scholarly journals The ecosystem of e-learning model for higher education

2019 ◽  
Vol 115 (5/6) ◽  
Author(s):  
Valentino van de Heyde ◽  
André Siebrits
Keyword(s):  
Higher Education ◽  
Physics Education ◽  
Developmental Process ◽  
Western Cape ◽  
Full Account ◽  
Learning And Teaching ◽  
E Learning ◽  
The University ◽  
Teaching In Higher Education

We present the ecosystem of e-learning (EeL) model, which can be applied to any higher education context, and which takes full account of all inhabitants and their interrelationships, not only the components, of the e-learning food chain. Specifically, this model was applied to our context within the University of the Western Cape, highlighting the role of the academic developer within the model. A key argument advanced in this paper is that academic developers should work to reduce complexities associated with emerging e-tools. The EeL model is used to emphasise the role of academic developers as mediators between components and relationships. Significance: By the application of the EeL model, it is demonstrated that the use of e-tools and their alignment with pedagogies within any context must be sensitive to the entire ecosystem, with the recognition that this is simultaneously a top-down and a bottom-up process. The student must be the core focus in the adoption of emerging technologies and the learning process, but simultaneously the student can only be in focus when they are placed within their broader ecosystem – including the societal level. Our findings add to the debate on physics education specifically, and more broadly by providing new ways of conceptualising an e-learning ecosystem. It is advocated that an academic developer-mediator should step in to mediate between academics, tutors and emerging e-tools, through a structured developmental process for learning and teaching. The EeL model can afford an insight into the processes involved when incorporating a learning management system (and emerging e-tools) into learning and teaching in higher education institutions.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

scholarly journals E-Teaching in Higher Education: An Essential Prerequisite for E-Learning

2018 ◽  
Vol 7 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Undergraduate Level ◽  
Face To Face ◽  
E Learning ◽  
Teaching In Higher Education ◽  
Essential Prerequisite

The discourse on the implementation of the digital technologies in higher education settings focuses mainly on students’ learning rather than on professors’ teaching. The little attention paid to the crucial role of teachers in online settings results in a restricted and moderate adaptation of the technologies in higher education worldwide. In most higher education institutions, the new technologies are used mainly for add-on functions and not for substituting face-to-face encounters or for an intensive web-enhanced teaching. This article starts with briefly explaining why most students, particularly at the undergraduate level, are unable and/or unwilling to study by themselves without expert teachers to guide their knowledge construction, discusses the problematics of digital literacy of teachers, examines the main reasons for the reluctance of many academics to utilize the technologies more fully in their teaching, and concludes by recommending some strategies for incorporating more fully the huge array of the technologies’ capabilities in higher education institutions. 

Exploring the Role of Social Software in Higher Education

2010 ◽  
pp. 1030-1044
Author(s):  
Yoni Ryan ◽  
Robert Fitzgerald
Keyword(s):  
Higher Education ◽  
Personal Networks ◽  
Social Software ◽  
Instructional Designers ◽  
Learning And Teaching ◽  
The Social ◽  
Peer Engagement ◽  
Teaching In Higher Education ◽  
A Current

This chapter considers the potential of social software to support learning in higher education. It outlines a current project funded by the then Australian Carrick Institute for Learning and Teaching in Higher Education, now the Australian Learning and Teaching COuncil (ALTC) (http://www.altc. edu.au/carrick/go) to explore the role of social software in supporting peer engagement and group learning. The project has established a series of pilot projects that examine ways in which social software can provide students with opportunities to engage with their peers in a discourse that explores, interrogates and provides a supplementary social ground for their in-class learning. Finding creative ways of using technology to expand and enrich the social base of learning in higher education will become increasingly important to lecturers and instructional designers alike. This project represents one small step in testing the applicability of social software to these contexts. While many of our students are already using various technologies to maintain and develop their personal networks, it remains to be seen if these offer viable uses in more scholarly settings.

scholarly journals The Role of the Hidden Curriculum: Institutional Messages of Inclusivity

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
David Killick
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Hidden Curriculum ◽  
Curricular Change ◽  
Formal Curriculum ◽  
Learning And Teaching ◽  
Alignment Process ◽  
Teaching In Higher Education ◽  
Significant Attention

Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs’ work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, ‘To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?’ and propose the hidden curriculum to be an area we can no longer neglect.

The Role of an Agile and Lean Project Management Toolkit for Assisting E-Learning Project Management Teams in Multi-National Organisations

2022 ◽  
pp. 134-162
Author(s):  
Jonathan Bishop ◽  
Kamal Bechkoum
Keyword(s):  
Project Management ◽  
It Project Management ◽  
Learning And Teaching ◽  
E Learning ◽  
Group A ◽  
The Right ◽  
The University ◽  
Learning Projects ◽  
Core Part

Project management is a term for which there are endless books professing the right way to conduct it. Project management is the systematic application of a standardized approach to conducting a project that increases that project's chances of success. It is known that IT projects are some of those projects most likely to fail, and e-learning projects are no different. The aim of this chapter is to explain how it might be possible to develop a toolkit that could allow e-learning systems of any scale to be developed by those who often have to deliver learning, but may not necessarily have skills in project management or ICT development. It is intended that the proposed toolkit would be valued by other internationally focussed organisations where learning and teaching are a core part of the activities that it conducts, but on a smaller scale. To achieve this, research is proposed at the University of Gloucestershire and Crocels Community Media Group. A pilot study is conducted, and the questionnaire for the study proves to be reliable.

Assessment of Learning in Higher Education

2018 ◽  
pp. 196-217 ◽  
Author(s):  
Mitra Fallahi
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Learning Management Systems ◽  
Management Systems ◽  
Essential Component ◽  
Assessment Of Learning ◽  
Learning Management ◽  
The University ◽  
Teaching In Higher Education

This chapter discusses that the goal of assessment, as a part of teaching, in higher education should be to prepare the learner for performing in real life as a professional. The learner should become a self-regulator and a self-evaluator. The instructor (faculty, supervisor, or mentor) at the university must understand that assessment is a process of coaching and assisting, not just approving students' achievement. Technology acquired by the universities in the form of learning management systems (LMS) can be used to provide feedback and assistance to a large number of students. The role of feedback is discussed as an essential component of assessment that would help students to reflect and learn. Rubrics must be used as a tool to provide feedback to students instead of just grading assignments.

The Role of Technology in Improving Quality of Teaching in Higher Education

2016 ◽  
pp. 207-227
Author(s):  
Harriet Thindwa
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
Teaching Quality ◽  
Learning Technologies ◽  
Quality Of Teaching ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Teaching In Higher Education

Students are the future of any country. They are the leaders and entrepreneurs of tomorrow. If teaching quality is undermined, so is the country's overall education system, and therefore, so is a country's future. In this chapter, the role of technology in improving quality of teaching in higher education, which has been declining over the years internationally including in the US, is reviewed. Databases EBSCOhost and Academic Search Complete were employed in this review. Empirical studies have revealed that e-learning technologies such as Moodle improve teaching quality. Given the advancement in technology, institutions of higher learning the world over are challenged to embrace technology as a strategy to engage students and enhance learning.

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