ORGANIZATIONAL E-LEARNING AND KNOWLEDGE MANAGEMENT IN HIGHER EDUCATION

2017 ◽  
Vol 5 (1) ◽  
pp. 87
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
E Learning

scholarly journals Knowledge Management and E-Learning Effectiveness: Empirical Evidence from Jordanian Higher Education Institutions

2020 ◽  
Vol 15 (05) ◽  
pp. 50
Author(s):  
Mohamad Noor Salih Al-Jedaiah
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Private Universities ◽  
Learning System ◽  
The North ◽  
Management Processes ◽  
Management Procedures ◽  
Supportive Culture ◽  
E Learning ◽  
Knowledge Management Processes

In order to maximize the true advantage of e-learning, many higher education organizations have invested strongly in knowledge management. Yet the effect on the efficiency of e-learning of these investments remains ambiguous. The purpose of the research was therefore to determine the influence of knowledge management processes on the efficiency of e-learning in northern Jordanian private universities. The findings showed that knowledge management procedures have considerably impaired the capacity to meet the goals, excellence and quality of schooling using 101 answers by faculty members in four private colleges in the north area of Jordan. This suggests that procedures in knowledge management affect private universities ' ability to attain e-learning efficiency. In view of this research, universities should deliver the technologies they need for efficient management of their knowledge management processes and e-learning system. Universities are also to generate and share knowledge with others in a stimulating, promoting, and supportive culture.

scholarly journals Ontological Base Information System in Higher Education

2020 ◽  
Vol 9 (3) ◽  
pp. 3762-3767
Keyword(s):  
Higher Education ◽  
Information System ◽  
Knowledge Management ◽  
Information Search ◽  
Higher Education Institutions ◽  
Data Extraction ◽  
Scientific Information ◽  
Application Development ◽  
Development Tool ◽  
E Learning

Higher education institutions that produce various documents of scientific information on learning outcomes need tools that can accommodate stakeholders in utilizing various data that has been generated. The application of ontology-based systems can be very helpful in managing knowledge data based on keywords that are difficult to do with traditional methods. In this study aims to find out various studies that have been carried out about ontology base application of information systems in higher education institutions. The steps include the study of literature sourced from major databases such as Science Direct, IEEE Explore Digital Lirary, ACM Digital Library and others credible sources. Set through the selection criteria and data extraction this study from 195 papers, 21 papers were analyzed. The results of the analysis of this paper conclude that the information system that has been developed in Higher Education is an ontology application that is used to carry out various evaluation processes in education, e-learning, academic recommendations, information search, higher education companies, content analysis, knowledge management, documentation, education company, syllabus, knowledge management, and others. From this research it appears that various ontology-based applications have been developed for various information system needs in higher education, where the aim is to facilitate the search for various types of scientific documents and supporting documents precisely and quickly. For application development, the OWL language is the most widely used choice and the protege as a development tool is the main choice of researchers

scholarly journals Towards Enhancing Service Delivery in Higher Education Institutions via Knowledge Management Technologies and Blended E-Learning

2020 ◽  
Vol 3 (1) ◽  
pp. 10-21
Author(s):  
Olalere A. Abass ◽  
Oluremi A. Arowolo ◽  
Ebenezer N. Igwe
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Distance Learning ◽  
Service Delivery ◽  
Service Sector ◽  
Higher Education Institutions ◽  
Learning System ◽  
Different Types ◽  
Key Factor ◽  
E Learning

Higher education, as a service sector, offers various programs to develop the students which can add value to the society. People, knowledge and technology play vital roles in attaining high service delivery in higher education institutions (HEIs). Knowledge sharing (KS), which is an arm of knowledge management (KM), is a key factor in HEIs requires full usage of technology to disseminate knowledge from teaching and researches through e-learning. However, technology challenges are prevalent in Africa. Hence, this paper illustrates how e-learning system can be used to enhance KM in HEIs in Africa and provide the benefits of both. Characteristics of KM and e-learning system have been highlighted. The paper shows relationship among different types of KM, e-learning and blended e-learning (BEL). It has been enumerated that there is a meeting point between KM, e-learning and BEL towards enhanced service delivery in HEIs in Africa in the era of open distance learning for towards achieving mass education. Hence, African governments should step up their efforts in funding technology-enhanced training in HEIs and necessary policies to promote effective and efficient quality services in DL education using KM and BEL.

