Exploiting Agents and Artifacts Metamodel to Provide Abstraction of E-Learning Resources

2017 ◽  
Author(s):  
Birol Ciloglugil ◽  
Mustafa Murat Inceoglu
Keyword(s):  
Learning Resources ◽  
E Learning

DESIGNING E-LEARNING RESOURCES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOL WITH ADOBE FLASH AND HTML5 SYSTEMS

2018 ◽  
pp. 49-57
Author(s):  
N. A. Gluzman
Keyword(s):  
Primary School ◽  
Web Applications ◽  
Special Importance ◽  
Learning Resources ◽  
Multimedia Presentations ◽  
Adobe Flash ◽  
E Learning ◽  
High Level ◽  
And Training ◽  
Training Practice

In the modern educational space regarding the realities of the information society special importance is attached to issues related to the provision of a high level of informatization of education, which implies teachers’ mastering the necessary competencies and the ability to introduce e-learning resources into educational and training practice. Adobe Flash as one of the platforms for creating web applications and multimedia presentations enjoys greatest popularity with users including teachers. However, in connection with the announcement of discontinuing Adobe Flash support in 2020, the issue of choosing an analog to create web applications and presentations for use in teaching purposes is becoming particularly relevant. The article provides a comprehensive analysis of developing electronic educational resources by teachers using Adobe Flash and HTML5 for teaching math in primary school.

COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION

2018 ◽  
pp. 5-11
Author(s):  
A. S. Christochevskaya ◽  
S. A. Christochevsky
Keyword(s):  
Comparative Analysis ◽  
Learning Resources ◽  
Technical Base ◽  
Initial Stage ◽  
New Knowledge ◽  
Good Material ◽  
E Learning ◽  
New Material ◽  
High Level ◽  
Paper Method

Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

On the Generation of E-Learning Resources Using Business Process, Natural Language Processing, and Web Services

2021 ◽  
Vol 23 (2) ◽  
pp. 40-44
Author(s):  
Olivia Fragoso-Diaz ◽  
Vitervo Lopez Caballero ◽  
Juan Carlos Rojas-Perez ◽  
Rene Santaolaya-Salgado ◽  
Juan Gabriel Gonzalez-Serna
Keyword(s):  
Natural Language Processing ◽  
Web Services ◽  
Natural Language ◽  
Language Processing ◽  
Business Process ◽  
Learning Resources ◽  
E Learning

scholarly journals Working in Creative Partnership with Students to Co‐Produce Neuroanatomy e‐Learning Resources in a new era of Blended Learning

2021 ◽  
Author(s):  
Scott Border ◽  
Charlotte Woodward ◽  
Octavia Kurn ◽  
Cara Birchall ◽  
Hailey Laurayne ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Resources ◽  
New Era ◽  
E Learning ◽  
Creative Partnership

scholarly journals Usable and Interoperable E-Learning Resources Repositories

2005 ◽  
pp. 249-270 ◽  
Author(s):  
S. Retalis
Keyword(s):  
Internet Access ◽  
Learning Resources ◽  
Data Formats ◽  
Effective Manner ◽  
Ideal System ◽  
Critical Issues ◽  
E Learning ◽  
User Access ◽  
Closed Systems ◽  
The Web

The Web puts a huge number of learning resources within reach of anyone with Internet access. In many cases, these valuable resources are difficult for most users to find in an efficient and effective manner. What makes an e-learning resources repository much more than a portal is the ability to discover a learning object and put it to a new use. The purpose of an e-learning resources repository is not simply safe storage and delivery but the ability of their administration, in terms of updating, identifying, utilizing, sharing and re-using them, which remains a great challenge. Moreover, the various repositories are either closed systems or systems that allow user access only through proprietary interfaces and data formats. In brief, there is lack of interoperability. The aim of this chapter is to present the requirements of an ideal e-learning resources repository that will provide services for covering the aforementioned critical issues. We will also describe such an ideal system could be non-centralized, which is the main difference from all the system that exists today in the WWW. Peer to Peer (P2P) based approaches are more flexible than centralized approaches with several advantages.

scholarly journals Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices

2014 ◽  
Vol 22 ◽  
Author(s):  
Karen M. Scott
Keyword(s):  
Longitudinal Research ◽  
New Teacher ◽  
Learning Technology ◽  
Learning Resources ◽  
Learning Beliefs ◽  
Learning Resource ◽  
Beliefs And Practices ◽  
E Learning ◽  
The Subject ◽  
The Way

As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who was inexperienced with e-learning technology, yet took over a blended unit of study with an e-learning resource that accounted for one-fifth of the subject assessment and was directed towards academic skills development relevant to the degree program. Taking a longitudinal approach, this research examines the challenges faced by the new teacher and the way she changed the e-learning resource and its implementation over two years. A focus of the research is the way the teacher's reflections on the challenges and changes provided an opportunity and stimulus for change in her e-learning beliefs and practices. This research has implications for the way universities support teachers taking over another teacher's e-learning resource, the need for explicit documentation of underpinning beliefs and structured handover, the benefit of teamwork in developing e-learning resources, and provision of on-going support.Keywords: e-learning sustainability; e-learning beliefs and practices; reflection; longitudinal research(Published: 30 July 2014)Citation: Research in Learning Technology 2014, 22: 23362 - http://dx.doi.org/10.3402/rlt.v22.23362

scholarly journals The influence of interactive and static infographics on the academic achievement of reflective and impulsive students

2021 ◽  
pp. 147-162
Author(s):  
Dina Ismaeel ◽  
Ensaf Al Mulhim
Keyword(s):  
Academic Achievement ◽  
Cognitive Style ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Learning Resources ◽  
Information Presentation ◽  
E Learning ◽  
Presentation Methods

This article examines the influence of static/interactive infographics on reflective/impulsive students’ academic achievement. The study sample consisted of 80 undergraduate students who were divided into two groups according to their cognitive style (reflective/impulsive). Each group was further divided into two sub-groups based on the type of infographics (static/interactive) to be evaluated. The findings showed that interactive infographics are more effective than static infographics in improving academic achievement. Reflective students outperformed impulsive students in terms of academic achievement, and there was a significant interaction between interactive infographics and reflective students. This study may serve as a guide for educators and designers of learning resources in selecting the most appropriate forms of technology conforming to students’ varying cognitive styles. Implications for practice or policy: The designers of e-learning environments must focus on the cognitive style of each learner. The design of those environments must take into account the diversity of information presentation methods to meet the various cognitive styles. Students' academic achievement can be improved by the use of interactive infographics due to their richness in material, multimedia approach, and interactivity that stimulate and communicate with learners’ senses and positively affect their acquisition of information.

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