scholarly journals Integration of Knowledge Management and E- Learning Technologies in Academic Institutions

2020 ◽  
Vol 7 (2) ◽  
pp. 88
Author(s):  
Sefiu Taiwo Oloruntoyin
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Real World ◽  
Learning Technologies ◽  
Learning Systems ◽  
Academic Institutions ◽  
Management Technology ◽  
Efficiency And Effectiveness ◽  
E Learning

This work investigates the integration of e-Learning systems and knowledge management technology to improve, capture, organize and deliver large amounts of knowledge. First, a model is proposed for the phases of knowledge management. The model is then enhanced with concepts and technology from e-Learning. The model is then used to illustrate real world scenarios that add increasing amounts of knowledge management to an e-Learning environment. The system, AMID promises high interactivity, efficiency and effectiveness of integration of knowledge management and e-learning. In addition, the developed system will enhance technical learning process.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

Situated E-Learning

2013 ◽  
pp. 159-175 ◽  
Author(s):  
Anne Adams
Keyword(s):  
Situated Learning ◽  
Virtual Worlds ◽  
Real World ◽  
Learning Technologies ◽  
Learning Systems ◽  
Theory And Practice ◽  
Practice Approach ◽  
E Learning ◽  
Identity Changes ◽  
And Coping

E-learning can free us from bound concepts of who we are. However, our digital identities relate back to varied real world situations within which we live. Situated implications of identity changes are frequently not understood by e-learning systems. This chapter provides a detailed review of situated learning concepts and identity reformation accounts within five case-study situations (i.e. within healthcare, prisons, developing worlds, field based, and virtual worlds) with varied e-learning technologies (i.e. Web2, virtual learning environments, mobile, tabletops1, and virtual worlds). Issues of situated identity, practices, and the impact on real world contexts are reviewed. Findings identify that e-learning systems must be designed to support variations in situations, student awareness, and reflection around implications of identity reformation. A theory and practice approach supports understanding e-learning impacts and future dilemmas. The chapter also provides a review on issues of support and coping mechanisms for impacts from situated learning identity changes.

Discovering Learners' Characteristics Through Cluster Analysis for Recommendation of Courses in E-Learning Environment

2019 ◽  
Vol 15 (1) ◽  
pp. 42-66
Author(s):  
Bhupesh Rawat ◽  
Sanjay K. Dwivedi
Keyword(s):  
Cluster Analysis ◽  
Academic Performance ◽  
Learning Environment ◽  
Learning Process ◽  
Recommendation System ◽  
Learning Systems ◽  
Traditional Learning ◽  
Huge Number ◽  
E Learning ◽  
The Web

With the emergence of the web, traditional learning has changed significantly. Hence, a huge number of ‘e-learning systems' with the advantages of time and space have been created. Currently, many e-learning systems are being used by a large number of academic institutions worldwide which allow different users of the system to perform various tasks based on their goals. However, most of these systems follow a ‘one size fits all' approach where same resources are offered to learners irrespective of their unique learning requirements. Therefore, personalization is required as a part of e-learning systems which offers resources to learners based on their profile. This research aims to perform cluster analyses in order to validate clusters created through a k-means algorithm. The clusters will be used to classify a new learner into its appropriate class and recommend relevant courses. Finally, the accuracy of the recommendation is evaluated using various evaluation metrics. The proposed recommendation system helps learners to improve their academic performance and hence overall learning process as well.

scholarly journals Assessing the Intensity of the Usability of the Course Content within the Virtual Learning Environment

2020 ◽  
Vol 15 (17) ◽  
pp. 165
Author(s):  
Juraj Obonya ◽  
Miroslav Kadlečík
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Statistical Evaluation ◽  
Virtual Learning Environment ◽  
Learning Systems ◽  
Teaching Process ◽  
Course Structure ◽  
Course Content ◽  
Complex Process ◽  
E Learning

