Taking the Debate on E-Learning Pedagogical Strategies Beyond Students and Technology Spheres: An Insight into the Instructor's Core Mission

Knowledge technologies are a subject of permanent interest for software engineers at research organisations, as well as for market analysts in commercial organisations. In this paper, which aims to clarify the role of knowledge management solutions in an enterprise business, we survey the market of commercial knowledge management solutions and analyse their functionalities in domains such as document management, information retrieval, collaboration, decision support, e-learning, business automation and enterprise integration. The survey is based on a thorough study of web resources of knowledge management solution providers. Regarding the role of knowledge solutions in the business process, the present study will show that on an operational level they serve for better utilisation of the enterprise knowledge resources and, on a strategic level, they synthesise new knowledge needed for better management of customers, suppliers and partners. This paper gives an insight into the knowledge management market that can help strategic planners to easily begin a knowledge management initiative.

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EVALUATION OF DISTANCE LEARNING SYSTEM (E-LEARNING): A SYSTEMATIC LITERATURE REVIEW

Jurnal Teknoinfo ◽

10.33365/jti.v16i1.1736 ◽

2022 ◽

Vol 16 (1) ◽

pp. 132

Author(s):

Ignatius Adrian Mastan ◽

Dana Indra Sensuse ◽

Ryan Randy Suryono ◽

Kautsarina Kautsarina

Keyword(s):

Literature Review ◽

Evaluation Model ◽

Rapid Development ◽

Learning System ◽

Distance Learning System ◽

E Learning ◽

Main Thing ◽

Approach Problem ◽

Insight Into ◽

Model Approach

Research in the field of e-learning is currently experiencing rapid development, especially due to the covid 19 pandemic. The application of e-learning in the world of education is currently the main thing and requires evaluation of its use. This study aims to determine the evaluation of models and trends in the development of e-learning (Learning Management System). Applying the Kitchenham approach, this System Literature Review (SLR) uses three main databases including Science Direct, ACM, SCOPUS. The final result obtained 38 articles published between 2016 and 2021. From this SLR, it was found that there were 7 criteria, namely Platform, Evaluation Model, Evaluation, Model, Approach, Problem, Trend and Challenge. These 7 criteria can be used for further research on e-learning. Thus this research provides knowledge about criteria that can be used further in research on E-learning and provides insight into its state-of-the-art.

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Harnessing Insight into Disciplinary Differences to Refine e-learning Design

Proceedings. Frontiers in Education. 36th Annual Conference ◽

10.1109/fie.2006.322553 ◽

2006 ◽

Cited By ~ 8

Author(s):

Su White ◽

Ilaria Liccardi

Keyword(s):

Learning Design ◽

Disciplinary Differences ◽

E Learning ◽

Insight Into

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Diigo, Collaborative Knowledge Acquisition, and Social Networks of Graduate-Level Coursework

The Social Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4904-0.ch015 ◽

2014 ◽

pp. 293-310

Author(s):

John Fenn

Keyword(s):

Social Networking ◽

Social Networking Sites ◽

Critical Assessment ◽

Online Resources ◽

Graduate Level ◽

Pedagogical Strategies ◽

Collaborative Tool ◽

The University ◽

Collaborative Knowledge ◽

Insight Into

This chapter offers description and reflexive insight into the multiple ways the authors has used Diigo as a collaborative learning tool in courses associated with the Master's of Arts Management degree program at the University of Oregon. The author discusses the particular attributes of the Diigo platform when it comes to finding, sharing, and collectively exploring online resources, paying close attention to where Diigo sits on the landscape of social networking sites. Drawing on a handful of examples across two graduate-level classes, the author also details the kinds of assignments and pedagogical strategies into which the author has woven Diigo as a collaborative tool. The chapter concludes with a critical assessment of the ways in which Diigo resonates with ideas of networked learning by foregrounding collaboration and participation in educational settings.

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Opportunities and Challenges in Implementing Distance Learning and e-Learning

Handbook of Research on Educational Technology Integration and Active Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-8363-1.ch016 ◽

2015 ◽

pp. 329-345

Author(s):

Jennifer Kasanda Sesabo ◽

Rashid Mfaume ◽

Dominik T. Msabila

Keyword(s):

Distance Learning ◽

Information And Communications Technology ◽

Teaching Staff ◽

Pedagogical Strategies ◽

Demand For Education ◽

Delivery Modes ◽

Resource Investment ◽

Effective Delivery ◽

E Learning ◽

The University

In Tanzania, the growing demand for education due to massive enrolment in universities calls for adoption of Distance Learning (DL) and e-learning. Other factors for adoption include limited space and pace of learning, pedagogical weaknesses, and shortage of teaching staff. Mzumbe University also experiences the same as it operates satellite teaching centres of Morogoro town, Mbeya, Dar es Salaam, Tanga and Mwanza. This has made the university consider shifting from conventional delivery modes to alternative pedagogical strategies using Information and Communications Technology (ICT). The aim is to ensure effective delivery of quality education. There are opportunities and challenges. The challenges include absence of national and institutional quality assurance system framework on e-learning and distance education, and shortage of teaching staff and ICT facilities. Thus, universities need appropriate budget and resource investment to support capacity building for teaching staff and students, and formulating policies, guidelines and operational framework on distance learning and e-learning.

