A Study on the Selection of Content Delivery Strategies to Improve Learner Satisfaction and Performance of e-Learning Courses in Higher Education

2004 ◽  
Vol 20 (4) ◽  
pp. 185-214 ◽  
Author(s):  
Jong-Yeon Lee
Keyword(s):  
Higher Education ◽  
Content Delivery ◽  
Learner Satisfaction ◽  
E Learning ◽  
Delivery Strategies ◽  
And Performance ◽  
Selection Of

Monitoring Students' Activity and Performance in Online Higher Education

2010 ◽  
pp. 131-148 ◽  
Author(s):  
Fernando Lera-López ◽  
Javier Faulin ◽  
Angel A. Juan ◽  
Victor Cavaller
Keyword(s):  
Higher Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Analysis Model ◽  
Online Instructors ◽  
Online Higher Education ◽  
Monitoring Tools ◽  
E Learning ◽  
Learning Management ◽  
And Performance

In this chapter the authors first explain the recently created European Higher Education Area and its implications over instructors’ and students’ roles. They also analyze how e-learning management systems are contributing to modify higher education around the world, and which are the benefits and the challenges associated to their use. In this new educational scenario, the authors discuss the importance of monitoring students’ and groups’ activity and performance, and some of the monitoring tools already available in the most popular learning management systems are reviewed. Then, after identifying the informational necessities of online instructors and students, the authors propose a data-analysis model to assist instructors by providing them with easy-to-understand and updated visual reports. Instructors can use these reports to classify students and groups according to their activity and learning outcomes, track their evolution, and identify those who might need immediate guidance or assistance.

scholarly journals E-learning Courses Satisfaction in Higher Education from Participants’ Perspective

2020 ◽  
Vol 19 (51) ◽  
pp. 23-32
Author(s):  
Dariusz Put
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teacher Preparation ◽  
Literature Review ◽  
Research Problem ◽  
Personal Contact ◽  
Methods Of Evaluation ◽  
E Learning ◽  
Selection Of ◽  
Promising Type

RESEARCH OBJECTIVE: The aim of this paper is to evaluate usefulness of distance learning courses as a form of learning from participants’ perspective. THE RESEARCH PROBLEM AND METHODS: To achieve the purpose, two research methods have been employed: literature review, including rules and regulations concerning distance learning courses, and analysis of the results of a survey conducted among students participating in distance learning course as well as own observations and experiences. THE PROCESS OF ARGUMENTATION: In the paper it is analysed, how students perceiveelearning courses comparing to traditional ones. First, selected Polish Minister of Higher Education and the Senate of Cracow University of Economics (CUE) regulations under which CUE teachers may conduct distance learning courses are presented. Second, the procedure for the preparation of elearning courses at CUE is described. The roles played by individual actors during the preparation of the course are discussed. Next, selected results of the survey conducted among course participants are presented. Finally, conclusions and observations are discussed. Results of the survey confirm that e-learning is a promising type of teaching supporting traditional lessons. RESEARCH RESULTS: Aconsiderable number of participants found this kind of didactic proces useful and attractive. However, an unexpectedly large number stated that they expected more traditional lessons. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The analysis allows to draw interesting conclusions concerning the necessity of selection of participants, problem of systematic work, methods of evaluation, personal contact with a teacher, preparation of teaching materials. All of them will be taken under consideration to improve the course for future participants.

The Role and Impact of an Open Courseware Learning Management System in Higher Education

2020 ◽  
Vol 10 (2) ◽  
pp. 34-39
Author(s):  
Triveni Chandriki ◽  
Kiran P. Savanur
Keyword(s):  
Higher Education ◽  
Management System ◽  
Learning Management System ◽  
E Learning ◽  
Key Drivers ◽  
Learning Management ◽  
And Performance

The essential cause of this find out about to check out the influence of e-learning in greater education. The learn about observed out that the use of e-learning structures suggests a fine effect on scholar studying in greater training current world. Most instructors utilized e-learning gadget as presentation and education device in educating and learning. Higher training establishments advantage from the use of an Open Courseware Learning Management System in the following ways: teacher and pupil get entry to to mastering content material each time and anywhere, a centralized supply of learning, monitoring and reporting equipment to beautify pupil getting to know and performance, elevated effectivity in scholar things to do such as undertaking submission, accelerated communication, and mastering analytics. Higher schooling is widely described as one of key drivers of increase performance, prosperity, and competitiveness.

scholarly journals What Drives Successful Social Media in Education and E-learning? A Comparative Study on Facebook and Moodle

