scholarly journals “We just disagree:” Using deliberative inquiry to seek consensus about the effects of e-learning on higher education

2008 ◽  
Vol 33 (3) ◽  
Author(s):  
Jennifer H. Kelland ◽  
Heather Kanuka
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Subject Matter ◽  
Epistemological Beliefs ◽  
Learning Experiences ◽  
Learning Technologies ◽  
Learning Activities ◽  
Il Y A ◽  
E Learning ◽  
Deliberative Inquiry

Building on the results of a prior study, the purpose of this qualitative study was to further explore where there is agreement on the effects of e-learning technologies in higher education learning experiences. The results confirm that (1) there are many varied and polarized perspectives about e-learning, and each position should be carefully considered by policymakers and administrators concerned with implementing e-learning technologies; (2) it is unlikely that e-learning experts will ever reach consensus on the effects of e-learning technologies within educational contexts; and, (3) the use of e-learning technologies in higher education will continue to vary based on subject matter, instructors, institutions, contexts, availability of technology and various other factors—not the least of which are the purpose of the learning activities and the epistemological beliefs about higher education. The diversity of opinions that currently exist does not make one view more correct or superior to another. Résumé: Construisant sur les résultats d’une étude antérieure, le but de cette étude qualitative était d’explorer plus à fond s’il y avait consensus sur les effets des technologies de l’eLearning dans les expériences d’apprentissage aux cycles supérieurs. Les résultats confirment que 1) il y a plusieurs perspectives variées et polarisées sur le eLearning, et chaque point de vue devrait être sérieusement considéré par les administrateurs et les rédacteurs de politiques concernés par l’implantation des technologies du eLearning, 2) il est peu probable que les experts en eLearning en arriveront jamais à un consensus sur les effets des technologies du eLearning dans un contexte éducationnel, et 3) l’utilisation des technologies du eLearning aux cycles supérieurs continuera de varier en fonction de la matière, des formateurs, des institutions, des contextes, de la disponibilité de la technologie et d’autres facteurs. Le moindre de ces facteurs n’est pas le but des activités d’apprentissage et les croyances épistémologiques à propos de l’éducation universitaire. La diversité des opinions qui existent présentement ne privilégie pas un point de vue en particulier.

Games-Based E-Learning

2009 ◽  
pp. 910-924 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Learning Experiences ◽  
Education And Training ◽  
Learning Technologies ◽  
Future Trends ◽  
Substantial Benefit ◽  
E Learning ◽  
And Training ◽  
The Way

This chapter introduces games-based e-learning as a means of providing enriching and stimulating learning experiences within higher education and training. It highlights how e-learning has evolved and the developments that have opened the way for games-based e-learning, giving examples of specific applications. The authors hope that through gaining a better understanding of the implications, challenges and barriers to games-based e-learning, educators, practitioners and developers will be able to make better use of and gain substantial benefit from these exciting learning technologies. Finally, the chapter will identify what the authors believe to be future trends in relation to e-learning and games-based e-learning.

Games-Based E-Learning

2011 ◽  
pp. 42-56 ◽  
Author(s):  
T. Connolly
Keyword(s):  
Higher Education ◽  
Learning Experiences ◽  
Education And Training ◽  
Learning Technologies ◽  
Future Trends ◽  
Substantial Benefit ◽  
E Learning ◽  
And Training ◽  
The Way

This chapter introduces games-based e-learning as a means of providing enriching and stimulating learning experiences within higher education and training. It highlights how e-learning has evolved and the developments that have opened the way for games-based e-learning, giving examples of specific applications. The authors hope that through gaining a better understanding of the implications, challenges and barriers to games-based e-learning, educators, practitioners and developers will be able to make better use of and gain substantial benefit from these exciting learning technologies. Finally, the chapter will identify what the authors believe to be future trends in relation to e-learning and games-based e-learning.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

E-Technologies in Higher Education Provision

2011 ◽  
pp. 35-51
Author(s):  
Petros Ieromonachou ◽  
Nola Stair
Keyword(s):  
Higher Education ◽  
Relevant Literature ◽  
Learning Technologies ◽  
Future Planning ◽  
Web Based ◽  
Assessment And Evaluation ◽  
Use Of Technology ◽  
E Learning ◽  
Global And Local ◽  
Local Levels

Technology is always advancing; furthermore, the economy and demographics, both at global and local levels dictate changes that businesses need to consider for future planning. Like all businesses, most academic institutions need to follow trends and offer new and up-to-date learning initiatives. This chapter discusses the assessment and evaluation of Web-based postgraduate and undergraduate programmes, at the Business School of a London-based university. The study reviews relevant literature, investigates student and staff views on the use of technology in learning, and reflects on the planning and management of two Supported Open Learning (SOL) programmes. It also offers suggestions for future programmes and courses designed for use with e-learning technologies.

scholarly journals Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

2017 ◽  
Author(s):  
Joyce Hwee Ling Koh
Keyword(s):  
Learning Experiences ◽  
Meaningful Learning ◽  
Learning Objects ◽  
Learning System ◽  
Learning Activities ◽  
Five Dimensions ◽  
Reusable Learning Objects ◽  
Programme Design ◽  
E Learning ◽  
Learning With Technology

