scholarly journals The 12 Apps of Christmas: an innovative and effective online student and educator support

2016 ◽  
Vol 9 (13) ◽  
Author(s):  
Frances Boylan
Keyword(s):  
Mobile Learning ◽  
Further Education ◽  
Online Course ◽  
Graduate Study ◽  
Third Place ◽  
Online Student ◽  
Dublin Institute ◽  
E Learning ◽  
Institute Of Technology

The 12 Apps of Christmas course is a free open online course that has run at the Dublin Institute of Technology, Dublin, Ireland in both 2014 and 2015. The 2014 iteration of this course was aimed specifically at instructors and went on to win the Mobile Learning Division of the International E-Learning Award (iELA), and come joint third-place at the eLearning Excellence Awards run as part of the 14th European Conference on eLearning. The 2015 iteration was aimed primarily at students of all ages undertaking further education, third level education, and/or post-graduate study, but also included additional supporting information for educators. This case study sets out our experiences of designing and delivering the 2015 iteration of this innovative and effective student and educator support.

scholarly journals Maximizing Learning Potential with Multimodality: A Case Study

2019 ◽  
Vol 6 (2) ◽  
pp. 260 ◽  
Author(s):  
Samaa Haniya ◽  
Anastasia Olga Tzirides ◽  
Matthew Montebello ◽  
Keratso Georgiadou ◽  
Bill Cope ◽  
...  
Keyword(s):  
Online Communication ◽  
Online Course ◽  
Learning Potential ◽  
Digital World ◽  
Communication Environments ◽  
Digital Learners ◽  
E Learning ◽  
Learner Differences ◽  
Multimodality Approach

<p><em>In today’s increasingly fast-moving digital world, learners are immersed in multimodal online communication environments in their daily life, through Facebook, Twitter, Instagram, Snapchat and others. This requires educators to reflect the environment in which these learners live, and thus design instructional practices from a multimodal perspective. Multimodality offers new opportunities for digital learners to express themselves, analyze problems and make meaning in multimodal ways as they interpret knowledge differently according to their various educational needs (Kalantzis </em><em>&amp;</em><em> Cope, 2015). In this paper we will discuss the significance of integrating multimodality in e-Learning contexts to make meaning and improve learning. The paper will also present a case study of an online course from the College of Education at the University of Illinois Urbana Champaign to show how multimodality works in practice to cater to learner differences by offering a range of activity options and modes of meaning. We will also examine learners’ perceptions of adopting such an approach in the online course. We used survey techniques for data collection and quantitative and qualitative methods for data analysis. Results revealed illuminating insights about the importance of multimodality approach to increase learning potential for digital learners and provided suggestions for future iterations.</em></p>

Developing an E-Learning Course for a Global Legal Firm

2012 ◽  
pp. 133-154
Author(s):  
Gemma Baltazar
Keyword(s):  
Risk Management ◽  
Training Program ◽  
Management Training ◽  
Lessons Learned ◽  
Online Course ◽  
Firm Risk ◽  
E Learning ◽  
Overall Risk

This case study describes the considerations, challenges, and lessons learned in developing this online course, which is the foundation of an overall risk management training program for the Firm. Risk management is a very broad, deep, and complex topic which impacts the practice of law in many different ways. Recognizing that it is in meaningful discussions where learning most likely takes place, the project team’s challenge was to design an e-learning course that allows sufficient interactivity to engage the learner and stimulate thinking around issues they encounter in whatever legal area, and at whatever level they practice.

Using Blogfolios to Enhance Interaction in E-Learning Courses

2010 ◽  
pp. 455-470 ◽  
Author(s):  
Steve Chi-Yin Yuen ◽  
Harrison Hao Yang
Keyword(s):  
United States ◽  
The United States ◽  
Online Course ◽  
Online Interaction ◽  
Hybrid Courses ◽  
E Learning

Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction, portfolios development, and blogs use in education. It then discussed the potential uses of Weblog-based portfolio for e-learning courses in supporting interactions among students and instructors, and presented a case study on how a blogfolio approach was implemented into three hybrid courses and one fully online course at two universities in the United States. The effectiveness of the blogfolio approach on interactions in both fully online and hybrid courses has been assessed and confirmed in this study.

scholarly journals E-Learning in Engineering through Videoconferencing: The Case of the Addis Ababa Institute of Technology

