Improving the Effectiveness of e-Learning Processes through Dynamic Programming: A Survey

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

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How E-Learning Deals with Higher Education during the Pandemic in Indonesia

Loquen: English Studies Journal ◽

10.32678/loquen.v13i2.3555 ◽

2020 ◽

Vol 13 (2) ◽

pp. 51

Author(s):

Andhi Dwi Nugroho

Keyword(s):

Higher Education ◽

Online Learning ◽

Qualitative Method ◽

World Wide ◽

Learning Processes ◽

State Universities ◽

Rapid Spread ◽

E Learning ◽

Wide Scale ◽

Descriptive Qualitative

AbstractThe purpose of this study is to investigate the obstacles of e-learning, especially for students, and to find out students' perception in facing e-learning during coronavirus disease pandemic (covid-19). The rapid spread of coronavirus urges universities on a world-wide scale to do e-learning, including universities in Indonesia. This study uses online interviews and questionnaires to obtain the data, and descriptive qualitative method is used to analyse the data. The respondents in this study are 126 students with different majors from 21 universities in all across Indonesia, consisting of 6 state universities and 15 private ones. The results of the study reveal that e-learning has been carried out by universities in the country. It also shows there are several aspects such as the availability of online learning facilities, the use of facilities, learning processes, and some more points that need to reconsider or to optimize conducting the e-learning for the long term.Keywords: e-learning; students; pandemic

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Forecasting e-Learning Processes Using GERT Models and Process Mining Tools

Proceeding of the International Science and Technology Conference "FarEastСon 2019" - Smart Innovation, Systems and Technologies ◽

10.1007/978-981-15-2244-4_81 ◽

2020 ◽

pp. 857-866 ◽

Cited By ~ 1

Author(s):

M. Dorrer ◽

A. Dorrer

Keyword(s):

Process Mining ◽

Learning Processes ◽

E Learning ◽

Mining Tools

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Individual and Socio-Cultural Framing of E-Learning

E-Learning as a Socio-Cultural System - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-6154-7.ch001 ◽

2014 ◽

pp. 1-20

Author(s):

Bernhard Ertl ◽

Kathrin Helling

Keyword(s):

Knowledge Construction ◽

Learning Processes ◽

Cultural Perspective ◽

Cultural Contexts ◽

Design And Implementation ◽

E Learning ◽

Learning Scenarios ◽

The Individual ◽

Collaborative Knowledge ◽

Collaborative Knowledge Construction

Considering e-learning as a socio-cultural system acknowledges that individuals are embedded within different contexts, influenced by the culture and the society the individual lives in. Designing beneficial e-learning scenarios means respecting these socio-cultural contexts and providing appropriate framing. This chapter introduces several aspects influencing e-learning from an individual and socio-cultural perspective. It firstly deals with the aspect of learners' collaborative knowledge construction in e-learning and introduces what this perspective means for the design and implementation of e-learning scenarios. The chapter looks at tools and shared external representations and shows how they can beneficially support learning processes and outcomes. In a third step, it looks at the individual's learning characteristics, for example an individual's prior knowledge, and socio-cultural biases relating to gender, ethnicity, and socio economic background, and discusses how these may be an obstacle for e-learning and how e-learning may help learners to overcome their biases. Finally, the chapter focuses on the issue on evaluation and provides suggestions to evaluate environments for e-learning from a socio-cultural perspective.

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An Exploratory Analysis of the Role of Emotions in E-Learning

Encyclopedia of Networked and Virtual Organizations ◽

10.4018/978-1-59904-885-7.ch074 ◽

2010 ◽

pp. 563-571 ◽

Cited By ~ 1

Author(s):

M. A. Rentroia-Bonito ◽

J. Jorge ◽

C. Ghaoui

Keyword(s):

Learning Processes ◽

Learning Support ◽

Face To Face ◽

Learning Contexts ◽

The People ◽

E Learning ◽

Individual Learning Processes ◽

The Individual ◽

The Impact

Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.

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