scholarly journals E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education

2017 ◽  
Vol 21 (1) ◽  
pp. 2562-2569 ◽  
Author(s):  
Jukka Enbuska ◽  
Atte Rimppi ◽  
Lenita Hietanen ◽  
Vesa Tuisku ◽  
Inkeri Ruokonen ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Student Teacher ◽  
Teaching And Learning ◽  
E Learning

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.

Application of Information and Communication Technology to Create E-Learning Environments for Mathematics Knowledge Learning to Prepare for Engineering Education

2014 ◽  
pp. 345-373
Author(s):  
Tianxing Cai
Keyword(s):  
Engineering Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Engineering Application ◽  
Mathematical Practice ◽  
Mathematical Methods ◽  
Mathematics Knowledge ◽  
Mathematical Problems ◽  
Information And Communication ◽  
E Learning

The standards for mathematical practice describe varieties of expertise that mathematics educators should develop in their students, including NCTM process standards (problem solving, reasoning and proof, communication, representation, and connections), NRC's report “Adding It Up” (adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition), common core state standards in mathematics (ICT application) to support mathematics teaching and learning. There is a need to provide effective ways that technology can be integrated into mathematics classrooms. Mathematical methods and techniques are typically used in engineering and industrial fields. It can also become an interdisciplinary subject motivated by engineers' needs. Mathematical problems in engineering result in rigorous engineering application carried out by mathematical tools. Therefore, a solid understanding and command of mathematical knowledge is very necessary. This chapter presents the introduction of currently available ICTs and their application of to create e-learning environments to prepare for the students' future engineering education.

Emotional Elements in Learning Platforms in Open and Distributed Environments

2019 ◽  
pp. 125-148
Author(s):  
Lazarus Ndiku Makewa
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning System ◽  
Distributed Environments ◽  
Classroom Engagement ◽  
Learner Centered ◽  
E Learning ◽  
Learning Platforms ◽  
Multiple Challenges ◽  
Facilitated Learning

E-learning is viewed as an innovative approach for delivering quality-designed, learner-centered, interactive, and facilitated learning environments to all, anywhere, any moment by putting in use the skills, knowledge, and resources of diverse technologies together with other teaching and learning resources suited for open, and distributed learning environments. Success story in an e-learning system involves a clear process regarding planning, designing, developing, evaluating, and implementing online learning courses where interaction is actively encouraged and facilitated. Emotional experiences can easily provide multiple challenges to students' online and classroom engagement and academic performance. For example, academic fears have wide-ranging effects, affecting strategy use, classroom and/or online performance, and subject choice. This chapter will therefore discuss emotional elements and their impacts in learning platforms in open and distributed environments.

Three Stages in the Social Construction of Virtual Learning Environments

2012 ◽  
pp. 1518-1529
Author(s):  
Ken Stevens
Keyword(s):  
Rural Communities ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Daily Basis ◽  
Virtual Learning Environments ◽  
Small School ◽  
Learning Partnerships ◽  
E Learning ◽  
Three Stages

Schools located in rural communities are often physically small in terms of the number of students who attend them in person on a daily basis, but through the introduction of e-learning partnerships, they can become large educational institutions based on the enhanced range of teaching and learning they can provide. Small school capacities can be enhanced by e-learning and the creation of virtual learning environments. Structurally, the capacity of schools can be enhanced by internet-based inter-institutional collaboration. Pedagogically, e-learning can enable schools to share teaching and learning within virtual learning environments spanning participating sites to facilitate student engagement with ideas, people and places in new, interactive ways. Three stages are identified in the development of teaching and learning in the virtual structures that complement traditional schools.

Strategic Design for Web-Based Teaching and Learning

2011 ◽  
pp. 280-302
Author(s):  
Brian Corbitt ◽  
Dale M Holt ◽  
Stephen Segrave
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Technology Infrastructure ◽  
Web Based ◽  
Strategic Design ◽  
New Concepts ◽  
E Learning ◽  
Education Design ◽  
And Function ◽  
Academic Teacher

Deakin University has established and integrated a major, corporate technology infrastructure to unify and enhance its on campus and distance education. This environment is called Deakin Online. Efforts to realise its potential for creating enduring teaching and learning benefits are understood in the context of the University’s commitment to ’relevance, responsiveness and innovation’. How are these values and benefits realised in an evolving, educational enterprise using the new digital, corporate technologies and new concepts of organisational structure and function? We argue for the transforming influence of a new academic teacher role, new forms of academic development and open collegiality. Moreover, changes in role and process need to be grounded in systemic, organisation wide and program wide approaches to designing and working within comprehensively conceived, contemporary learning environments. We argue for system wide education design, situating e learning within broader curricular and pedagogical concerns to create enduring benefits in the learning environments of higher education.

scholarly journals Managing creativity in collaborative virtual learning environments e: A DL corporate project

Comunicar ◽  
2014 ◽  
Vol 22 (43) ◽  
pp. 143-151 ◽  
Author(s):  
Felipe Chibás-Ortíz ◽  
Gerardo Borroto-Carmona ◽  
Fernando Almeida-Santos
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Redes Sociales ◽  
E Learning ◽  
Aprendizaje Colaborativo ◽  
Entornos Virtuales

