scholarly journals Investigation of Lecturer' Attitudes towards E-Learning According to Demographic Variables

2018 ◽  
Vol 2 (1) ◽  
pp. 60
Author(s):  
Rovena Bahiti ◽  
Arta Farizi
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Teaching Experience ◽  
Demographic Variables ◽  
Decision Makers ◽  
Personal Variables ◽  
Information And Communication ◽  
E Learning ◽  
High Attitude ◽  
One Way Anova

E-learning is an imminent method that used technology to assist student learning. It is one of the tools that has emerged from information and communication technology and has been integrated in many universities. A lecturer is one of the most important stakeholders for integration of e-learning. The purpose of this research was to investigate the influence of lecturers demographic factors on their attitudes towards integration of e-learning in a Institution on higher education in Macedonia. In this study 49 teachers teaching in two major faculties in University of Tetovo, Macedonia were analyzed. In this paper was used questionnaire to collect data. Several statistical techniques were used for analyses of data using SPSS, including t-tests, one-way ANOVA, and correlation analyses. The result revealed that lecturers' have high attitude towards e-learning and their attitude scores did not differ significantly with their personal variables: gender, faculty and age, but have significantly differences with factors teaching experience and e-learning experience. The reported findings might be of interest to academics, administrators, and decision-makers involved in planning, developing and implementation of future e-learning strategies in Macedonia and similar developing countries.

scholarly journals E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

2020 ◽  
pp. 207-224
Author(s):  
Daniel Chavarría-Bolaños ◽  
Adrián Gómez-Fernández ◽  
Carmen Dittel-Jiménez ◽  
Mauricio Montero-Aguilar
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Negative Consequences ◽  
Teachers And Students ◽  
Academic Courses ◽  
E Learning ◽  
The Times ◽  
Teaching Learning ◽  
Dental Schools ◽  
The Impact

While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

Acknowledging the Distance Learner

2013 ◽  
pp. 242-254
Author(s):  
Trish Andrews
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Communication Technologies ◽  
Effective Learning ◽  
Distance Learner ◽  
Information And Communication ◽  
E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

Technology in Engineering Pedagogy to Progress the Excellence of Teaching

2020 ◽  
pp. 1-19 ◽  
Author(s):  
Durga Prasad Garapati ◽  
Padmaja S.M.
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Teaching Experience ◽  
Information Organization ◽  
Learning Approaches ◽  
Innovative Teaching ◽  
Teaching Learning ◽  
Student Grades ◽  
Traditional Pedagogy ◽  
Engineering Pedagogy

Quality evaluation is a basic part of education that enables teachers to help learning and to improve instructive programs. Engineering education has been confronting impressive difficulties concerning commendable educating, information organization, and knowledge deployment. Consequently, desires for new teaching methods and learning approaches should be created in the arena. The objective of this chapter is to incorporate various teaching learning methods, educational tools to improve the learning experience of students, and also to fulfil the teaching experience of faculty. The purpose of this research is also to explore the effects of innovative teaching learning strategies based on the performance of student grades. The experiment has been carried out on two courses of electrical and electronics engineering. There are no commendable measures to evaluate the learning outcomes of the student hourly basis in traditional pedagogy. Therefore, this chapter proposed various pedagogical approaches that help to achieve the desirable things.

scholarly journals The Opinions of Teachers About the Innovation Level of Their Schools

2018 ◽  
Vol 6 (6) ◽  
pp. 134
Author(s):  
Hüseyin Aslan ◽  
Fatma Kesik ◽  
Cevat Elma
Keyword(s):  
Standard Deviation ◽  
Secondary Schools ◽  
Administrative Support ◽  
Teaching Experience ◽  
Demographic Variables ◽  
T Test ◽  
Percentage Frequency ◽  
Years Of Teaching Experience ◽  
Subject Areas ◽  
One Way Anova

This study aims to determine the opinions of teachers about the innovation level of their schools. The sample of this research includes 471 teachers working in primary and secondary schools in Sinop, a city in Turkey. “Innovative School Scale” developed by Aslan and Kesik (2017) was used in order to collect data in this study. Percentage, frequency, mean, standard deviation, T-test and one-way ANOVA were performed to determine teachers' opinions about the innovation level of their schools according to the demographic variables. The findings show that the opinions of teachers about the innovation level of their schools are quite high with a level of “often” in the dimensions of innovative atmosphere, administrative support and the overall scale and with a level of “sometimes” in the organizational impediments. While the teachers’ opinions indicate no significant differences regarding their genders, they show significant differences regarding their subject areas, years of teaching experience and teaching level of school. According to findings, branch teachers, teachers working in secondary schools and teachers having 21 or more years of teaching experience were found to have a higher level of opinions about the innovation level of their schools. The findings and suggestions obtained by the results are expected to contribute to the discussions and literature about increasing innovation level of schools.

scholarly journals E-Teaching in Higher Education: an Innovative Pedagogy to Generate Digitally Competent Students at King Khalid University

