scholarly journals Effectiveness of E-learning Environments in Developing Skills for Designing E-tivities Based on Gamification for Teachers of Technology in Gaza

2021 ◽  
Vol 22 ◽  
pp. e23907
Author(s):  
Akram Firwana ◽  
Mohammed Abu Shouqer ◽  
Magdy Aqel
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Social Environment ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Educational Process ◽  
Personal Learning ◽  
Global Pandemic ◽  
E Learning ◽  
Experimental Group

The Corona Global Pandemic created challenges for teachers and students in using E-learning tools in the teaching and learning process. Thus, training teachers to use these tools was extremely crucial. The current study examined the effectiveness of E-learning environments on developing the skills to design E-tivities based on Gamification for Gaza technology teachers. The researchers followed the quasi-experimental approach for two randomly selected experimental groups. The first experimental group was taught via E-learning social environment Edmodo, while the second experimental group was taught via the personal E-learning environment Wordpress. Every group consists of 30 teachers teaching Information Technology for secondary students. The group equivalence was adjusted before the experiment in designing E-tivities skills based on gamification. To collect data, the researchers prepared an observation card of the skills for designing E-tivities based on gamification. The observation card dealt with the design tools and their sub-indicators, and it was applied before and after the intervention phase. The results showed that there were no statistically significant differences at the level (? ? 0.05) between the mean of the teachers’ scores in the experimental social environment group Edmodo, and the experimental personal learning environment group Wordpress in the post-application of the observation  card for designing E-tivities skills based on gamification. Additionally, the findings revealed a great effectiveness of E-learning social environment Edmodo and the personal E-learning environment Wordpress on developing skills for designing E-tivities based on gamification. In the light of these results, it is recommended that social and personal E-learning environments should be employed in developing the skills of teachers and improving their experiences. This is helpful in organizing and displaying information in additon to facilitating communication between the components of the educational process and the benefit of using these environments in training teachers under the Global pandemic, Coronavirus, COVID-19.  

scholarly journals Recommendation Systems in Education: A review of Recommendation Mechanisms in E-learning Environments

2020 ◽  
Vol 20 (38) ◽  
pp. 147-158
Author(s):  
Paola Andrea Otero Cano ◽  
Edgar Camilo Pedraza Alarcón
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Learning Style ◽  
Teaching And Learning ◽  
Educational Process ◽  
Learning Mechanisms ◽  
Personal Learning ◽  
Learning Speed ◽  
E Learning ◽  
Level Of Knowledge

In recent years, new trends and methodologies have emerged that greatly favor the education sector. E-learning as an alternative to regular teaching and learning processes has transformed the educational dynamics thanks to the inclusion of MOOCs, personal learning environments, allowing the educational process to be carried out at a personalized level where the focus is on learning styles and the profile of the student. This article presents a review of current works around machine learning mechanisms to make recommendations in the educational environment, where it is found that besides the discovery of the student’s learning style, it is important to know their level of knowledge and learning speed, in addition to the tools used by the student to carry out their studies. Finally, the opportunity for implementation and research of these issues in Colombia is highlighted. 

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

Personal/Cloud Learning Environment, Semantic Web 3.0, and Ontologies

2015 ◽  
pp. 119-146
Keyword(s):  
Learning Environment ◽  
Semantic Web ◽  
Learning Environments ◽  
Environmental Sustainability ◽  
Teaching And Learning ◽  
Personal Learning ◽  
Web 3.0 ◽  
Digital World ◽  
New Vision ◽  
Multiple Challenges

In the era of digital world that we live in, a new vision for learning is required. Learning is essentially personal, sociocultural, distributed, ubiquitous, flexible, dynamic, and complex in nature. There are multiple challenges, opportunities, and movements in learning that must be considered in the development and implementation of online learning environments. From the emerging computational capacity as a virtualized resource pool available over the network, several benefits can be obtained with regard to the management of computing infrastructures, such as environmental sustainability and improved Personal/Cloud Learning Environment use. In fact, Personal learning environments, Cloud computing, Semantic Web 3.0 and Ontologies are relatively new terms that hold considerable promise for future development and research in higher education contexts. Motivated by the aforementioned perspectives, the purpose of this chapter is to explore and discuss how these terms can be understood towards a more personalized, sociocultural, open, dynamic and encouraging model to support/facilitate teaching and learning processes, fulfilling the integrated view of the educational context presented in Part I of this book.

