scholarly journals Exploring e-learning experiences in a dynamic organizational learning environment

2019 ◽  
Author(s):  
Brooke Na Yang
Keyword(s):  
Organizational Learning ◽  
Learning Environment ◽  
Learning Experiences ◽  
E Learning

Theories and Principles for E-Learning Practices with Instructional Design

2009 ◽  
pp. 750-758
Author(s):  
Maria Ranieri
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Learning Experiences ◽  
Instructional Approach ◽  
Face To Face ◽  
Learning Practices ◽  
E Learning

E-learning has become an area of increasing interest for academics, consultants, and practitioners. Notwithstanding, it seems that in current experiences the instructional dimension is often overlooked. Many elearning courses are content-oriented and the attention is often put on the technological dimension. We believe that a fruitful contribution in order to overcome the gap between technology and pedagogy and promote a more sensible instructional approach to e-learning, can be derived from instructional design (ID). ID is an ever growing field of research (Dijkstra, Seel, Schott, & Tennyson, 1997; Gagné & Briggs, 1990; Merrill, 2001; Reigeluth, 1989; Savery & Duffy, 1995; Wilson & Cole, 1991). Its results have a transversal value with respects to the specific delivery supports adopted in the learning environment. Whether we are dealing with online or face-to-face education, useful criteria from ID can be outlined for designing effective, efficient, and appealing learning experiences.

The effects of organizational learning environment factors on e-learning acceptance

2012 ◽  
Vol 58 (3) ◽  
pp. 885-899 ◽  
Author(s):  
Bo Cheng ◽  
Minhong Wang ◽  
Jürgen Moormann ◽  
Bolanle A. Olaniran ◽  
Nian-Shing Chen
Keyword(s):  
Organizational Learning ◽  
Learning Environment ◽  
Environment Factors ◽  
E Learning

Personalised E-Learning

2014 ◽  
pp. 744-755 ◽  
Author(s):  
Eileen O'Donnell ◽  
Mary Sharp ◽  
Vincent Wade ◽  
Liam O'Donnell
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Experiences ◽  
Immediate Feedback ◽  
Traditional Concept ◽  
Personalised Learning ◽  
Learning Content ◽  
E Learning ◽  
Specific Learning

Society's use of mobile applications that instantaneously dynamically adapt to input has had the effect of users expecting immediate feedback from all applications based on their specific needs. The traditional concept of a one size fits all approach to managing an online learning environment could perhaps be improved by the inclusion of personalised learning experiences for students based on their prior knowledge. The purpose of personalised e-learning is to tailor learning content to the specific learning requirements of individual students. The focus of this chapter is to review the topic of personalised e-learning and discuss the issues and problems educators may encounter in assessing students' prior knowledge. Information on students' prior knowledge is required to inform the process to facilitate personalised e-learning experiences based on prior knowledge.

Theories and Principles for E-Learning Practices with Instructional Design

2011 ◽  
pp. 1504-1513
Author(s):  
Maria Ranieri
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Learning Experiences ◽  
Instructional Approach ◽  
Face To Face ◽  
Learning Practices ◽  
E Learning

E-learning has become an area of increasing interest for academics, consultants, and practitioners. Notwithstanding, it seems that in current experiences the instructional dimension is often overlooked. Many elearning courses are content-oriented and the attention is often put on the technological dimension. We believe that a fruitful contribution in order to overcome the gap between technology and pedagogy and promote a more sensible instructional approach to e-learning, can be derived from instructional design (ID). ID is an ever growing field of research (Dijkstra, Seel, Schott, & Tennyson, 1997; Gagné & Briggs, 1990; Merrill, 2001; Reigeluth, 1989; Savery & Duffy, 1995; Wilson & Cole, 1991). Its results have a transversal value with respects to the specific delivery supports adopted in the learning environment. Whether we are dealing with online or face-to-face education, useful criteria from ID can be outlined for designing effective, efficient, and appealing learning experiences.

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