are analysed and a theoretical framework of success factors for m-learning of ERP systems is proposed. Two field studies are undertaken to identify the features of e-learning and m-learning systems which users enjoyed and which related to the factors identified in the theoretical framework. The technology acceptance model (TAM) was used to evaluate the acceptance, usefulness and perceived ease of use (PEOU) of the two systems evaluated in the field study, the openSAP e-learning application and the SAP Learn Now m-learning application. Findings – The results confirmed several of the theoretical elements identified in the framework and the m-learning system was rated positively for PEOU and perceived usefulness (PU). The findings confirmed other studies showing the importance of the quality of course content in e-learning and m-learning projects. Research limitations/implications – The empirical study was limited to a small number of participants in higher education. However, a deeper understanding of the factors influencing m-learning for ERP systems was obtained. Practical implications – The study provides a valuable practical contribution because the framework can be used in the improved design of an ERP m-learning approach, which in turn can lead to an improvement in ERP training and education programmes and ultimately ERP project success. Originality/value – Several studies propose the use of m-learning systems. However, research related to the factors impacting on m-learning projects for ERP system training is limited. The paper presents original work and the results provide a valuable contribution to several theories of m-learning.

scholarly journals Online Learning: Leading e-Learning at Higher Education

2020 ◽  
Vol 7 (1) ◽  
pp. 47-54
Author(s):  
Mutiara Ayu
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Information Age ◽  
Education Technology ◽  
Interactive Technology ◽  
Easy Access ◽  
Substitute Teachers ◽  
Access To Information ◽  
E Learning ◽  
Learning Concept

In the 'Information Age' where the demand of knowledge raises, the students are expected to retrieve more information to support and develop their learning process. Some universities have progressively opened up to the opportunity of e-learning concept, and they are currently integrating e-learning in their teaching to accommodate the diverse need in learning and providing more interactive materials that allow easy access to information.  E-learning has the potential to transform the way of teaching and studying across the board. It can develop standards, and improve involvement in learning. This cannot substitute teachers or lecturers role, but in addition to existing methods it can develop the quality and decrease the time spent. This paper aims at presenting an overview of the extent to which e-learning is used at higher education and explores e-learning from the perspective of students and teachers. It also briefly explains the current condition of e-learning that utilizes interactive technology to enhance the learning experience.Keywords: e-learning, higher education, technology

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