Nowadays, education is a complex process that has many advantages. This is obvi-ously proven, as there are high demands on skills in today’s world. Therefore, it is a good approach to acquire this knowledge during the studies. Therefore, the re-quirement is aimed at the constantly improving and acquiring new experiences. In order to meet as many of these parameters as possible, it is important that we have an appropriately structured environment for students. The teaching process can be interpreted in several ways. In our research, we focus mainly on teaching through e-learning systems. Obviously, these supporting systems have many advanced func-tionalities to help make the whole learning process much easier to understand. In our work, we focus on methods and approaches by which we can evaluate student be-haviour and we can measure the justified course settings. We explored various man-agerial settings inside a concrete course structure. Subsequently there will be statistical evaluation of already cleaned and preprocessed data from the system. At the same time, based on these statistical confirmations, we can propose a set of methodologi-cal recommendations for the teacher, which will help us to improve the quality and effectiveness of the teaching process.

scholarly journals Increasing Geographic Literacy through the Development of Computer Supported Collaborative Learning

2020 ◽  
Vol 15 (07) ◽  
pp. 74
Author(s):  
Neni Wahyuningtyas ◽  
Idris Idris
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Research And Development ◽  
21St Century ◽  
Learning Process ◽  
Computer Supported Collaborative Learning ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
The Media ◽  
Geographic Literacy

This paper aims to develop computer supported collaborative learning to improve geographic literacy. This study used research and development with the ASSURE model. The results of this development are in the form of basic geography concept modules with 3 videos integrated into e-learning. The media and material validation show that the product developed was very good and worth testing. In addition, the results of media validation by taking into account indicators of attractiveness, efficiency and effectiveness, were declared very good and students were enthusiastic about learning to use this media. This product can be an alternative medium for the 21st century learning environment that applies e-learning in the learning process.

University Enhancement System using a Social Networking Approach: Extending E-learning

10.28945/3318 ◽  
2009 ◽  
Author(s):  
Oludele Awodele ◽  
Sunday Idowu ◽  
Omotola Anjorin ◽  
Adebunmi Adedire ◽  
Victoria Akpore
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Learning Process ◽  
Learning Systems ◽  
Learning System ◽  
The Internet ◽  
Open Collaboration ◽  
E Learning ◽  
Learning Institutions ◽  
Enhanced Learning

The proliferation of e-leaming systems in both learning institutions and companies has contributed a lot to the acquisition and application of new skills. With the growth in technology, especially the internet, e-learning systems are only getting better and having more impact on the users. This paper suggests an approach to e-learning that emphasizes active and open collaboration, and also the integration of other services that aid or contribute to the learning process. This approach aims at having an extended and enhanced learning environment that is tied or connected to other systems within the immediate environment or otherwise. We illustrate the possibility and usability of such system in a university, such that other important administrative systems are integrated into the e-learning system, and collaboration is open to both academic and non-academic personnel’s.

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.

Mobile Learning

2011 ◽  
pp. 103-128
Author(s):  
Marija Zelic
Keyword(s):  
Mobile Learning ◽  
Relevant Literature ◽  
Learning Systems ◽  
Personal Digital Assistants ◽  
Desktop Computers ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
New Ideas ◽  
Access To Knowledge

Mobile learning, as the “portable and personal” fashion of e-learning, is intended to enhance the efficiency and effectiveness of learning in the context of handheld terminals. Most present-day learning systems run on desktop computers and are not designed for use on mobile devices such as mobile phones, smart phones, Personal Digital Assistants, etc. Mobile learning systems aim to improve the quality of learning by providing mobile learners with an easy, contextualized and ubiquitous access to knowledge. This chapter gives an overview of the current state of knowledge and research in the m-learning domain, describes issues and problems pertinent to mobile learning and offers our approach to solving these problems in the form of a mobile intelligent tutoring model we are currently developing. Given the present absence of relevant literature and referent material we think that this chapter provides developers with some new ideas.

