Development and Assessment of E-Learning for Academic Writing: Learning Support of Writing Centers

2018 ◽  
Author(s):  
Chiaki Iwasaki ◽  
Yasuhiro Tada ◽  
Kaede Sasaki ◽  
Tomoki Furukawa ◽  
Yoshinori Yamada ◽  
...  
Keyword(s):  
Academic Writing ◽  
Writing Centers ◽  
Learning Support ◽  
E Learning

scholarly journals Design of e-learning and online tutoring as learning support for academic writing

2019 ◽  
Vol 14 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Chiaki Iwasaki ◽  
Yasuhiro Tada ◽  
Tomoki Furukawa ◽  
Kaede Sasaki ◽  
Yoshinori Yamada ◽  
...  
Keyword(s):  
Academic Writing ◽  
Writing Centers ◽  
Autonomous Learning ◽  
Learning Support ◽  
Content Type ◽  
Support Tool ◽  
Face To Face ◽  
Online Tutoring ◽  
Post Test ◽  
E Learning

Purpose The purpose of this paper is to discuss the development and assessment of learning support environments for academic writing that utilize ICT, such as e-learning and online tutoring, in Japanese higher education. First, the authors introduce the design of an e-learning writing program for the Japanese language and assess whether the program is an effective learning support tool for undergraduates. Second, the authors analyze and assess online tutoring support for academic writing and clarify the merits and disadvantages of online and offline tutoring at writing centers, then suggest instructional strategies by analyzing the writing tutoring process. Design/methodology/approach The authors adopted e-learning goals to assess its effectiveness. The authors asked the participants questions they could answer from five-point scales, conducted a paired t-test, and included a free description-type questionnaire. Then, to assess online tutoring, the 12 students took pre- and post-test questionnaires, after which the authors conducted a Wilcoxon signed rank test. In addition, the authors carried out a Kruskal–Wallis rank sum test in order to confirm differences in satisfaction level and the effectiveness of face-to-face tutoring and online tutoring. Findings By analyzing the pre- and post-test results, the t-test confirmed that the students found the e-learning system to be effective for nurturing academic literacy. This means the system is appropriate as a support tool for nurturing academic writing, especially writing knowledge and rules, and university must provide a comprehensive learning support environment including e-learning. Next, the authors found no statistically significant difference between face-to-face and online tutoring, although some problems with the writing process remained. So online tutoring has opportunity to promote autonomous learning. The research results make it clear that because of writing centers’ potential and their effectiveness in utilizing ICT tools. Originality/value Research findings about academic writing are to improve the tutoring process and writing strategies, such as the use of ICT for academic writing support like e-learning, online tutoring, do not exist. To provide learning opportunity to learners and promote autonomous learning, e-learning and online tutoring are important. For the reasons noted above, it is necessary to provide an alternative writing support environment to students in Japan. Therefore, the authors report on and assess the development of learning support environments for e-learning programs and online tutoring for academic writing at the undergraduate level in Japan.

scholarly journals Quality assurance in e-learning: PDPP evaluation model and its application

2012 ◽  
Vol 13 (3) ◽  
pp. 66 ◽  
Author(s):  
Weiyuan Zhang ◽  
Yau Ling Cheng
Keyword(s):  
Quality Assurance ◽  
Hong Kong ◽  
Teaching And Learning ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Technical Support ◽  
Educational Institutions ◽  
Learning Effectiveness ◽  
Learning Support ◽  
E Learning

<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

scholarly journals E-learning trendek és kérdések

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Krisztina Fodorné Dr. Tóth
Keyword(s):  
Learning Approach ◽  
Learning Support ◽  
Exact Role ◽  
Electronic Learning ◽  
E Learning

Az e-learning (elektronikus tanulás, elektronikus tanulástámogatás) már előzményeiben is sokrétű tartalmi és technológiai kérdéskört fedett le, a fogalom maga pedig keletkezése óta folyamatos változást mutat. Jelen írás ezt a változást igyekszik megmutatni: az időbeli gyökereket, a fogalmak terjeszkedését, szűkülését, multiplikálódását, illetve kapcsolódásaikat az aktuális pedagógiai tendenciákhoz, valamint a mindenkori forró kérdések alakulását. Az írás struktúráját tekintve napjaink e-learning-szemléletének keresztmetszetét használja keretként; a mai hívószavak mentén próbáljuk áttekinteni az e-learning szféra alapjait, a felszínnél jóval kevésbé változékony vázát, illetve kitérünk néhány olyan, közelmúltbeli jelenségre, amelyek nem vagy nem úgy látszanak szerepet nyerni a főáramban, ahogyan a megjelenésükkori prognózisokból következtetni lehetne rá.***E-learning (electronic learning support) and its antecedents covered a multi-layer branch of issues regarding technology and content even before this concept was born. Since it has arised, it is altering and differing continuously. We aim to show this variability in this article: its roots in time, augmention, narrowing and multiplying of concepts, their links to actual pedagogical tendencies and the all-time hot questions. Structure of this article is based on todays e-learning approach: we intend to oversee framework of e-learning areas along today’s buzzwords and some recent phenomena which happened not to play the exact role in learning mainstream what was predicted for them to fulfill. 

scholarly journals Development of Intelligent Multi-agents System for Collaborative e-learning Support