2013 ◽  
Vol 3 (2) ◽  
pp. 9
Author(s):  
Bedilu Habte
Keyword(s):  
Addis Ababa ◽  
Lessons Learned ◽  
Limited Resources ◽  
Successful Implementation ◽  
Developing Nation ◽  
Higher Education System ◽  
E Learning ◽  
Institute Of Technology ◽  
Teaching Learning

In addition to their ability to reach distant learners, interactive e-learning environments have the potential to make the teaching-learning process more effective. This paper highlights some of the e-learning implementation efforts at the Addis Ababa Institute of Technology (AAiT) in Ethiopia. This case study shows that limited resources do not deter a developing nation to exploit the power of e-learning. Based on feedback from participants in the first national videoconferencing program held in Ethiopian higher education system between October 2011 and June 2012, the paper addresses the lessons learned and recommended actions for moving forward to a successful implementation of e-learning in Ethiopia, particularly in a videoconferencing mode.

scholarly journals Mobile Learning Perception of Graduate Student Teachers: A Case Study in Magister Program of Educational Technology of University of Sebelas Maret

2018 ◽  
Vol 5 (1) ◽  
pp. 84
Author(s):  
Muhammad Hanif ◽  
Asrowi Asrowi
Keyword(s):  
Educational Technology ◽  
Student Teachers ◽  
Mobile Learning ◽  
Learning System ◽  
School Level ◽  
Technology Program ◽  
Teaching Knowledge ◽  
E Learning ◽  
Mobile Learning System

In the context of higher education institutions in Indonesia, some of schools authority refuses the implementation of mobile learning. Although m-learning is widely used in some school in Indonesia and considered as an effective educational tool, it is not yet fully utilized in most Indonesian school. Before designing a mobile learning system, it is necessary to assess the perception of target users towards mobile learning since their perception will influence the successful the system. This research aims to investigate the perception of students of educational technology program who currently are being teachers in several level of educations towards mobile learning to ascertain their readiness to apply a mobile learning system in their teaching. The respondents of this study are 18 teachers who are being students of Magister Program on Educational Technology in e-learning & mobile learning class in even semester. This research is conducted with a survey related to implementation of mobile learning. The results show that teachers in Indonesia had positive perception and were looking forward to apply mobile learning in their teaching. Knowledge and learning method issues were not obstacles for them to use a mobile learning as well as financial obstacle. The readiness for mobile learning of teachers are vary based on the school level even though they have been taught mobile learning subject. The findings surprisingly show that accessibility of device may be a big problem on implementing mobile learning in class.

Learning without Boundaries

2010 ◽  
pp. 242-260
Author(s):  
Elena Verezub
Keyword(s):  
Environmental Science ◽  
Research Priorities ◽  
Further Education ◽  
Vocational Education And Training ◽  
Learning Program ◽  
Organizational Issues ◽  
University Of Technology ◽  
E Learning ◽  
The Subject

Technological innovations have transformed the boundaries of research priorities within the Vocational Education and Training (VET) sector. In line with research priorities set by NCVER, Swinburne University of Technology has made an ongoing commitment to the development of research that aims at improving the flexible delivery of program for students in the Training and Further Education (TAFE) sector. The present study showcases a research project conducted at Swinburne. The aim of the project was to design an e-learning program for students studying within the Department of Horticulture and Environmental Science, with an additional focus on improving students’ reading comprehension of hypertexts in the subject-specific context. This case study also discusses social and educational, technological, economic as well as political/organizational issues the project had to deal with.

scholarly journals SATISFACTION WITH E-LEARNING QUALITY EXPRESSES READINESS TO DEVELOP OWN ONLINE COURSE, NOT ONLY JUST TO FURTHER STUDY ONLINE

2019 ◽  
Vol 13 (1) ◽  
pp. 32-38
Author(s):  
Lambri Yovkov ◽  
Stanislava Stoyanova
Keyword(s):  
Life Satisfaction ◽  
Online Survey ◽  
Online Courses ◽  
Traditional Education ◽  
Further Education ◽  
Educational Process ◽  
Course Satisfaction ◽  
Online Course ◽  
Domain Specific ◽  
E Learning

E-learning has become an important part of contemporary educational process. Satisfaction with e-learning quality was studied among 133 Bulgarian participants in an online survey, of which more than the half took part is some e-learning courses. The results indicated that the learners for whom e-learning was a part of their education at school or university tended to do more online courses and were more satisfied with e-learning quality, so traditional education seemed to support e-learning. The participants who had been enrolled in some online courses, who had their own Internet site and who were satisfied with e-learning quality were more self-confident in their ability of developing an online course. Satisfaction with e-learning prevailed in the sample, because approximately one out of ten participants stated firmly not being satisfied with e-learning quality and four out of five participants would like to use e-learning as a part of their further education. More male participants were satisfied with e-leaning quality than the female participants in support of some previous findings concerning higher life satisfaction in men than in women. Satisfaction with e-learning could be considered as a domain-specific satisfaction that is a part of overall life satisfaction. Keywords: gender differences in satisfaction, e-learning quality, satisfaction with e-learning.