Cultural Diversity in Collaborative Learning Systems

2011 ◽  
pp. 852-857
Author(s):  
Yingqin Zhong ◽  
John Lim
Keyword(s):  
Collaborative Learning ◽  
Cultural Diversity ◽  
Learning Process ◽  
Meaningful Learning ◽  
Learning Systems ◽  
Learning Activities ◽  
Cultural Backgrounds ◽  
Learning Programs ◽  
E Learning ◽  
Technology Aids

Globalization makes cultural diversity a pertinent factor in e-learning, as distributed learning teams with mixed cultural backgrounds become commonplace in most e-learning programs, which can be study-based (schools and universities) or work-based (training units) (Zhang & Zhou, 2003). In these programs, collaborative learning is supported via computermediated communication technologies and instructional technologies. The primary goal of enhancing learning with technology aids, aligning with the goal of education at all levels, is to engage students in meaningful learning activities, which require learners to construct knowledge by actively interpreting, acquiring, and analyzing their experience (Alavi, Marakas, & Yoo, 2002). In accordance, meaningful learning requires knowledge to be constructed by the learners but not by the teachers. In this regard, collaborative learning, an activity where two or more people work together to create meaning, explore a topic, or improve skills, is considered superior to other individualistic instructional methods (Lerouge, Blanton, & Kittner, 2004). The basic premise underlying this is the socio-learning theory, which advocates that learning and development occur during cooperative socialization among peers and emerge through shared understandings (Leidner & Jarvenpaa, 1995). This highlights the criticality of the communication and collaboration pertaining to an individual’s learning process. Since culture reflects the way one learns (Hofstede, 1997; Vygotsky, 1978), group members’ cultural backgrounds play a significant role in affecting the collaborative learning process (Chang & Lim, 2005). Language, cognitive style, and learning style are some aspects of culture that concern collaborative learning in the short term. Groups which have members of different cultural backgrounds are expected to be availed a wider variety of skills, information, and experiences that could potentially improve the quality of collaborative learning (Rich, 1997). In contrast, a group comprising members of similar backgrounds is vulnerable to the “groupthink” syndrome; when the syndrome operates, members could ignore alternatives, resulting in a deterioration of efficiency in making a group decision (Janis, 1982). Accordingly, it is conceivable that groups formed by members of different cultural backgrounds are inherently less prone to the “groupthink” syndrome. However, the advantages of cultural diversity in achieving meaningful collaborative learning are not easily realized, as the basic modes of communication may vary among different cultures and, in consequence, communication distortion often occurs (Chidambaram, 1992). Collaborative learning systems (CLS) are being increasingly researched owing to their potential capabilities and the associated new opportunities in supporting collaborative learning, in particular for distributed groups involving members of different cultural backgrounds (Alavi & Leidner, 2001). Collaborative learning systems provide the necessary medium to support interaction among learners, and therefore modify the nature and the ef- ficiency of the collaborative learning activities (Mandryk, Inkepn, Bilezikjian, Klemmer, & Landay, 2001). The current article looks into how collaborative learning systems may better accommodate cultural diversity in e-learning groups. In addition, this article discusses pertinent issues regarding the role of a leader in building the common ground among learners in order to maximize the potential of collaborative learning systems when cultural diversity is present.

An Integrated Evaluation Approach for E-Learning Systems in Career and Technical Education

2009 ◽  
pp. 396-407 ◽  
Author(s):  
Wenhao David Huang ◽  
Steven R. Aragon
Keyword(s):  
Cognitive Load ◽  
Learning Process ◽  
Integrated Approach ◽  
Learning Systems ◽  
Evaluation Framework ◽  
Evaluation Data ◽  
Career And Technical ◽  
Evaluation Approach ◽  
E Learning ◽  
Future Evaluation

As E-learning is gaining popularity in higher education, its evaluation becomes more critical than ever, to ensure the achievement of intended learning outcome. The effectiveness of E-learning system evaluation under current practices, however, remains questionable. One reason for such uncertainty is the lack of direct measurement while learning occurs since most evaluation data is collected after the learning process. Thus this chapter proposes an integrated evaluation approach for E-learning systems based on Cognitive Load Theory and grounded in the 4C/ID-model. Both direct and indirect measurements will be deployed in the integrated approach in the context of cognitive load. Furthermore all evaluation data can be translated into practical E-learning design solutions by triangulating with the 4C/ID-model. This chapter also suggests that future evaluation framework on E-learning should include factors from attitudinal and social aspects of learning process.

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