E-Learning Benchmarking in Higher Education: Methodology Literature Review

2021 ◽  
Author(s):  
Thao-Trang Huynh-Cam ◽  
Somya Agrawal ◽  
Long-Shen Chen ◽  
Quoc-Anh Nguyen
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
E Learning

Differing Challenges and Different Achievements

2011 ◽  
pp. 1-14
Author(s):  
E. Blass ◽  
A. Ettinger ◽  
V. Holton
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Business School ◽  
Social Mechanisms ◽  
Student Interactions ◽  
Student Tutor ◽  
E Learning

Higher education has traditionally been provided in universities through lectures, seminars and tutorials, and other social mechanisms of learning where students interact in less formal settings. This chapter highlights some of the differences that occur when higher education is provided by e-learning provisions and argues that the challenges that students face and the differences in student-tutor and student-student interactions are sufficiently different to warrant that such degrees be awarded under a separate qualification classification. Drawing on research carried out at Ashridge Business School, UK, into the realities of getting started in e-learning, and a literature review of e-student and e-tutor issues, the argument is made that actually succeeding at this form of learning requires additional skills, motivation and discipline that should be more widely recognized, and that this would be best achieved through a separate qualifications classification. Such a classification would also ensure that e-learning degrees are equivalent to their more traditionally earned counterparts.

Sentiment Analysis to Evaluate Teaching Performance

2016 ◽  
Vol 7 (4) ◽  
pp. 86-107 ◽  
Author(s):  
Paola Adinolfi ◽  
Ernesto D'Avanzo ◽  
Miltiadis D. Lytras ◽  
Isabel Novo-Corti ◽  
Jose Picatoste
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Student Satisfaction ◽  
Sentiment Analysis ◽  
Learning Analytics ◽  
Teaching Performance ◽  
Learning Domains ◽  
E Learning ◽  
Specific Learning ◽  
Open Issues

The aim of this work is to review a specific learning analytics method - sentiment analysis - in the field of Higher Education, showing how it is employed to monitor student satisfaction on different platforms, and to propose an architecture of Sentiment Analysis for Higher Education purposes, which trace and unify what emerges from the literature review. First, a literature review is carried out, which proves the widespread and increasing interest of the communities, of both scholars and practitioners, in the use of sentiment analysis in the field of Higher Education. The analysis, focused on three different e-learning domains, identifies weaknesses and gaps, and in particular the lack of a unifying approach which is able to deal with the different domains. Secondly, a prototype architecture – LADEL (Learning Analytics Dashboard for E-Learning) - is introduced, which is able to deal with the different e-learning domains. Some preliminary experiments are carried out, highlighting some limitations and open issues, as stimulus to continue the development of the platform.

scholarly journals Deep and Meaningful E-Learning with Social Virtual Reality Environments in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (5) ◽  
pp. 2412
Author(s):  
Stylianos Mystakidis ◽  
Eleni Berki ◽  
Juri-Petri Valtanen
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Ethical Issues ◽  
Empirical Studies ◽  
Emotional Engagement ◽  
Privacy And Security ◽  
E Learning ◽  
Learner Agency

Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summarizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal.

scholarly journals E-learning Courses Satisfaction in Higher Education from Participants’ Perspective

2020 ◽  
Vol 19 (51) ◽  
pp. 23-32
Author(s):  
Dariusz Put
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teacher Preparation ◽  
Literature Review ◽  
Research Problem ◽  
Personal Contact ◽  
Methods Of Evaluation ◽  
E Learning ◽  
Selection Of ◽  
Promising Type

RESEARCH OBJECTIVE: The aim of this paper is to evaluate usefulness of distance learning courses as a form of learning from participants’ perspective. THE RESEARCH PROBLEM AND METHODS: To achieve the purpose, two research methods have been employed: literature review, including rules and regulations concerning distance learning courses, and analysis of the results of a survey conducted among students participating in distance learning course as well as own observations and experiences. THE PROCESS OF ARGUMENTATION: In the paper it is analysed, how students perceiveelearning courses comparing to traditional ones. First, selected Polish Minister of Higher Education and the Senate of Cracow University of Economics (CUE) regulations under which CUE teachers may conduct distance learning courses are presented. Second, the procedure for the preparation of elearning courses at CUE is described. The roles played by individual actors during the preparation of the course are discussed. Next, selected results of the survey conducted among course participants are presented. Finally, conclusions and observations are discussed. Results of the survey confirm that e-learning is a promising type of teaching supporting traditional lessons. RESEARCH RESULTS: Aconsiderable number of participants found this kind of didactic proces useful and attractive. However, an unexpectedly large number stated that they expected more traditional lessons. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The analysis allows to draw interesting conclusions concerning the necessity of selection of participants, problem of systematic work, methods of evaluation, personal contact with a teacher, preparation of teaching materials. All of them will be taken under consideration to improve the course for future participants.

Project-Oriented Game-Based Learning

2022 ◽  
pp. 927-945
Author(s):  
Pavlo Brin ◽  
Mariia Shypilova
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Empirical Data ◽  
Main Idea ◽  
Deep Understanding ◽  
Game Based Learning ◽  
Curriculum Content ◽  
E Learning ◽  
Additional Value

In this chapter, the authors investigate the potential of project-oriented game-based learning in making students of educational institutes more engaged and gain a deep understanding of the curriculum content. The literature review presents the main definitions and benefits of project-oriented game-based learning, followed by its contribution to improving the performance of students' training. The results of the research are based on testing the main statements of project-oriented game-based learning empirically – if it really can provide additional value for learners in higher education. The empirical data have been collected based on Ukrainian case study and allow the authors to prove the influence of project-oriented game-based learning on increasing students' engagement, satisfaction, performance, and improving learning outcomes. The main idea of the teaching project was to take as an object of the research a character from a fairytale and analyze its managerial activities. The chapter also analyzes the e-learning instruments which can be used in remote teaching.

Differing Challenges and Different Achievements

2009 ◽  
pp. 1603-1616
Author(s):  
Eddie Blass ◽  
Andrew Ettinger ◽  
Viki Holton
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Business School ◽  
Social Mechanisms ◽  
Student Interactions ◽  
Student Tutor ◽  
E Learning

Higher education has traditionally been provided in universities through lectures, seminars and tutorials, and other social mechanisms of learning where students interact in less formal settings. This chapter highlights some of the differences that occur when higher education is provided by e-learning provisions and argues that the challenges that students face and the differences in student-tutor and student-student interactions are sufficiently different to warrant that such degrees be awarded under a separate qualification classification. Drawing on research carried out at Ashridge Business School, UK, into the realities of getting started in e-learning, and a literature review of e-student and e-tutor issues, the argument is made that actually succeeding at this form of learning requires additional skills, motivation and discipline that should be more widely recognized, and that this would be best achieved through a separate qualifications classification. Such a classification would also ensure that e-learning degrees are equivalent to their more traditionally earned counterparts.

scholarly journals A systematic literature review: Measuring user acceptance models in e-learning adopted in higher education institutes

2020 ◽  
Author(s):  
Ayad Hameed Mousa ◽  
Mustafa Aljshamee ◽  
Ali Hussein Mohammed ◽  
Seham Hameed Mousa ◽  
Sundus Hameed Mousa ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
User Acceptance ◽  
E Learning
Sign in / Sign up

Export Citation Format

Share Document