Learning Environments of Technologysupported Teacher Education Classrooms in Relation to Gender, Previous Qualifications and Teaching Subjects

2021 ◽  
pp. 71-86
Author(s):  
Monika Kumari ◽  
Vandana Goswami ◽  
Adit Gupta
Keyword(s):  
Teacher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Reliability And Validity ◽  
Communication Technologies ◽  
Educational Process ◽  
Information And Communication ◽  
Very High

The students of 21st century have very high learning expectations. Concept of teaching and learning has changed tremendously due to globalization and explosion of knowledge. New tools of Information and Communication Technologies (ICTs) may contribute considerably towards all phases of educational process including the area of teacher education. The need for teacher training is widely acknowledged in the light of this development. The aim of this study was to assess students' perceptions of the learning environments of technology supported teacher education classrooms in relation to three variables, i.e., previous qualification, gender and teaching subjects. A sample of 317 students from six classes was taken. The tool used for the study was the modified form of Technology–Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). In these classrooms, different information and communication technology tools like laptops, computers, and multimedia projectors, interactive boards etc. are regularly used to communicate, disseminate, store, and manage curriculum information for the benefit of the students. Results of the study strongly support the reliability and validity of the questionnaire in these classroom settings. The results show that the students perceive their technology-supported learning environment in a positive manner. Results on investigation of previous qualification, gender differences and teaching subjects suggest that there exist some differences in technology-supported learning environments as measured by the TROFLEI.

Librarian without Building in an E-Learning Environment

2015 ◽  
pp. 1599-1618
Author(s):  
Jerome Idiegbeyan-Ose ◽  
Ugwunwa Chinyere Esse
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Survey Method ◽  
Government Agencies ◽  
Tertiary Institutions ◽  
Knowledge And Skills ◽  
E Learning

This chapter discusses e-learning, its advantages and challenges, the concept of a librarian without a building, and the characteristics and skills of a librarian without a building in an e-learning environment. The chapter empirically looks at the need for an e-librarian in an e-learning environment, the needed skills for such a librarian, and their challenges. Possible solutions to identify challenges are also discussed. The survey method was used for the study; the questionnaire was designed and administered to 138 librarians from Academic libraries in the six geo-political zones of Nigeria. 127 questionnaires were returned and used for analysis. The study reveals that there is a great need for e-librarians in e-learning environments, and that the librarians must possess such skills as high computer literacy, ability to learn fast, teach, and evaluate others. It was also discovered that e-librarians are faced with technical, administrative, financial, and capacity building challenges. Based on these, the authors recommend that e-librarians should be supported at all levels; they should be ready to develop themselves, strive at all cost to acquire more knowledge and skills in order to stand the changing nature of their job. It is also recommended that government agencies that accredit programmes at tertiary institutions should make sure that any institution that offers e-learning must also have a well organized e-library, and a well trained e-librarian must man the library. The study concludes that e-library and e-librarian without building must be recognized and empowered as part of the e-teaching and learning processes.

scholarly journals AN OVERVIEW OF THE PHYSICAL AND SOCIAL LEARNING ENVIRONMENT OF NIGERIAN SCHOOLS

2014 ◽  
Vol 15 (1) ◽  
pp. 6
Author(s):  
Usman Da'u Aliyu
Keyword(s):  
Social Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Social Environment ◽  
Teaching And Learning

The paper begins by conceptualizing the concept of the physical and social learning environment. Then the paper examines the importance of those learning environments, characteristics of the environments, and effects of a poor learning environment. The paper put forward recommendations and concludes that there is no alternative to a conductive physical and social environment in the derive to facilitate teaching and learning.

Librarian without Building in an E-Learning Environment

2014 ◽  
pp. 45-64
Author(s):  
Jerome Idiegbeyan-Ose ◽  
Ugwunwa Chinyere Esse
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Survey Method ◽  
Government Agencies ◽  
Tertiary Institutions ◽  
Knowledge And Skills ◽  
E Learning

This chapter discusses e-learning, its advantages and challenges, the concept of a librarian without a building, and the characteristics and skills of a librarian without a building in an e-learning environment. The chapter empirically looks at the need for an e-librarian in an e-learning environment, the needed skills for such a librarian, and their challenges. Possible solutions to identify challenges are also discussed. The survey method was used for the study; the questionnaire was designed and administered to 138 librarians from Academic libraries in the six geo-political zones of Nigeria. 127 questionnaires were returned and used for analysis. The study reveals that there is a great need for e-librarians in e-learning environments, and that the librarians must possess such skills as high computer literacy, ability to learn fast, teach, and evaluate others. It was also discovered that e-librarians are faced with technical, administrative, financial, and capacity building challenges. Based on these, the authors recommend that e-librarians should be supported at all levels; they should be ready to develop themselves, strive at all cost to acquire more knowledge and skills in order to stand the changing nature of their job. It is also recommended that government agencies that accredit programmes at tertiary institutions should make sure that any institution that offers e-learning must also have a well organized e-library, and a well trained e-librarian must man the library. The study concludes that e-library and e-librarian without building must be recognized and empowered as part of the e-teaching and learning processes.