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning experiences, characterised by five dimensions: active, constructive, intentional, authentic, and collaborative. The pedagogical uses of these meaningful learning dimensions to support the design and integration of reusable learning objects as content resources will be explicated and exemplified through three cases related to the instruction of theories, principles, and professional skills respectively in a graduate programme. Design notes and surveys of students’ perception of learning experiences are used as data sources to understand how the five meaningful learning dimensions are being implemented by instructors and perceived by students. The strategies for supporting meaningful learning with reusable learning objects in higher education contexts are discussed.

scholarly journals ANALYSIS OF THE UTILIZATION OF E-LEARNING BY LECTURERS AT PANCA SAKTI BEKASI UNIVERSITY

2021 ◽  
Vol 23 (3) ◽  
pp. 364
Author(s):  
Rita Aryani ◽  
Leroy Holman Siahaan
Keyword(s):  
Data Analysis ◽  
Qualitative Study ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Research Data ◽  
Learning Activities ◽  
Learning Approach ◽  
Research Subjects ◽  
Face To Face ◽  
E Learning

This study aims to describe qualitatively about e-learning management in the current Covid-19 pandemic era. This research is a descriptive qualitative study that aims to define and describe phenomena that appear natural or artificial, focusing more on examining the character, quality, and phenomenon. Besides, the e-learning approach is an approach using technology distance learning. The e-learning utilization that is arranged using an electronic internet system that supports learning activities. The method used in this research is qualitative with descriptive analysis. Research subjects are Informantss who provide research data through interviews, observation, and documents. The Informantss in this study were lecturers at Panca Sakti Bekasi University. The Informantss were determined by purposive sampling technique. At the same time, the data analysis used in this research is descriptive. This research results in the finding that lecturers have carried out web e-learning with Moodle and face-to-face with zoom or google meet in managing learning during the Covid-19 pandemic. as numerous as 80% of speakers expressed that they utilized zoom, this was on the grounds that it was simpler to apply it straightforwardly, like instructing up close and personal classes. At that point, as numerous as 55% of Google Meet clients, the instructor expressed that Google Meet is not difficult to actualize on the grounds that the video is straightforwardly associated on the off chance that you as of now have a Google Mail account straightforwardly. Lastly, as numerous as 85% of teachers use Moodle, on the grounds that Moodle gives more highlights to learning exercises.

scholarly journals Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education

1969 ◽  
Vol 38 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Heather Kanuka ◽  
Jennifer Kelland
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Learning Technologies ◽  
Learning Technology ◽  
Canadian Higher Education ◽  
Education Leaders ◽  
E Learning ◽  
Higher Education Leaders ◽  
The Impact

The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The findings of this study indicate that the value of e-learning requires further research before higher education leaders and teacher-practitioners are willing to incorporate them in teaching practices and policy documents.  

scholarly journals How to Apply HOTS-based E-learning in Higher Education?

2021 ◽  
Vol 2 (2) ◽  
pp. 158-170
Author(s):  
Edy Herianto
Keyword(s):  
Higher Education ◽  
Prospective Teachers ◽  
Industrial Revolution ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Research Subjects ◽  
Study Program ◽  
E Learning

This research is qualitative research with the type of case study to describe the implementation of e-learning based on HOTS in higher education. E-learning is a necessity that must be used by lecturers when teaching at universities, especially during the current pandemic. The learning must be based on HOTS as the demands of the industrial revolution 4.0 and society 5.0, to produce prospective teachers who can guide their students to have the ability to solve problems in life. The research subjects were 196 people who took the Philosophy of Science course at the PPKN PIPS FKIP Study Program, Mataram University. Data were collected through observation techniques, interview documentation, and tests. After conducting a holistic and specific qualitative analysis, the results show that HOTS-based e-learning is carried out through the stages of preparation for the implementation of learning and evaluation for 16 learning activities. The contents of the activities include discussion of textual material, independent contextual exercises, and completing exams. During the activity, lecturers and students gave positive responses to various supporting factors and existing challenges. This activity has an impact on the acquisition of positive student learning outcomes. As a follow-up suggestion, full vigilance is needed to seek more varied activities to be actively involved in learning activities and successfully pass lectures.

scholarly journals Methodology and features of assessing the economic effect of implementing digital educational environment models in secondary vocational and higher education systems

2021 ◽  
Vol 18 (1) ◽  
pp. 62-80
Author(s):  
Alexander V. Fedotov ◽  
Elena A. Polushkina
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Economic Effect ◽  
Educational Programs ◽  
Educational Environment ◽  
Learning Technologies ◽  
Educational Process ◽  
Education Systems ◽  
E Learning ◽  
Distance Learning Technologies

Problem and goal. The active introduction of e-learning and distance learning technologies in the educational process, the reform of traditional models of learning and education have become priority areas of reforms and initiatives in various national education systems in the 21st century. Given that public spending is the main source of funding for education in the OECD countries, assessing the economic impact of implementing a digital educational environment at different levels of education under pressure on public budgets has become a key issue for national governments and educational organizations, as well as the subject of special research. In Russian practice assessment of the economic effect of the full-scale use of e-learning and distance learning technologies in the implementation of educational programs of secondary professional (training of middle-level specialists) and higher education have not yet been carried out. For these purposes, a methodology has been developed, which, however, needs to be tested. Results. The study identified a list of costs required to ensure the full use of e-learning and distance educational technologies in realization of educational programs of secondary vocational (training of mid-level professionals) and higher (including graduate school) education; the methodlogy for assessing the economic effect of these measures is justified, and calculations are made based on this methodology. Conclusion. The developed methodology has shown its effectiveness and needs further research and quantitative analysis.

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