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.

Qualitative analysis on perceived satisfaction in a b-learning program at a Portuguese University

2014 ◽  
Author(s):  
Célia Quintas ◽  
Ana Luísa Teixeira ◽  
Isabel Fernandes Silva ◽  
Jane Rodrigues Duarte
Keyword(s):  
Knowledge Management ◽  
Qualitative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Virtual Learning Environment ◽  
Learning Approaches ◽  
Learning Program ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Learner Attitude

Knowledge management and learning are buzzwords in today’s society, both in terms of company competitiveness as well as in terms of education. Human resources are thus a priority for individuals and companies. The concept of knowledge management and of learning organizations has been object of increased interest by managers and scholars. The increased focus on these issues brings forth the individual as a crucial element in this process; individuals become key elements in competitiveness (Nonaka & Takeuchi: 1995) and protagonists of their own learning process (Senge: 1992).Additionally, the learning methodologies and strategies have also changed in the past decades, so that currently much is offered by means of b-learning and e-learning courses that, on the one hand, allow students to opt for several learning strategies, and on the other hand, require them to actively participate in their learning path. In fact, the evolution of ICT in studies and the growing experience of both teachers and students have gradually adapted to new methodologies. However, while materials and subject matter have been made easier and more accessible to students who do not attend classroom sessions, an underlying problem has always been present: bridging the physical distance among all the stakeholders involved in the learning process and all the difficulties that may emerge from this.Since its first edition in 2001, this Post-Graduation Program, now in its 12th edition, has undergone several changes, from its study plan to learning regime. As a means of responding to the demands of today’s market and in particular new learning styles, new possibilities have been made for attending the course which range from classroom, to blending and e-learning formats. As a means of fostering group spirit, synchronous and asynchronous participation of all students several changes were introduced this academic year. Besides the use of the Moodle platform, a Virtual Learning Environment (VLE) wiziq has been introduced.In 2013-14, the program includes students from Portugal (including the Azores), Mexico and Nigeria. Moreover, this Post-Graduation Program allows students to opt for f2f, b-learning and e-learning regimes, i.e., within the same group, some students attend classes by means of a VLE, others attend some classes f2f and others using the VLE and others attend f2f classes regularly, though they also have access to the VLE. A program that combines three learning approaches/methodologies/strategies allows the possibility of assessing possible differences in terms of efficiency of these three learning methodologies, considering that these imply a change in expectations, attitude and cognitive process.Our paper focuses on a study carried out in a Post-Graduation Program at a Portuguese university, on perceived satisfaction regarding the use of ICT tools in the program, a theme which has already been object of study at UAL in recent years, both in terms of assessing and monitoring learning progress, of learner attitude toward their learning paths (Fernandes Silva & Rodrigues Duarte. 2011a & b) and the tools and methodologies made available to them and of perceived satisfaction (Fernandes Silva & Quintas: 2013).This paper corresponds to a 1st stage of a broader study that will involve all students in the referred program in 2013-14 as well as all the lecturers. Initially, a qualitative analysis is carried out based on semi-structured interviews; at a 2nd stage, we aim to create a questionnaire to be applied to a wider population.

E-LEARNING IN HIGHER EDUCATION: FOCUS GROUPS AND SURVEY AMONG STUDENTS IN CENTRAL EUROPE

2016 ◽  
Vol 13 (2) ◽  
pp. 11
Author(s):  
TUŠEVLJAK MARKO ◽  
MAJCEN LUCIJA ◽  
MERVAR LARA ◽  
STEPANKINA TAISIYA ◽  
CATER BARBARA ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Central Europe ◽  
E Learning
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