scholarly journals The role of theory in learning technology evaluation research

2012 ◽  
Vol 28 (7) ◽  
Author(s):  
Rob Phillips ◽  
Gregor Kennedy ◽  
Carmel McNaught
Keyword(s):  
Interdisciplinary Research ◽  
Evaluation Research ◽  
Learning Technology ◽  
Technology Evaluation ◽  
Design Elements ◽  
Learning Evaluation ◽  
Fundamental Understanding ◽  
E Learning ◽  
Learning Development

<span>This paper attempts a fundamental analysis of the nature of research into e-learning and the role that theory plays in this. We examine 'research' in broad terms, and the nature of phenomena in general. We identify that e-learning is an artificial phenomenon, and that research approaches need to be cognisant of the design elements in e-learning, and the cyclical nature of e-learning development. We identify various desired research outcomes which are appropriate at each stage of the e-learning lifecycle, and argue that studies of e-learning involve a mixture of evaluation and research.</span><p>We discuss e-learning evaluation research in the context of different disciplinary and interdisciplinary research approaches, recognising that there is no one 'right' way to do e-learning evaluation research. However, we recognise that there is a varying mixture of a 'search for fundamental understanding' and 'consideration of use' in e-learning evaluation research. We use these considerations to discuss the role of theory in educational research, and, in particular, in e-learning evaluation research, before applying the preceding arguments to the e-learning lifecycle, identifying five different forms of evaluation research.</p>

The Learning Activities Model

2008 ◽  
pp. 75-100
Author(s):  
Richard Caladine
Keyword(s):  
Human Resources ◽  
Training And Development ◽  
Learning Technologies ◽  
Learning Technology ◽  
Flexible Learning ◽  
Electronic Element ◽  
E Learning ◽  
Almost All ◽  
Standard Software

The effects of open, distance, and flexible learning, and the changed role of technology in learning have been felt in almost all educational sectors and institutions. Technology in many subjects now plays a central role and learning management systems (LMSs) are part of the standard software of higher education institutions. However the influence of learning technology has not been limited to education. The literature on human resource management (HRM) recognizes that there are benefits to be gained through the application of some of the techniques and technologies of flexible learning to training and development (Smith, 1992; Wilson, 1999). For example, LMSs are also providing efficiencies to organizations in the development of their human resources. As mentioned earlier in this book, the term flexible learning is used here to refer collectively to the approaches of open, distance, online, and e-learning and to the literature that is concerned with them. More recently terms such as blended learning and e-learning have appeared to refer to learning experiences that incorporate an electronic element. Typically flexible learning or e-learning would involve the use of the learning technologies discussed here.

Perceptions in Computer-Supported Collaborative Learning

2011 ◽  
pp. 182-199
Author(s):  
Yingqin Zhong ◽  
John Lim
Keyword(s):  
Collaborative Learning ◽  
Cultural Diversity ◽  
Negative Relationship ◽  
Learning Technology ◽  
Computer Supported Collaborative Learning ◽  
Research Attention ◽  
Homogeneous Groups ◽  
E Learning ◽  
And Performance

Computer-supported collaborative learning (CSCL) has received increasing research attention owing to advances in e-learning technology and paradigmatic shifts in the educational arena. Owing to the growing diversity in student population in terms of nationality, the role of cultural diversity becomes greatly pronounced, and must be addressed. In this study, a laboratory experiment with a 2×2×2 factorial design was conducted, to investigate the interaction effects of perceived cultural diversity, group size, and leadership, on learners’ performance and satisfaction with process. Contrary to an expected negative relationship between perceived cultural diversity and performance, a positive relationship emerged as a result of leadership. Leadership lowered learners’ satisfaction with the process in perceived homogeneous groups (as compared to perceived heterogeneous groups) and smaller groups (as compared to larger groups).

scholarly journals The Future of e-Learning in Medical Education: Current Trend and Future Opportunity

2006 ◽  
Vol 3 ◽  
pp. 3 ◽  
Author(s):  
Sara Kim
Keyword(s):  
Medical Education ◽  
Technology Use ◽  
Clinical Training ◽  
Current Trend ◽  
Learning Technology ◽  
Medical Specialties ◽  
Wide Range ◽  
E Learning ◽  
Face To Face Instruction

A wide range of e-learning modalities are widely integrated in medical education. However, some of the key questions related to the role of e-learning remain unanswered, such as (1) what is an effective approach to integrating technology into pre-clinical vs. clinical training?; (2) what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?; (3) which design features are known to be effective in designing on-line patient simulation cases, tutorials, or clinical exams?; and (4) what guidelines exist for determining an appropriate blend of instructional strategies, including online learning, face-to-face instruction, and performance-based skill practices? Based on the existing literature and a variety of e-learning examples of synchronous learning tools and simulation technology, this paper addresses the following three questions: (1) what is the current trend of e-learning in medical education?; (2) what do we know about the effective use of e-learning?; and (3) what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrated in training future physicians, it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives. Without an evolving knowledge base on how best to design e-learning applications, the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen.

