Collaborative 2D animations in e-Learning paradigm and its applications

2010 ◽  
Author(s):  
T P Anil Kumar ◽  
K Nidhina ◽  
V Vijith Krishnan ◽  
Kamal Bijlani ◽  
P Anu
Keyword(s):  
Learning Paradigm ◽  
E Learning

scholarly journals Learner-User Satisfaction Survey in the AdaptWeb Platform using the Learner Choices from Learner-Driven Learning

2020 ◽  
Vol 28 ◽  
pp. 420-435
Author(s):  
Alessandro Da Silveira Dias ◽  
Leandro Krug Wives
Keyword(s):  
User Satisfaction ◽  
Serious Games ◽  
Learning Systems ◽  
Online Course ◽  
Satisfaction Survey ◽  
Learning Paradigm ◽  
Making Choices ◽  
E Learning ◽  
Definition Of ◽  
The Way

In this paper, we review the definition of the learner choices from the Learner-driven Learning paradigm for e-learning systems. After this, we analyze how different categories of e-learning systems enable the user to make these choices, such as Serious Games. We present in detail how AdaptWeb platform makes available these choices to learner users. Additionally, we present a satisfaction survey performed after an online course on AdaptWeb platform. The survey questions were about making choices during learning and about the way AdaptWeb makes the choices available to learner-users. Summarizing the results, students enjoyed being able to make choices about their own learning and felt that this possibility was beneficial to their learning. Moreover, they liked the way AdaptWeb makes the choices available to students. Most of the students found the system easy to use, intuitive, and the student's choices were explicit and easy to take.

Perspective Making

2008 ◽  
Vol 40 (1) ◽  
pp. 48-67 ◽  
Author(s):  
Timo Lainema
Keyword(s):  
Theoretical Approach ◽  
Careful Consideration ◽  
Learning Paradigm ◽  
Basic Assumptions ◽  
Simulation Gaming ◽  
New Learning ◽  
E Learning ◽  
Computer Based ◽  
Work Done

Constructivism has recently gained popularity, although it is not a completely new learning paradigm. Much of the work within e-learning, for example, uses constructivism as a reference “discipline” (explicitly or implicitly). However, some of the work done within the simulation gaming (SG) community discusses what the basic assumptions and implications of constructivism for SG are. Constructivism provides one theoretical approach to the use of computer-based systems and, as such, deserves careful consideration. The author's view is that SG researchers—as SG is a transdisciplinary field—should seek to do research that is acceptable in terms of other disciplines and need to go back to the original texts in the reference discipline to gain genuine appreciation of the arguments being proposed. This is an aim of this article. Another aim of this article is to provide theoretical tools with which to enhance SG argumentation development and debriefing.

scholarly journals A new e-learning paradigm through annotating operations

2004 ◽  
Author(s):  
Hiroaki Saito ◽  
Hiroyuki Okamoto ◽  
Kyoko Ohara ◽  
Kengo Sato ◽  
Kazunari Ito ◽  
...  
Keyword(s):  
Learning Paradigm ◽  
E Learning

Cloud-Based Learning

2018 ◽  
pp. 183-212
Author(s):  
Luc Zwartjes
Keyword(s):  
Social Context ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Paradigm ◽  
Personal Learning ◽  
Personalised Learning ◽  
Personal Learning Environment ◽  
Different Types ◽  
E Learning

The chapter initially presents styles and types of education, clarifying the differences between differentiation, individualisation and personalisation. To implement personalised learning the learning paradigm must be adopted. According to research we can distinguish different types: e-learning, i-learning, m-learning and u-learning. Many organizations have developed a virtual learning environment (VLE) as a supplement to the traditional type of education. So the existing VLE should be adjusted to a personal learning environment (PLE) that places the focus on the appropriation of different tools and resources by the learner, whereby the learner is situated within a social context which influences the way in which they use media, participate in activities and engage in communities. Finally, a checklist with criteria has been used to weigh the quality of personalised learning courses. This work was realized in the context of the “School on the Cloud” Project.

Cognitive Arts Aims for New E‐Learning Paradigm

2000 ◽  
Vol 8 (4) ◽  
pp. 7-8
Author(s):  
Adam Newman
Keyword(s):  
Learning Paradigm ◽  
E Learning

scholarly journals Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Wajid Rafique ◽  
Khalid Hussain Majeed ◽  
Khurshid Ahmed ◽  
Wanchun Dou
Keyword(s):  
Undergraduate Students ◽  
Teaching Practices ◽  
Structural Equation ◽  
Undergraduate Curriculum ◽  
Traditional Education ◽  
Learning Paradigm ◽  
Web Based ◽  
Intrinsic Factors ◽  
E Learning ◽  
The Impact

Modern internet technologies have revolutionized the traditional education by providing flexible and resourceful e-learning opportunities in all the fields of knowledge. Programming constitutes integral part of undergraduate curriculum in computer sciences, and adequate level of programming expertise is expected from the graduates. In this paper, we explore and examine key factors that contribute to developing programming skills among undergraduate students in e-learning. These factors include teaching practices, intrinsic factors, efficacy problems, and learning intentions. We present a research model by integrating teaching practices, intrinsic factors, and efficacy problems with learning intentions of programming. This study involved responses from 460 undergraduate students. Structural Equation Modelling was applied to develop and evaluate the relationship between factors of the model. Experimental results show that teaching practices and student intrinsic motivations play a pivotal role in promoting learning intentions for programming. Further investigation reveals that learning intentions positively affect the programming expertise while the impact of efficacy problems is negative. The results proclaim that well-organized teaching practices and intrinsic factors develop learning intentions in students which overcome the efficacy problems and lead to better programming expertise. This research provides critical implications for policymakers to effectively implement computer science programs in e-learning paradigm.

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