Cloud computing and e-learning and their benefits for the institutions of higher learning

2016 ◽  
Author(s):  
Blanka Klimova ◽  
Petra Maresova
Keyword(s):  
Cloud Computing ◽  
Higher Learning ◽  
Institutions Of Higher Learning ◽  
E Learning

scholarly journals THE DEVELOPMENT OF E-LEARNING AMONG PRIVATE UNIVERSITIES IN SARAWAK, MALAYSIA

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Andrew Sija
Keyword(s):  
Computer Literacy ◽  
Higher Learning ◽  
Face To Face ◽  
Computer Based Learning ◽  
Advantages And Disadvantages ◽  
Institutions Of Higher Learning ◽  
Education Industry ◽  
E Learning ◽  
Computer Based ◽  
Critical Components

<p>E-learning is playing very important role in the present educational scenario. It has potential to change the whole education system and due to this reason, it has become one of the most preferred subjects for the researchers and scholars working on the various aspects of e-learning. This study is looking into various research works on e-learning for IPTS (Private Institutions of Higher Learning) in Sarawak. The principle objectives of this research includes to examine the suitable research model describing on the methods that shows the motivation in e-learning, (ii) to identify the suitable type of learning in higher education and (iii) to investigate the problems and challenges of implementing e-learning in Private Institute of Higher Learning Sarawak. This study therefore examined the prime factors of two selected IPTS in Sarawak (Saujana Academy of Travel and Tour (SATT) and IBS College (formerly known as Institute BREM Sarawak) in implementing an E-learning and the relations between each influencing factors of acceptance in E-Learning in the University/Colleges by adopting the two basic types of learning which were Computer Based Learning and Internet Based Learning as proposed by Algahtani, 2011. The resulting analysis and interpretation provided a description of the performance of E-Learning influenced by the variables which were the engagement of E-Learning, facilities and computer literacy. The qualitative method in this study derived from a constructive perspective involving in-depth face to face interview with the respondents. The outcome of this study depicted that the influence of internet connectivity and computer-based knowledge equipped the E-Learning implementation and discovered of the advantages and disadvantages of E-Learning in education industry. Based on the findings, three primary variables identified with supporting factors emerged as the critical components categories in this study and these categories represent a conceptual framework for solving E-Learning issues.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0620/a.php" alt="Hit counter" /></p>

Reflective E-Learning Pedagogy

2011 ◽  
pp. 18-33
Author(s):  
Leah Herner-Patnode ◽  
Hea-Jin Lee ◽  
Eun-ok Baek
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Instructional Technology ◽  
Learning Opportunities ◽  
Higher Learning ◽  
Delivery Methods ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Course Outcomes ◽  
Technology In Higher Education

The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value of technology in reaching larger numbers of students. The challenge for those instructors who implement such technology in higher education is to correctly apply pedagogy that has been successful in student learning to these new delivery methods. In some cases new pedagogy is being created. For successful facilitation of knowledge to take place, instructors must make students partners in the process, help them learn to reflect about their activities, and focus on course outcomes rather than the technology itself. We will share key E-learning pedagogy from different areas of specialty (mathematics education, special education, and instructional technology) in higher education.

scholarly journals Decolonisation and Rehumanising through Reclaiming the Humanities in ODEL

2021 ◽  
Vol 3 (1) ◽  
pp. 178-196
Author(s):  
Callum Scott ◽  
Yolandi Coetser
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Knowledge Systems ◽  
Academic Administrators ◽  
Institutions Of Higher Learning ◽  
The Face ◽  
E Learning ◽  
Utilitarian Approach ◽  
The University

Due to an oft held presupposition by academic administrators that the humanities lack utility, it is common for humanities scholars to be fearful of the demise of our disciplines in institutions of higher learning. In a number of western institutions, humanities departments have been closed based upon this logic. Locating the discussion within the South African academy and based particularly upon the pedagogical experience of the University of South Africa, the authors note an emerging juxtaposition to the western utilitarian approach toward humanities. The decolonial turn is gaining traction in neo colonies and offers an approach away from western positivist-inspired reductivism. Therefore, from within the decolonial milieu, a recovery of the importance of researching and teaching themes of the human can arise when the conception of the person is integrally restored. We argue that when dominant knowledge systems are dislodged, space is created for epistemic plurality by which epistemic re-centring occurs. Doing philosophy in the decolonial environment affords the privilege of reclaiming humanity in the face of its neo colonial mutilation. This is even more so, when philosophy is taught through the dispersed mode of open, distance, and e-learning (ODeL), an andragogy that encourages recentring and decolonisation in both the theory and praxis of teaching and learning.

scholarly journals Investigating The Challenges Of E-Learning In A Developing Institution Of Higher Learning: A Hypothetical Approach

2019 ◽  
Vol 35 (3) ◽  
pp. 83-96
Author(s):  
Albert Tchey Agbenyegah ◽  
Bongani Innocent Dlamini
Keyword(s):  
South African ◽  
Higher Learning ◽  
Infrastructure Development ◽  
Internet Technologies ◽  
Learning And Teaching ◽  
Institutions Of Higher Learning ◽  
Part Time ◽  
E Learning ◽  
Ict Infrastructure ◽  
Higher Institutions

The popularity of e-learning (EL) largely infiltrated into every sector of South African institutions of higher learning. This growing interest in EL is due to the advent of rapid internet technologies. For decades, South African institutions of higher learning have accepted EL as a vital learning tool for the enhancement of learning and teaching within the higher education sector. However, there are countless challenges that continue to hinder learning and teaching activities. This study seeks to determine the relationships between various challenges and EL capabilities through stated hypotheses. The study is a descriptive, qualitative design aided by a quantitative approach that were applied to collect data. In total 150 full and part-time ICT students including four permanent ICT lecturers participated in the study. By means of statistical methods of descriptive, inferential statistics aided by independent t-tests, three stated hypotheses were formulated and tested. The study therefore, recommends that higher institutions of learning should increase investments in various EL programs including relevant ICT infrastructure development and also in levels of connectivity. The study further recommends that EL contents should be designed taking into account the cultural characteristics of students.