Cultural Implications of E-learning Access (& Divides)

2010 ◽  
pp. 78-91 ◽  
Author(s):  
Pauline Hope Cheong ◽  
Judith N. Martin
Keyword(s):  
Intercultural Communication ◽  
Research University ◽  
Student Assessment ◽  
Online Course ◽  
Pedagogical Strategies ◽  
Cultural Implications ◽  
E Learning ◽  
Successes And Challenges ◽  
The U.S

This chapter presents a case study of developing and teaching an intercultural communication (IC) course online, within the context of a department in a large research University in the U.S. In so doing, the authors discuss a broadened and recursive model of cultural access and divides in E-learning. Expanding on van Dijk’s (2005) framework, the authors present several ways in which their IC course attempts to address multiple pathways of E-learning access, including motivational, material, skills and usage access. They describe both the successes and challenges of meeting the goals of e-learning access with specific examples of the content, activities, assignments, pedagogical strategies, and student assessment in this online course. Finally, they identify challenges of this e-learning at the micro and macro level context—in the course, university writ large and in the communication discipline.

Cultural Implications of E-Learning Access (and Divides)

2012 ◽  
pp. 82-100
Author(s):  
Pauline Hope Cheong ◽  
Judith N. Martin
Keyword(s):  
Intercultural Communication ◽  
Research University ◽  
Student Assessment ◽  
Online Course ◽  
Pedagogical Strategies ◽  
Cultural Implications ◽  
E Learning ◽  
Successes And Challenges ◽  
The U.S

This chapter presents a case study of developing and teaching an intercultural communication (IC) course online, within the context of a department in a large research University in the U.S. In so doing, we discuss a broadened and recursive model of cultural access and divides in E-learning. Expanding on Van Dijk’s (2005) framework, the authors present several ways in which their IC course attempts to address multiple pathways of E-learning access, including motivational, material, skills and usage access. They describe both the successes and challenges of meeting the goals of e-learning access with specific examples of the content, activities, assignments, pedagogical strategies, and student assessment in this online course. Finally, they identify challenges of this e-learning at the micro and macro level context—in the course, university writ large and in the communication discipline.

Comparison of students in an undergraduate university degree offered both in presence and online

2019 ◽  
Vol 16 (1) ◽  
pp. 36-48
Author(s):  
Nello Scarabottolo
Keyword(s):  
Online Version ◽  
Statistical Interpretation ◽  
Older Students ◽  
Online Student ◽  
Content Type ◽  
Significant Case ◽  
E Learning ◽  
University Degree ◽  
The University

PurposeThis paper aims to compare the students enrolled to a three-year undergraduate, bachelor degree on Security of Computer Systems and Networks, offered in traditional, classroom fashion as well as online at the University of Milan (Italy). Its main purposes are to estimate the main characteristics of the two different student populations addressed (i.e. online vs classroom students) to understand if an online version of an already existing traditional university degree allows to extend the enrollment of students; and to evaluate the effectiveness of the e-learning approach adopted, comparing performance of the two student populations. The study aims to supply a significant case study, based on a real experience more than 10 years long.Design/methodology/approachThe paper is based on the statistical interpretation of a huge amount of data, collected during the overall life of Sicurezza dei Sistemi e delle Reti Informatiche (SSRI) online, regarding student age, income, grades obtained in exams and after final dissertation and graduation time.FindingsThe paper allows to conclude that the online student population has very limited overlap with the classroom one, which means that the online version of an already existing degree can definitely enlarge the student enrollment and reach older students; and a carefully designed e-learning environment allows committed online students to obtain results comparable when not better than the ones of classroom students.Research limitations/implicationsThe study refers to a single, specific degree in computer science and technology; thus, it may lack generalizability. Similar experiences in other areas could be useful.Originality/valueThis paper fulfills an identified need to study how e-learning can be successfully applied to already existing traditional university degrees.

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