The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

2009 ◽  
Vol 53 (4) ◽  
pp. 1177-1187 ◽  
Author(s):  
Øystein Sørebø ◽  
Hallgeir Halvari ◽  
Vebjørn Flaata Gulli ◽  
Roar Kristiansen
Keyword(s):  
Self Determination Theory ◽  
Self Determination ◽  
Learning Technology ◽  
E Learning

scholarly journals Building and Sustaining Collaboration in Cross Sector E-Learning Development

2010 ◽  
pp. 166-175 ◽  
Author(s):  
Stephen Timmons ◽  
Heather Wharrad ◽  
Paraskevas Vezyridis ◽  
Jacqueline Randle ◽  
Joanne Lymn ◽  
...  
Keyword(s):  
Qualitative Evaluation ◽  
Further Education ◽  
Team Members ◽  
E Learning ◽  
The Media ◽  
Learning Development ◽  
Uk National Health Service ◽  
The Uk

This chapter will focus on the process of building and sustaining collaborative reusable e-learning object development across three educational sectors, Higher Education (HE), the UK National Health Service (NHS) and Further Education (FE) Colleges, using the LOLA project as a case study. A qualitative evaluation of ‘process’ ran alongside the entirety of the LOLA project. This chapter reports the findings of this qualitative research, and analyses how collaboration was achieved between the diverse institutions who were project partners. The strengths of this approach included the commitment of the team members to collaboration, while practical challenges included the location of the team members, but also wider issues in the institutions involved, and in particular, the role of the Media Developer and the perception of it by other team members.

Role of e-learning technology and culture on learning agility: An empirical evidence

2020 ◽  
pp. 1-14 ◽  
Author(s):  
Susmita Ghosh ◽  
Ashutosh Muduli ◽  
Sameer Pingle
Keyword(s):  
Business Environment ◽  
Learning Technology ◽  
Learning Agility ◽  
Effective Learning ◽  
Workforce Agility ◽  
E Learning ◽  
Survey Instruments ◽  
Relationship Of ◽  
The Relationship

BACKGROUND: The complexity and dynamism involved in the current business environment requires agile workforce. Workforce agility requires learning agility which is the capability to acquire knowledge willingly, quickly and effectively. Promoting learning agility requires organisations to explore and identify facilitator or barriers for higher performance. In this context, organisational culture and E learning technology may play an important role to promote learning agility for better performance. OBJECTIVE: The study aims to investigate the role of culture and e-learning technology on learning agility. In detail, the research examines the relationship between learning agility and outcome. Further, the research also seeks to examine the mediating relationship of culture and e-learning between learning agility and outcome. METHODS: The survey-based research has been designed following validated survey instruments. Data collected from 776 executives across all levels has been analysed using structural equational modelling using IBM AMOS software. RESULTS: The result proved learning agility significantly related with outcome. Secondly, culture and e learning technology mediate between learning agility and outcome. The result suggests organisations to nurture suitable culture and adopt e-learning technology to facilitate effective learning agility. CONCLUSIONS: Learning agility is critical for making workforce and business agile. The unpredictable and complex business environment can be managed through agile learners. Organisations need to nurture and adopt suitable culture and technology for better performance.

scholarly journals Problems and solutions for using computer (networks) for education

2017 ◽  
Vol 10 (1) ◽  
pp. 63-78 ◽  
Author(s):  
Hermann Maurer
Keyword(s):  
Teaching And Learning ◽  
Educational Process ◽  
Learning Systems ◽  
Learning Technology ◽  
Content Type ◽  
Problems And Solutions ◽  
E Learning ◽  
Role Of Teachers ◽  
The Right

Purpose The idea to use computers for teaching and learning is over 50 years old. Numerous attempts to use computers for knowledge dissemination under a variety of names have failed in many cases, and have become successful in others. The essence of this paper can be summarized in two sentences. One, in some niches, applications tend to be successful. Second, attempts to fully eliminate humans from the educational process are bound to fail, yet if a large number of aspects is handled well, the role of teachers can indeed be much reduced. The paper aims to discuss these issues. Design/methodology/approach Report on experimental results. Findings In some niches, applications of e-Learning technology tend to be successful. However, attempts to fully eliminate humans from the educational process are bound to fail, yet if a large number of aspects is handled well, the role of teachers can indeed be much reduced. Research limitations/implications A number of features that seemed essential in earlier e-Learning systems turn out to be superfluous. Practical implications New e-Learning systems have to concentrate on quality of content, not complex technology. Social implications E-Learning the right way helps learners, teachers and institutions. Originality/value Experiments reported verify or do the opposite of often loosely stated opinions.

An E-Learning Metaphor

2010 ◽  
pp. 1-27
Author(s):  
Jill Jameson
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Low Cost ◽  
Learning Technology ◽  
Technology Innovations ◽  
Learning Practices ◽  
E Learning ◽  
Learning Development ◽  
Shared Understandings

This chapter describes a case study of collaborative e-learning, in which technological and human adaptability was fostered in a community of practice (CoP). The chapter reflects on the use of the extended metaphor of the camel in the JISC-funded eLIDA CAMEL and JISC infoNet CAMEL projects. Technological and social insights were gained through this use of the camel metaphorical model in a designed community of practice. A series of nomadic journeys held in oases provided by partners enabled honest exchanges amongst a community of ‘CAMEL’ practitioners, improving e-learning practices. The creation of an intentional e-learning community of practice fostered shared understandings about learning technology innovations. The camel metaphor was formative in stimulating understanding about building communal solutions to sustainability, low-cost innovative engagement and improved cooperation with others. The CAMEL metaphorical model has been validated in numerous other UK e-learning applications from which transnational insights for e-learning development can be drawn.

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