Disaster Management Preparedness in the Education Sector in Kenya – A Case of the COVID-19 Pandemic.

2020 ◽  
Vol 1 (1) ◽  
pp. 86-96
Author(s):  
Prof. Fr. Stephen Mbugua Ngari; Stephen W Ndung’u
Keyword(s):  
Disaster Management ◽  
Higher Learning ◽  
Middle Level ◽  
Education Sector ◽  
The Novel ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Development Goals ◽  
The One ◽  
Novel Coronavirus

This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of  the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.

scholarly journals Effectiveness of Online Learning during the Covid-19 Pandemic: A Case of One University in Zimbabwe

2021 ◽  
Vol 2 (Issue 3) ◽  
pp. 56-61
Author(s):  
Diocleciano Nhatuve
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Higher Learning ◽  
Online Questionnaire ◽  
Online Teaching And Learning ◽  
Whole Process ◽  
Institutions Of Higher Learning ◽  
E Learning

This study sought to investigate on effectiveness of online teaching and learning during the Covid-19 Pandemic: A Case of one university in Zimbabwe. The study adopted quantitative approach in which 202 students were given an online questionnaire to fill. Data was analyzed through graphs to indicate the perception of students on effectiveness and challenges involved in the online teaching and learning. The study concludes that the e-teaching and e-learning adopted to minimize negative impact of Covid-19 Pandemic were not effective. High number of students (63% and 14%) reported that the whole process was frustrating as they could not learn effectively. Furthermore, students revealed that their failure was due to various challenges including inefficient strategies used by lecturers and difficulties to stablish and maintain relevant and fruitful interaction between lecturers and students. The learning process was monotonous. Lecturers could not convey adequate feedback and tests and assignments were not clear. To overcome challenges indicated by students, the study recommends that institutions of higher learning provide relevant equipment and educators be trained to develop competencies and skills for e-learning.

Reflective E-Learning Pedagogy

2011 ◽  
pp. 233-248 ◽  
Author(s):  
Leah Herner-Patnode ◽  
Hea-Jin Lee ◽  
Eun-ok Baek
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Instructional Technology ◽  
Learning Opportunities ◽  
Higher Learning ◽  
Delivery Methods ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Course Outcomes ◽  
Technology In Higher Education

The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value of technology in reaching larger numbers of students. The challenge for those instructors who implement such technology in higher education is to correctly apply pedagogy that has been successful in student learning to these new delivery methods. In some cases new pedagogy is being created. For successful facilitation of knowledge to take place, instructors must make students partners in the process, help them learn to reflect about their activities, and focus on course outcomes rather than the technology itself. We will share key E-learning pedagogy from different areas of specialty (mathematics education, special education, and instructional technology) in higher education.

scholarly journals Exploring the Impediments to New Learning Habits in View of Change Management - A Comparative Study of Botswana Accountancy College(BAC) and Botho University (BU)

2019 ◽  
Vol 1 and 2 (1 and 2) ◽  
Author(s):  
Wilbert Kudakwashe Chidaushe
Keyword(s):  
Change Management ◽  
Resistance To Change ◽  
Structured Interview ◽  
Higher Learning ◽  
Traditional Learning ◽  
Learning Methods ◽  
Successful Transition ◽  
Institutions Of Higher Learning ◽  
New Learning ◽  
E Learning

The study explored the impediments and best practice use of change management in the transition to new learning habits at the institutions of higher learning in Botswana. Two institutions of higher learning were considered in the study, where e-learning initiatives are rather prevalent. The research also involved a review of literature from the seminal authors. The study used the qualitative research methodology involving a questionnaire survey and used semi-structured interview administered questionnaire at exploring the factors that impede the transformation from traditional learning to e-learning. A total of fifty questionnaires were administered using purposive random sampling of students, lecturers and academic administrators at the studied institutions. The objective of the study was to explore into the hindrances to a successful change to e-learning from traditional learning methods that were experienced at the two institutions of higher learning. The next objective of the study was to explore the best means of changing from traditional learning methods to digital learning. It was revealed by the research that insufficient exposure to digital training, lack of proper planning, lack of involvement of the affected stakeholders, lack of commitment by top management and inadequate resources are the major reasons behind the resistance to change at the Botho University (BU) and Botswana Accountancy College (BAC). In the study resistance to change was regarded as not a barrier to change but rather the reasons causing the resistance to organizational transformation into e-learning were the obstacles to the e-learning transition. The best means of changing from traditional learning to e-learning that was observed among others were education and training, participation and involvement, facilitation and support. Organizational readiness was also been regarded as a critical requirement to afford the successful transition to e-learning. The study ended with the provision of recommendations targeted at contributing to relevant capacity building and aimed at influencing the future development of policy issues with regard to the successful transition to e-learning.

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