There is a currently ongoing discussion regarding the most effective methodologies for establishing collaborative virtual learning environments (VLEs) and the true contribution to student creativity and innovation in such environments, particularly in the corporate sphere. Educational social networks based on collaborative learning have grown exponentially in recent years, with countless networks now established in nearly all fields. However, stimulation of creativity among VLE users in general, and specifically in the corporate sphere, has become an important issue in educational research. Utilizing experiences of corporate distance learning (DE) in Brazil, the present paper proposes a means of evaluating the presence of creativity indicators among students in collaborative virtual teaching and learning environments. Case studies are used to compare a corporate VLE project that uses information and communication technologies (ICTs) under a creative and educommunicative approach with a project that uses ICTs under a traditional approach. The study was conducted in partnership with the consulting and e-learning company Perfectu. The results obtained suggest that the pedagogic model adopted and the manner in which ICTs are employed determine whether ICTs lead to innovative results, not the use of ICTs alone. The average level of creativity in the group that used the creative and educommunicative model was higher than that of the group that used the traditional paradigm. Se mantiene abierta en nuestros días la discusión con respecto a las metodologías más efectivas en los entornos virtuales de aprendizaje (EVA) colaborativos y su verdadera contribución al desarrollo de la creatividad y la actitud innovadora en los estudiantes, particularmente en los ámbitos corporativos. Las redes sociales educativas basadas en el aprendizaje colaborativo crecen exponencialmente, y se hacen ya incontables en cualquier área del conocimiento. Sin embargo, la estimulación de la creatividad de los usuarios de los EVA en general y en el ámbito corporativo en específico, se ha convertido en un problema científico de gran importancia para las investigaciones en las Ciencias de la Educación. El presente trabajo se propone valorar la presencia de indicadores de creatividad en los estudiantes al interactuar con los entornos virtuales de enseñanza de aprendizaje colaborativo, basados en la experiencia de educación a distancia (EAD) corporativa acumulada en Brasil. El método de investigación utilizado es el del estudio de caso, que permitió comparar la realización de un proyecto EAD corporativo a partir de la utilización de las TIC con un enfoque creativo y educomunicativo, con otro que también utilizó las TIC pero con una visión tradicional. Fue realizado en la empresa de consultoría y e-learning Perfectu. Los resultados obtenidos sugieren que el modelo pedagógico adoptado y la forma de utilizar las TIC son las que llevan a resultados innovadores y no las TIC por sí mismas, dado que se observó que el promedio de creatividad del grupo que trabajó bajo el patrón educomunicativo-creativo fue más elevado que para el grupo que trabajó con el paradigma tradicional.

scholarly journals Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Lorraine M Carter ◽  
Vince Salyers ◽  
Sue Myers ◽  
Carol Hipfner ◽  
Caroline Hoffart ◽  
...  
Keyword(s):  
Learning Environments ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Research Study ◽  
Instructional Technologies ◽  
Post Secondary ◽  
Face To Face ◽  
Institutional Infrastructure ◽  
E Learning ◽  
Groupes De Discussion

This paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and web-conferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments. Data collected for the study included survey data (n=1377 for students, n=187 for faculty); narrative comments (n=269 for students, n=74 for faculty); and focus groups (n=16 for students, n=33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers. Cet article présente les résultats qualitatifs d’une étude de recherche à méthodes mixtes menée dans trois établissements canadiens d’études supérieures. L’étude, intitulée « The Meaningful E-Learning » ou projet MEL, consistait en une exploration des expériences d’enseignement et d’apprentissage de professeurs et d’étudiants ainsi que leurs perceptions des avantages et des défis de l’apprentissage électronique. Chose importante, l’apprentissage électronique a été conceptualisé pour que soient intégrés la pédagogie, la technologie éducative et l’emploi d’internet pour former des environnements d’enseignement et d’apprentissage. Sur la base de cette définition, les participants se sont penchés sur l’apprentissage électronique par rapport à un ou plusieurs des contextes suivants : la salle de classe en situation de face-à-face, où des technologies éducatives (par ex. systèmes de gestion de l’apprentissage, vidéo-conférences et conférences web, appareils mobiles) sont utilisées, des environnements mixtes ou optimisés par le web et des environnements d’apprentissage entièrement en ligne. Les données recueillies lors de l’étude comprennent des données d’enquête (n=1377 pour les étudiants, n=187 pour les professeurs), des commentaires narratifs (n=269 pour les étudiants, n=74 pour les professeurs) ainsi que des groupes de discussion (n=16 pour les étudiants, n=33 pour les professeurs). Les deux derniers ensembles de données constituent la base de cet article. Quatre thèmes principaux ont été mis en lumière en fonction des réponses des étudiants et des professeurs. Représentés par l’acronyme HIDI, les thèmes comprennent la connexion humaine (H), le soutien par technologie de l’information (I), le design (D) et l’infrastructure institutionnelle (I). Ces thèmes et sous-thèmes sont présentés dans l’article et sont accompagnés d recommandations à l’intention des éducateurs et des administrateurs qui souhaitent faire de l’apprentissage électronique une expérience pédagogique significative tant pour les apprenants que pour leurs professeurs.

scholarly journals Peer Observation of Teaching in E-learning environments in UK Universities

2016 ◽  
Vol 8 (12) ◽  
Author(s):  
Zeynep Kacmaz
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Best Practice ◽  
Developmental Process ◽  
University Teaching ◽  
Peer Observation ◽  
Institutional Practice ◽  
E Learning ◽  
Training Programmes

Peer observation of teaching (POT) is presented as a valuable mechanism allowing for the dissemination of ‘best practice’ within university teaching. With the rapid rise of online learning courses, it could be expected that POT would be extended to the online environment. In practice, however, it appears that this development is inconsistent. Likewise, there has been little research into the experiences of teachers of online teaching, with research focused more on the technological aspects than on the delivery of teaching. Using a document analysis of a sample of UK universities and interviews with academics to assess a cross section of current institutional practice, this paper explores the intersection between POT and the online delivery of teaching and learning. The findings indicate that POT has not yet become a standard evaluative and/or developmental process in e-learning environments, although some universities do implement it within their CPD or teacher training programmes.

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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