2018 ◽  
Vol 7 (2) ◽  
pp. 294-305
Author(s):  
Issam Matazi ◽  
Rochdi Messoussi ◽  
Salah-Eddine Bellmallem ◽  
Ilham Oumaira ◽  
Abdellah Bennane ◽  
...  
Keyword(s):  
Fuzzy Logic ◽  
Learning Support ◽  
Artificial Agent ◽  
Learning Collaborative ◽  
Collaborative System ◽  
Pedagogical Action ◽  
E Learning ◽  
Multi Agents

The aim of this paper is the introduction of intelligence in e-learning collaborative system. In such system, the tutor plays an important role to facilitate collaboration between users and boost less active among them to get more involved for good pedagogical action. However, the problem lies in the large number of platform users, and the tutor tasks become difficult if not impossible. Therefore, we used fuzzy logic technics in order to solve this problem by automating tutor tasks and creating an artificial agent. This agent is elaborate in basing on the learners activities, especially the assessment of their collaborative behaviors. After the implementation of intelligent collaborative system by using Moodle platform, we have tested it. The reader will discover our approach and relevant results.

TEACHING THE REGRESSION AND SIMPLE LINEAR CORRELATION THEME WITH E-LEARNING SUPPORT

2019 ◽  
Author(s):  
Miguel Pineda Becerril ◽  
Omar García ◽  
Armando Aguilar ◽  
Frida León
Keyword(s):  
Linear Correlation ◽  
Learning Support ◽  
E Learning

An Exploratory Analysis of the Role of Emotions in E-Learning

2010 ◽  
pp. 563-571 ◽  
Author(s):  
M. A. Rentroia-Bonito ◽  
J. Jorge ◽  
C. Ghaoui
Keyword(s):  
Learning Processes ◽  
Learning Support ◽  
Face To Face ◽  
Learning Contexts ◽  
The People ◽  
E Learning ◽  
Individual Learning Processes ◽  
The Individual ◽  
The Impact

Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.

Creating a Support Structure for Academic Writing and Publication Support

2015 ◽  
pp. 21-37
Author(s):  
Tonette S. Rocco ◽  
Lori Ann Gionti ◽  
Cynthia M. Januszka ◽  
Sunny L. Munn ◽  
Joshua C. Collins
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Center ◽  
Writing Centers ◽  
Scholarly Writing ◽  
Support Structure ◽  
Writing For Publication ◽  
Insight Into ◽  
The Way

Although research and writing for publication are seen as important responsibilities for most graduate students and faculty, many struggle to understand the process and how to succeed. Unfortunately, writing centers at most universities do not cater to these kinds of needs but rather to course-specific needs of undergraduate students. This chapter presents and explains the principles underlying Florida International University's establishment of The Office of Academic Writing and Publication Support, an office specifically designed to aid the scholarly writing efforts of graduate students and faculty. In doing so, this chapter aims to describe strategies and programs for the improvement of scholarly writing, provide insight into the kind of learning that can take place in a university writing center, and reflect on successes and missteps along the way. This chapter may be especially helpful to educators who seek to create similar offices or services at their own institutions.

Development and Support of E-Learning Systems in Tomsk State Pedagogical University

2016 ◽  
pp. 350-364 ◽  
Author(s):  
Timur Gazizov ◽  
Tatyana Prishepa ◽  
Mikhail Chervonnyy
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Modern Society ◽  
Communication Technologies ◽  
Professional Activity ◽  
Learning Support ◽  
State Pedagogical ◽  
Information And Communication ◽  
E Learning ◽  
Case Application

Processes of IT development in modern society and closely related processes of IT development in all forms of educational activities are characterized by the process of improvement and mass distribution of up-to-date information and communication technologies (ICT). Similar technologies are used extensively for communication and collaboration between the teacher and the student in modern open and distance learning. A modern teacher must not only have knowledge of ICT but also must be an expert on their application in his/her professional activity. In this case, application of such technology is closely related to distance learning and e-learning. In this paper, we intend to simulate and show outcomes of the development of e-learning support systems on the example of Tomsk State Pedagogical University (TSPU).

Expect Originality! Using Taxonomies to Structure Assignments that Support Original Work

2011 ◽  
pp. 208-227 ◽  
Author(s):  
Janet Salmons
Keyword(s):  
Intellectual Property ◽  
Academic Writing ◽  
Original Work ◽  
The Other ◽  
Online Interaction ◽  
Conceptual Frameworks ◽  
Secondary Research ◽  
E Learning ◽  
New Ideas ◽  
Affective Domains

The online world offers opportunities to appropriate others’ work, while simultaneously offering opportunities for valuable research and creative exchange. The use of secondary research materials in academic writing can be represented as a continuum, with "plagiarism" on one end and "original work" on the other. Educators can take steps to prevent plagiarism by designing assignments that expect learners to respect others’ ideas and strive toward creating their own original work. Educational taxonomies, including the Cognitive and Affective Domains of Bloom’s Taxonomy, and the author’s Taxonomy of Collaborative E-learning, can serve as conceptual frameworks for designing assignments that 1) expect learners to present original work; 2) provide opportunities for learners to develop new ideas through meaningful online interaction; and 3) value learners’ ideas while respecting published authors’ intellectual property.

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