Pilot Project of M-Learning

2012 ◽  
Vol 1 (1) ◽  
pp. 4-16
Author(s):  
Tomáš Zeman ◽  
Jaromír Hrad ◽  
Marek Nevosad
Keyword(s):  
English Language ◽  
Risk Groups ◽  
Pilot Project ◽  
Practical Experience ◽  
Leonardo Da Vinci ◽  
Learning Technologies ◽  
Learning System ◽  
Substantial Part ◽  
Modern Learning ◽  
E Learning

Abstract The article offers an insight into specific features of mobile e-learning (m-learning) in terms of technical implementation, available platforms and their related problems, and evaluates the practical experience. It also summarizes reasons for introduction of mobile learning and analyzes available options for its technical implementation. Specific example is used to demonstrate practical use of m-learning courses - learning of English language for a defined group of recipients within an international Leonardo da Vinci pilot project “M-Learning for the Young People (Students) at Risk Groups (MLARG)”. Substantial part of the text is dedicated to the analysis of typical functions available in an m-learning system and to the discussion about its advantages, disadvantages and limitations, mainly in relation to the properties and features of conventional e-learning environments. The expected development of m-learning technologies is outlined in the context of modern learning method.

The LEONARDO-DA-VINCI pilot project “e-learning-assistant” – Situation-based learning in nursing education

2010 ◽  
Vol 30 (5) ◽  
pp. 411-419 ◽  
Author(s):  
Petra Ina Pfefferle ◽  
Etienne Van den Stock ◽  
Annette Nauerth
Keyword(s):  
Nursing Education ◽  
Da Vinci ◽  
Pilot Project ◽  
Leonardo Da Vinci ◽  
E Learning

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

Investigating the Effect of E-Learning Technologies on Supply Chain Activities

2013 ◽  
pp. 254-273
Author(s):  
Dimitrios Terzidis ◽  
Fotios Misopoulos
Keyword(s):  
Supply Chain ◽  
English Language ◽  
New Technologies ◽  
Learning Technologies ◽  
English Language Teaching ◽  
New Era ◽  
Printed Books ◽  
Production And Distribution ◽  
E Learning ◽  
Electronic Teaching

This chapter’s concern is the impact of new technologies in the supply chain of the English Language Teaching (ELT) book market. The chapter’s research starts with a literature review that presents the modern technological solutions for an educational system that can alter the book market’s supply chain. The electronic teaching and reading facilities can reduce costs of production and distribution, but they can also become an ecologically friendly solution to the environmental problems that the world faces today. The statistical analysis of questionnaires has resulted in the Greek ELT market not being willing to change the existing supply chain operations of the ELT sector. Even though the market does not believe that the use of new technologies can result in the replacement of printed books, there is a trend of using them because they provide marketing benefits to their users. This trend can become the reason of a new era within the ELT book market’s supply chain operations.

TRANSFOR-M: A unique transatlantic forestry Master program leading to a dual European and Canadian degree

2013 ◽  
Vol 89 (02) ◽  
pp. 205-210
Author(s):  
Brigitte Leblon ◽  
Heinrich Spiecker ◽  
Jorma Neuvonen ◽  
Marjoriitta Möttönen ◽  
Andreas Hamann ◽  
...  
Keyword(s):  
Environmental Management ◽  
English Language ◽  
Practical Experience ◽  
Graduate Degree ◽  
Language Program ◽  
Master Program ◽  
Key Characteristics ◽  
E Learning ◽  
Canadian Provinces ◽  
Management Approaches

To educate their students in modern sustainable forest and environmental management approaches sensitive to cultural and situational differences, three Canadian (Alberta, British Columbia, New Brunswick) and four European (Albert-Ludwigs- Universität, Freiburg, Germany; University of Eastern Finland, Joensuu, Finland; Swedish University of Agricultural Sciences, Umeå, Sweden; and Bangor University, Wales) universities have developed a new transatlantic forestry Master program leading to a dual European and Canadian post-graduate degree (TRANSFOR-M). The two-year English language program has the following key characteristics: 1) the optimal use of expertise at partner institutions to deliver effective, globally oriented programs in forestry and environmental management; 2) one intensive language course in the language of the host country for the Canadian students; 3) e-learning courses accessible among all partner institutions (and once tested through TRANSFOR-M, to a broader audience); 4) a “thesis” or research project report that is co-supervised by both a Canadian and a European professor; 5) access to work internships to provide practical experience in an international context and increase the employability of the graduate students and 6) two mandatory three-week field courses (one across the four European countries and one across the three Canadian provinces), where all program participants meet.

scholarly journals An adaptive e-learning architecture: An experimental model for implementation and personalization of regional and English medium learners

