Towards a semantic e-learning theory by using a modelling approach

2006 ◽  
Vol 37 (3) ◽  
pp. 445-459 ◽  
Author(s):  
Pertti V. J. Yli-Luoma ◽  
Ambjorn Naeve
Keyword(s):  
Learning Theory ◽  
E Learning ◽  
Modelling Approach

scholarly journals Navigating heutagogic learning: mapping the learning journey in management education through the OEPA model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David William Stoten
Keyword(s):  
Learning Theory ◽  
Executive Coaching ◽  
Design Methodology ◽  
Management Education ◽  
Review Of The Literature ◽  
Content Type ◽  
Learning Journey ◽  
Original Contribution ◽  
E Learning ◽  
Conceptual Paper

PurposeThe purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.Design/methodology/approachThis paper is the outcome of a review of the literature on learning theory and management education.FindingsThis paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.Originality/valueThis paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.

scholarly journals Antecedents of Intention to Use E-Learning

2018 ◽  
Vol 248 ◽  
pp. 05006 ◽  
Author(s):  
Khairudin ◽  
Susi Herawati ◽  
Desi Ilona ◽  
Zaitul
Keyword(s):  
Learning Theory ◽  
Positive Relationship ◽  
Intention To Use ◽  
Plan Behaviour ◽  
Negative Effect ◽  
E Learning ◽  
Facility Condition ◽  
Learning Concept

This study investigates the effect of Attitude toward e-learning, Facility condition, and Personalization on intention to use e-learning. theory of plan behaviour is used to understand the antecedents of intention to use e-learning. Using academic staffs as a research object and SEM-PLS, we conclude that Attitude toward e-learning and Personalization have a positive relationship with intention to use e-learning. However, Facility condition has a negative effect on intention to use e-learning. This study partially contributes to theory of plan behaviour. This finding also could be used by university to formulate e-learning concept by considering the significant antecedents in this study.

scholarly journals Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective

2021 ◽  
Vol 13 (16) ◽  
pp. 9298
Author(s):  
Chien-Chih Chen
Keyword(s):  
Experiential Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Flipped Classroom ◽  
Learning Cycle ◽  
Experiential Learning Theory ◽  
E Learning ◽  
Flipped Classrooms ◽  
Better Than

This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

E-Learning Theory and Practice

2011 ◽  
Author(s):  
Caroline Haythornthwaite ◽  
Richard Andrews
Keyword(s):  
Learning Theory ◽  
Theory And Practice ◽  
E Learning

Pedagogical Agents in Online Learning

2011 ◽  
pp. 699-704
Author(s):  
Kevin Carmody ◽  
Zane Berge
Keyword(s):  
Learning Theory ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Pedagogical Agents ◽  
Learning Mechanisms ◽  
Learning Mechanism ◽  
Instructional Role ◽  
Online Classrooms ◽  
Processing Information ◽  
E Learning

Lack of personalization and individualized attention are common issues facing distance education designers and instructors. This is a particularly important deficiency as research has shown that personalization can increase learning greatly in comparison to nonpersonalized, information to student, linear instruction (Clark & Mayer, 2003). Advocates of personalization cite cognitive learning theory as the basis for such an approach; when humans communicate with one another they are continuously processing information, either assimilating or disregarding data and forming an understanding of the information in context of the environment and of the person with whom they are interacting. This is a natural learning mechanism that cognitive learning theories state is the foundation for all deep and lasting instruction (Hein, 1991). Through an engagement of the natural learning mechanisms, or cognitive structures, an individual should be capable of learning efficiently and form a more thorough understanding of a topic. Personalization of text through the use of informal speech and the inclusion of virtual coaches known as pedagogical agents are used as personalizing devices. These are particularly relevant options in the design of nonmoderated e-learning, as personalization is meant to fill the void where the instructor once stood. There are exclusions however, as pedagogical agents have been used in “traditional” online classrooms as well. This article focuses on the use of pedagogical agents in e-learning that: -Provides information on pedagogical agents strengths and weaknesses -Provides research relevant to pedagogical agents instructional role -Provides examples of current use -Discusses possibilities of future implementation.

A Conceptual Framework for Animation Design Based on E-Learning System

2011 ◽  
Vol 267 ◽  
pp. 510-515
Author(s):  
Chai Gang ◽  
Xiao Yu Huang
Keyword(s):  
Critical Thinking ◽  
Conceptual Framework ◽  
Learning Theory ◽  
Principal Axis ◽  
Learning Model ◽  
Learning System ◽  
Learning Theories ◽  
Open Model ◽  
E Learning ◽  
Types Of Instruction

A conceptual framework for the design of PILE for animation design is sketched out. PILE for animation design takes the concept of project as principal axis and focuses on interaction, collaboration, communication and critical thinking. Three main modules (VLMS, PCLP and PFS) of PILE run synergistically under the cooperation of six types of instruction technologies. The application of these elements makes the important aspect of PILE for animation design. In order to center on improving learning, the model of learning is changed from unilateral and close model to multilateral and open model. Accordingly, the framework of PILE for animation design provides a implementation of learning theories, including interactions, Hill's learning theory and projected-based learning model.

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