Personal Learning Environments

2016 ◽  
pp. 32-54 ◽  
Author(s):  
Nuno Ricardo Oliveira ◽  
Lina Morgado
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Evolution Of Technology ◽  
Use Of The Internet ◽  
The Web

Over the past 10 years there has been a great evolution of technology and the way the teaching and learning process is developed, as well as how research and publication are carried out. The Web 2.0, a term coined by O'Reilly in 2004, has introduced a new concept to the use of the Internet, in particular as it relates to the educational framework. The web 2.0 tools allow the creation of emerging ubiquitous environments that enable the development and management of a real Personal Learning Environment (PLE). This chapter is a proposal for the “Handbook of Applied Research on E-Learning in Engineering and Architecture Education” and represents a literature review on the topic of Personal Learning Environments (PLE). It explores the definition around the concept of PLE, its history, the advantages for its use in a lifelong learning process and its importance in the scope of the present research.

Librarian without Building in an E-Learning Environment

2016 ◽  
pp. 1634-1653
Author(s):  
Jerome Idiegbeyan-Ose ◽  
Ugwunwa Chinyere Esse
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Survey Method ◽  
Government Agencies ◽  
Tertiary Institutions ◽  
Knowledge And Skills ◽  
E Learning

This chapter discusses e-learning, its advantages and challenges, the concept of a librarian without a building, and the characteristics and skills of a librarian without a building in an e-learning environment. The chapter empirically looks at the need for an e-librarian in an e-learning environment, the needed skills for such a librarian, and their challenges. Possible solutions to identify challenges are also discussed. The survey method was used for the study; the questionnaire was designed and administered to 138 librarians from Academic libraries in the six geo-political zones of Nigeria. 127 questionnaires were returned and used for analysis. The study reveals that there is a great need for e-librarians in e-learning environments, and that the librarians must possess such skills as high computer literacy, ability to learn fast, teach, and evaluate others. It was also discovered that e-librarians are faced with technical, administrative, financial, and capacity building challenges. Based on these, the authors recommend that e-librarians should be supported at all levels; they should be ready to develop themselves, strive at all cost to acquire more knowledge and skills in order to stand the changing nature of their job. It is also recommended that government agencies that accredit programmes at tertiary institutions should make sure that any institution that offers e-learning must also have a well organized e-library, and a well trained e-librarian must man the library. The study concludes that e-library and e-librarian without building must be recognized and empowered as part of the e-teaching and learning processes.

scholarly journals The Effect of Using E-Learning Environments on Teaching Computer Material to Develop the Knowledge Needs of The Second Secondary Students in Jordan: أثر استخدام بيئات التعلم الإلكترونية في تدريس مادة الحاسوب لتنمية الاحتياجات المعرفية لدى طلاب الثاني الثانوي في الأردن

2020 ◽  
Vol 4 (37) ◽  
Author(s):  
Khaled Ibrahim Mohammad AlArood
Keyword(s):  
Learning Environments ◽  
Secondary Students ◽  
Experimental Treatment ◽  
Achievement Test ◽  
Educational Process ◽  
Cognitive Achievement ◽  
Educational Goals ◽  
Electronic Learning ◽  
Significant Difference ◽  
E Learning

This research aims to know the Effect Of Using E-Learning Environments On Teaching Computer Material To Develop The Knowledge Needs Of The Second Secondary Students In Jordan, In Ajloun Governorate, an e-learning environment was designed to teach the unit of counting from computer material to them, and a pre-application was conducted for research tools (cognitive achievement test) and then experimental treatment, then a post-application application of the research tool (cognitive achievement test), and then the application of other treatment methods The appropriate environment using the SPSS program, and the researcher found that there is a statistically significant difference between the average scores of the research sample in the pre and post application of the cognitive achievement test for students in favor of the post application, and this indicates that the use of electronic learning environments has had a significant and effective impact in the development of the cognitive aspect Among students (the research sample), the research has recommended the need to take care of electronic learning environments and expand their use in the educational process in order to improve the knowledge level of students, in addition to the need to convert as many traditional courses as possible into electronic courses and contain them in environments Science encourages students to learn, and work to involve teachers in the management of e-learning environments in order to enable him to communicate with his students are always so as to achieve the desired educational goals.

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