2021 ◽  
Vol 23 (10) ◽  
pp. 306-317
Author(s):  
Dr. K. Bhagyalakshmi ◽  
◽  
Dr S. Manimaran ◽  
Dr. T. Muthupandian ◽  
◽  
...  
Keyword(s):  
English Language ◽  
Learning System ◽  
Individual Student ◽  
Social Implication ◽  
Learning Content ◽  
Regional Language ◽  
The Social ◽  
Core Subject ◽  
E Learning ◽  
And Performance

Traditional e-Learning system displays the same content to all the learners irrespective of their knowledge level and relevance. This paper enumerates insight into the learner‟s perspective and expectation on medium of study such as regional language verses English language at education institute in fathoming the core subject or e-content provided to them in English and proposes a design for developing an adaptive e-Learning system personalized to the learner. To investigate into the learner‟s individual desire the best cutting edge practice of applying statistical tools along with a plausible framework is being adapted. The results implied that the medium of instruction (Regional language / English) at school has greater impact on the performance compared to the region (Rural / Urban) the students hailed from, when the same content is given to them in English using traditional e- Learning. However, often there exists a widespread difference among regional language as a medium of learning in rural area and English as a medium of learning in urban area. Therefore, this study intend to develop e-learning content based on individual student capability to understand using systematic decision making and customized rules. The social implication of this study reveals that adaptive elearning based on individual personal capacity and customized e-learning content has been successfully implemented and effectively established a balanced trade-off between regional language as a medium students and English as a medium of learning student‟s knowledge and performance.

scholarly journals Methodological approaches to the development of complex electronic educational resources in applied economic disciplines based on LMS Moodle

2021 ◽  
pp. 185-193
Author(s):  
N.P. Khyzhak ◽  
Keyword(s):  
Practical Experience ◽  
Educational Process ◽  
Learning System ◽  
Educational Technologies ◽  
Online Environment ◽  
Modern Education ◽  
Distance Learning System ◽  
E Learning ◽  
Methodological Approaches ◽  
Effective Organization

Abstract. E-learning and the online environment are an integral part of the present and future of modern education. The article formulates the basic requirements for the development of an electronic educational and methodological complex for the effective organization of the educational process using distance educational technologies. The practical experience of developing a comprehensive electronic educational resource for the discipline «Taxes and Taxation» of the bachelor’s program in the LMS Moodle distance learning system is generalized. The article contains guidelines for planning, developing and creating optimal content for standard LMS Moodle elements, providing high-quality training for bachelors in economics.

SWELS

2010 ◽  
pp. 120-145
Author(s):  
Gianluca Elia ◽  
Giustina Secundo ◽  
Cesare Taurino
Keyword(s):  
Semantic Web ◽  
Learning Environments ◽  
First Generation ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Traditional Approaches ◽  
New Generation

This chapter presents a prototypal e-learning system based on the Semantic Web paradigm, called SWELS (Semantic Web E-Learning System). The chapter starts by introducing e-learning as an efficient and just-in-time tool supporting the learning processes. Then a brief description of the evolution of distance learning technologies will be provided, starting from first generation e-learning systems through the current Virtual Learning Environments and Managed Learning Environments, by underling the main differences between them and the need to introduce standards for e-learning with which to manage and overcome problems related to learning content personalization and updating. Furthermore, some limits of the traditional approaches and technologies for e-learning will be provided, by proposing the Semantic Web as an efficient and effective tool for implementing new generation e-Learning systems. In the last section of the chapter, the SWELS system is proposed by describing the methodology adopted for organizing and modeling its knowledge base, by illustrating its main functionalities, and by providing the design of the tool followed by the implementation choices. Finally, future developments of SWELS will be presented, together with some remarks regarding the benefits for the final user in using such system.

Challenges Facing E-Learning

2017 ◽  
pp. 271-288
Author(s):  
Vannie Naidoo
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
New Technology ◽  
Support Service ◽  
Learning Technologies ◽  
Learning System ◽  
Technological Advancement ◽  
Stakeholder Groups ◽  
Service Staff ◽  
E Learning

The rapid advancement in technology has set the stage to change teaching dynamics worldwide. Today's learners are very techno savvy. To enhance teaching and learning outcomes it is important to focus on using this new technology to engage with learners. E-learning is part of the new technological advancement taking place in teaching. Khan (2005, pp. 6-7) argues that the success of an e-learning system involves a systematic process of planning, designing, evaluating and implementing online learning environments where learning is actively fostered and supported. An e-learning system should be meaningful to all stakeholder groups including instructors, support service staff, and the institution. E-learning introduces learners to a new environment. In this system, learners are independent and must be self-motivated and committed to their learning. E-learners need to know how to use and manipulate software. According to Jones (2003), e-learning technologies bring as much change to instructors as they do to students, again requiring a new set of skills for success.

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