10.28945/4360 ◽  
2019 ◽  
Vol 18 ◽  
pp. 253-274 ◽  
Author(s):  
Ahmed Al-Azawei
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Technology Use ◽  
Teaching And Learning ◽  
Previous Literature ◽  
Learner Satisfaction ◽  
Future Research ◽  
Extended Model ◽  
E Learning ◽  
Net Benefits

Aim/Purpose: This research investigates the success variables affecting the adoption of social networking sites (SNS), namely Facebook, and learning management systems (LMS), specifically Moodle, in developing countries. Background: In contemporary education, universities invest heavily in the integration of LMS with traditional classrooms. Conversely, such technologies face a high rate of failure and not all learners are satisfied with LMS services. In turn, this leads to the exploitation of SNS interactive features and services, which are subsequently included in the process of teaching and learning. However, the success of both SNS and LMS has rarely been studied in the context of developing nations. Methodology: In this study, a cross-sectional survey was used to collect the research data. It targeted a population sampled from amongst state-sector university undergraduates in Iraq (N=143). The study was based on an extension of DeLone and McLean’s Information Systems Success (D&M ISS) model to include four antecedent variables: system quality, information quality, technology experience, and Internet experience as direct determinants of technology use and user satisfaction, both of which affect the net benefits of Facebook and Moodle. The collected data were analyzed with SmartPLS, using a partial least squares-structural equation model (PLS-SEM). Contribution: This research extends previous literature on the critical success factors (CSF) of SNS and LMS in the case of developing countries. The study guides the way in which the acceptance of SNS and LMS in higher education can be organized in the developing world in general, especially in the Middle East, thereby bridging this research gap and extending previous literature. Findings: The research results support the influence of quality and experience antecedents on technology use and learner satisfaction. The extended model also provides full support for the association between technology use and learner satisfaction, concerning the net benefits of Facebook and Moodle. The proposed model achieved a good fit and explained 61.4% and 68.1% of the variance of LMS and SNS success, respectively. Recommendations for Practitioners: The significant influence of the constructs investigated in this research could shape strategies and approaches to be adopted for the enhancement of SNS and LMS implementation in educational institutions. More specifically, this study is aimed at guiding SNS and LMS acceptance in developing countries, especially in Middle Eastern higher education. Recommendation for Researchers: This work offers a theoretical understanding of the body of knowledge on SNS and LMS application in institutes of higher education. It further supports the usefulness of the D&M ISS model for predicting the success of social networks and e-learning systems. Future Research: As with most empirical literature, this research makes a number of recommendations for further work. Future research could investigate other constructs that potentially influence technology success in education such as facilitating conditions, perceived privacy, and security. Moreover, researchers from different contexts are invited to apply this extended model and conduct a mixed methods (quantitative and qualitative) analysis to deepen the current understanding of the effect of SNS on teaching and learning, while also comparing it with the impact of LMS in this digital era.

E-Learning, Information Technology, and Student Success in Higher Education

2017 ◽  
Author(s):  
Kim Cliett Long
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Performance Management ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
E Learning ◽  
And Performance

E-learning expands options for teaching and learning using technology. This nomenclature has been solidly in use for the last ten years. The expansive and ever fertile frontier of e-learning—a term used interchangeably with distance and online learning—has become standard fare as an educational delivery solution designed to enhance knowledge and performance. Many educational institutions, corporate enterprises and other entities are utilizing web-based teaching and learning methodologies to deliver education either partially or wholly online using electronic platforms. The learning value chain, including management and delivery, has created multimodal systems, content, and processes to increase accessibility, measurability, and cost effectiveness by infusing advanced learning techniques, such as adaptive learning or communities of practice, among students, employee groups, and lifelong learners. It is interesting to note that e-learning encapsulates internet based courseware and all other asynchronous and synchronous learning, as well as other capabilities for supporting learning experiences. Student success and advancements in technology are now inextricably linked as a result of higher education institutions embracing and offering e-learning options. The absence of direct instructor guidance makes distance learning particularly difficult for some students. Certain students struggle with the lack of guidance inherent in online learning and the requisite need to work independently. In particular, the lack of high touch strategies in e-learning often leads students to drop or fail courses. While some students struggle to remain engaged in technology-enabled learning, technology is often the vehicle for keeping these same students on task. There are a variety of electronic tools designed to augment online learning and keep online learners on task. Podcasts, for example, can be easily downloaded, then played back on a student’s media player or mobile device at a later date. The student is not tied to a computer, which results in a more comprehensive learning experience. In many cases, e-learning has become a very lucrative and desirable marketplace for higher education institutions. The business case for e-learning is a clarion call for tight integration among business, human resources, and knowledge and performance management. Hence, it is incumbent upon educational institutions to instill approaches that focus on the learner, learning, and improved performance, more so than the tools and technology. Of further importance is the need for higher education institutions to provide stratagems for developing and supporting caring online relationships, individualized student environments, collaboration, communication, and e-learning culture. Ultimately, institutions should measure not only improved business and performance, but also improved student online learning aptitudes (more self-motivated, self-directed, and self-assessed learning).