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Personal Values as a Building Block for Social Responsibility of Higher Education Institutions

Advances in Human Resources Management and Organizational Development - Exploring the Influence of Personal Values and Cultures in the Workplace ◽

10.4018/978-1-5225-2480-9.ch007 ◽

2017 ◽

pp. 119-142 ◽

Cited By ~ 1

Author(s):

Zlatko Nedelko ◽

Vojko Potocan ◽

Nikša Alfirević

Keyword(s):

Higher Education ◽

Social Responsibility ◽

Community Involvement ◽

Higher Education Institutions ◽

Personal Values ◽

Building Blocks ◽

Starting Point ◽

Core Mission ◽

Insight Into

The purpose of this chapter is to examine the role of personal values for social responsibility (SR) of higher education. Besides the core mission of higher education to create, transfer and preserve knowledge in society, the idea of SR has gained its importance also in institutions of higher education. SR has many drivers, among which personal values are considered as one of the key building blocks for SR. For enhancing SR, higher education institutions should also develop stronger ties with the community. The chapter provides an insight into discussion about community involvement of higher education, into the role of personal values for shaping SR of higher education institutions and explain how personal values can help to enhance community and social involvement of higher education. Findings may be a starting point for re-thinking and/or establishing strategies for achieving higher level of SR in higher education institutions and enhancing the link with the community.

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Cross-Cultural Adaptation of E-Learning

Handbook of Research on Instructional Systems and Technology ◽

10.4018/978-1-59904-865-9.ch059 ◽

2011 ◽

pp. 829-841

Author(s):

Emmanuel Blanchard ◽

Claude Frasson

Keyword(s):

Adaptive Systems ◽

Stable System ◽

Static System ◽

Learning Session ◽

Pedagogical Strategies ◽

Cross Cultural Adaptation ◽

Shared Meanings ◽

New Family ◽

Cultural Proximity ◽

E Learning

This chapter introduces the concepts of Culturally AWAre Systems CAWAS), a new family of adaptive systems that try to adapt learning contents and pedagogical strategies according to learners’ cultural background. CAWAS is based on the notion of cultural intelligence and on the representation of a culture as both a static system i.e. a “relatively stable system of shared meanings, a repository of meaningful symbols…” and a dynamic one i.e “a process of production of meanings. A methodology for evaluating culturally rate and selecting appropriate resources is described. A system implementing this methodology is finally introduced. The aim of this work is to develop systems that will be better accepted by learners and de facto will work more efficiently by showing a cultural proximity with learners during a learning session.

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Future Digital Imagery

Digital Imagery and Informational Graphics in E-Learning ◽

10.4018/978-1-60566-972-4.ch014 ◽

2010 ◽

pp. 312-323

Author(s):

Shalin Hai-Jew

Keyword(s):

Teaching And Learning ◽

Digital Imagery ◽

Shared Resources ◽

Image Capture ◽

Pedagogical Strategies ◽

Complex Information ◽

Research And Teaching ◽

E Learning ◽

Near Term ◽

Information Streams

The use of digital imagery in e-learning will likely become more widespread and pedagogically sophisticated, both in the near-term and far-term. The technologies for image capture and manipulation will allow more graphical affordances, including uses in 3D, 4D, ambient spaces, augmented realities and augmented virtualities. Visualizations will likely offer a greater variety of functionalities: more aid for real-time decision-making, more complex information streams, and synchronous real-world mitigations of crises and actions. The pedagogical strategies used around images may also grow more supportive of learning, with more shared research and teaching-and-learning experiences. More accurate labeling and storage of e-learning visuals will continue, with additions on both the privately held collections and the publicly shared resources. There may well be greater diversification of the applications of digital imagery capture, authoring, use, and sharing in different learning domains. Ideally, more professional creators of digital imagery will come online from various parts of the world to enhance the shared repository of learning for a global community.

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The Role of Digital Libraries in Supporting Open Distance E-Learning

Advances in Library and Information Science - Handbook of Research on Records and Information Management Strategies for Enhanced Knowledge Coordination ◽

10.4018/978-1-7998-6618-3.ch015 ◽

2021 ◽

pp. 245-257

Author(s):

Vusi W. Tsabedze

Keyword(s):

Digital Library ◽

Digital Libraries ◽

Valuable Insight ◽

Electronic Resources ◽

E Learning ◽

Teaching Learning ◽

Insight Into

This chapter aims to discuss the potential of digital libraries to offer unparalleled resources for supporting open distance e-learning (ODeL). This chapter addresses and discusses such features as what is meant by ODeL and how it can be supported by the library and the functionality of the digital library, and how ODeL resources are included and organised in the digital library environment. The chapter explores the advantages of digital libraries for ODeL and the types of learning that can be supported by digital libraries. There is surely an interest in the usage of electronic resources for teaching, learning, and research, but this appears to be matched by a lack of awareness of how best to assimilate these resources into ODeL. The chapter provides valuable insight into the role and influence of digital libraries and e-resources on ODeL.

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Cross Cultural Adaptation in E-Learning

Selected Readings on Global Information Technology ◽

10.4018/978-1-60566-116-2.ch011 ◽

2011 ◽

pp. 169-181

Author(s):

Emmanuel G Blanchard ◽

Claude Frasson

Keyword(s):

Adaptive Systems ◽

Static System ◽

Learning Session ◽

Pedagogical Strategies ◽

Cross Cultural Adaptation ◽

Shared Meanings ◽

New Family ◽

Cultural Proximity ◽

E Learning ◽

Selection Of

This chapter introduces the concepts of culturally aware systems (CAWAS), a new family of adaptive systems that try to adapt learning contents and pedagogical strategies according to learners’ cultural background. CAWAS is based on the notion of cultural intelligence and on the representation of a culture as both a static system, that is, a “relatively stable system of shared meanings, a repository of meaningful symbols…” and a dynamic one, that is, “a process of production of meanings.” A methodology for cultural evaluation and selection of appropriate resources is described. A system implementing this methodology is finally introduced. The aim of this work is to develop systems that will be better accepted by learners and de facto will work more efficiently by showing a cultural proximity with learners during a learning session.

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