Monitoring Students’ Activity and Performance in Online Higher Education

2012 ◽  
pp. 1276-1293
Author(s):  
Fernando Lera-López ◽  
Javier Faulin ◽  
Angel A. Juan ◽  
Victor Cavaller
Keyword(s):  
Higher Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Analysis Model ◽  
Online Instructors ◽  
Online Higher Education ◽  
Monitoring Tools ◽  
E Learning ◽  
Learning Management ◽  
And Performance

In this chapter the authors first explain the recently created European Higher Education Area and its implications over instructors’ and students’ roles. They also analyze how e-learning management systems are contributing to modify higher education around the world, and which are the benefits and the challenges associated to their use. In this new educational scenario, the authors discuss the importance of monitoring students’ and groups’ activity and performance, and some of the monitoring tools already available in the most popular learning management systems are reviewed. Then, after identifying the informational necessities of online instructors and students, the authors propose a data-analysis model to assist instructors by providing them with easy-to-understand and updated visual reports. Instructors can use these reports to classify students and groups according to their activity and learning outcomes, track their evolution, and identify those who might need immediate guidance or assistance.

Games in Higher Education

2013 ◽  
pp. 38-59 ◽  
Author(s):  
Ronald Dyer
Keyword(s):  
Higher Education ◽  
Natural Extension ◽  
Content Delivery ◽  
Daily Lives ◽  
Education Professionals ◽  
The World ◽  
Technological Tools ◽  
Higher Education Professionals ◽  
E Learning ◽  
Traditional Approaches

In an age of technological tools ranging from social media to virtual environments, higher education institutions need to re-examine the context of their content delivery, creating an opportunity for more realistic learning methodologies across the education spectrum more closely aligned with expectations from the world of work. Today’s learners consist of a cadre of individuals aptly described as “digital natives” (Prensky, 2001) whose proclivity for technology adoption is natural, as most grew up with access to computing technology and have directly experienced its evolutionary path. As such, higher education professionals are now challenged to specifically treat with a generation who perceive technology as a natural extension of their daily lives, recognizing that traditional approaches inclusive of e-learning are no longer sufficient to engage their student population.

scholarly journals ‘e’-thinking teaching and assessment to uphold academic integrity: lessons learned from emergency distance learning

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Zeenath Reza Khan ◽  
Shivadas Sivasubramaniam ◽  
Pranit Anand ◽  
Ajrina Hysaj
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Academic Integrity ◽  
Content Delivery ◽  
Lessons Learned ◽  
Digital Space ◽  
The World ◽  
Delivery Strategies ◽  
Time Faculty ◽  
Made In

AbstractCovid-19 pandemic had an impact on many day-to-day activities but one of the biggest collateral impacts was felt by the education sector. The nature and the complexity of higher education is such that no matter how prepared we are as faculty, how planned our teaching and assessments, faculty are all too aware of the adjustments that have to be made to course plans, assessments designed, content delivery strategies and so on once classes begin. Faculties find themselves changing, modifying and deviating from original plans to ensure accessibility and inclusiveness, this may be due to a variety of reasons such as student abilities, behaviour, disturbances and even outside factors that may be political, environmental, social etc. Majority of the time, faculty are prepared for the change that needs to be incorporated and are quick to adjust. However, no one expected the disruption to education that was caused by COVID19 pandemic. The world came to a standstill while schools and universities scrambled to push learning to the digital space. It was important to try to ensure continuity of learning for students, but the issue of integrity came to the forefront by summertime. Faculties were suddenly expected to restructure their lessons, delivery, teaching and assessing digitally, at the same time ensuring and upholding integrity of the concepts taught and assessed. This has neither been easy or straightforward because the situation was unprecedented with little or no prior documentation or guidelines to help. Recognising this gap, this paper is an attempt at providing exploratory findings from authors’ experiences in their respective institutions over the ensuing months. The paper attempts to record the changes made by the faculty and colleagues to lessons and assessments with particular focus on how technology has been used to help restructure classes, deliver lessons and assess students which have aided in minimizing the likelihood of students cheating. The paper further narrates the reflective changes that were made in response to experience, student/external examiners feedback etc.

Development of interview and performance tests for the selection of wage board supervisors

1956 ◽  
Author(s):  
Carroll B. Hodges ◽  
Hubert E. Brogden ◽  
Julius E. Uhlaner
Keyword(s):  
Performance Tests ◽  
And Performance ◽  
Selection Of
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