2020 ◽  
Author(s):  
Shadma Iffat Rahmatullah ◽  
Sufia Sultana ◽  
Ghazala Sultan
Keyword(s):  
Digital Media ◽  
Learning Experience ◽  
Teaching Experience ◽  
Academic Learning ◽  
Digital Competence ◽  
Kingdom Of Saudi Arabia ◽  
E Learning ◽  
Teaching Efficiency ◽  
High Level ◽  
Teaching In Higher Education

The education system in the Kingdom of Saudi Arabia is on the verge of digital advancement. Primarily, this research paper aims to examine how a digitally competent teacher can help the institution and its learners to achieve high-level competency in digital and academic learning, as well as to develop critical thinking. It also intends to focus on the characteristics of e-teaching and the consequences of learning competency with its implication in female undergraduate colleges of King Khalid University. For the data collection, both the qualitative and quantitative approaches were employed. Several teachers were interviewed on their experiences with the utilization of digital sources, whereas, a large group of students from distinct study areas responded to a questionnaire to provide their feedback on their e-learning experience. The analysis indicates the necessity of appropriate trainings for e-teachers to handle the unexpected situations that occur during the teaching or evaluating process. Despite being a challenging task, they found it very useful to make students engaged with varied activities. The results also demonstrate that the e-teaching experience with digital media enables the teachers to assess their digital competence and teaching efficiency.

scholarly journals MERANCANG MODEL BLENDED LEARNING DESIGNING BLENDED LEARNING MODEL

2019 ◽  
Vol 17 (4) ◽  
pp. 053
Author(s):  
Uwes Anis Chaeruman
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Information And Communication ◽  
E Learning

Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar. In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting. 

scholarly journals Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Uwes Anis Chaeruman ◽  
Santi Maudiarti
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Learning Strategies ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
Instructional Designers ◽  
Face To Face ◽  
Synchronous Learning ◽  
E Learning ◽  
Face To Face Learning

Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.

How Students' Experience in E-Learning Affects Their Judgements about the Quality of an Online Course

2015 ◽  
Vol 6 (1) ◽  
pp. 14-25 ◽  
Author(s):  
Roumiana Peytcheva-Forsyth ◽  
Blagovesna Yovkova
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Decision Makers ◽  
Educational Institutions ◽  
Online Course ◽  
Face To Face ◽  
Pedagogical Design ◽  
Blended Courses ◽  
E Learning

The increasing attempts of traditional universities to introduce e-learning in its different modalities – ranging from fully online to different combinations between online and face-to-face pedagogical interactions - raise serious questions about the quality assurance of the learning experience. One possible approach to explore the quality of online learning is to adopt the perspective of the decision-makers, the higher educational institutions and their staff. Another approach is to investigate what are the different dimensions of quality online learning experience from the perspective of students. This article presents a study of students' opinions and attitudes about the quality of different elements in the pedagogical design of blended courses. The majority of the students involved in the research have had no or little experience in online learning. The authors try to find out whether there is a relation between the students' previous experience in e-learning and their judgements about different aspects of its quality.

An exploration into consumers’ e-learning strategies

2019 ◽  
Vol 36 (2) ◽  
pp. 276-287 ◽  
Author(s):  
Nadia Steils ◽  
Alain Decrop ◽  
Dominique Crié
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
New Product ◽  
Learning Processes ◽  
Online Environment ◽  
Consumer Learning ◽  
Content Type ◽  
Realistic View ◽  
E Learning ◽  
Depth Interviews

Purpose As traditional paper manuals and step-by-step instructions have shown to discourage new product learning because of a lack of exploration, the purpose of this paper is to investigate consumer learning from an online and andragogical, that is, adult learning, perspective by identifying relevant consumer e-learning processes in new product learning. Design/methodology/approach This paper uses thematic and trace analyses on a multi-method data collection, that is, extant e-learning courses, in-depth interviews and non-participant observations. Findings Emerging findings give light on customized, interactive and iterative e-learning processes depending on consumers’ previous experiences, their learning orientation as adult learners and the characteristics of the online environment. Results provide evidence for the existence of three learning strategies and show how the online environment comes shifting traditional consumer learning paradigms. Originality/value This paper contributes to the literature on consumer behavior on two levels. First, the findings highlight the importance of taking an andragogical standpoint to provide a more nuanced and realistic view on consumers’ learning processes in new product learning. Second, the results show how the exploration and interactivity provided by the online environment present beneficial prerequisites for effective consumer learning. More than just being an alternative, online learning is complementary to offline modes of learning to improve consumers’ overall learning experience.

Factors Influencing Student Engagement During COVID-19 Emergency Remote Teaching

2021 ◽  
pp. 127-144
Author(s):  
Murat Ekici ◽  
Didem Inel Ekici
Keyword(s):  
Student Engagement ◽  
Learning Experience ◽  
Course Delivery ◽  
Strongly Correlated ◽  
School Closures ◽  
Online Student ◽  
Turkish University Students ◽  
Information And Communication ◽  
E Learning

Student engagement is an important construct of education that is strongly correlated with the quality of learning outcomes. Educators have long been looking for ways to increase student engagement. It has become even more critical in the global COVID-19 pandemic where schools and universities switched to entirely online as a consequence of school closures. This chapter reports on the results of a comprehensive study on student engagement during emergency remote teaching. The aim of this study is to take a snapshot and explore the effects of personal and institutional variables on online student engagement. Research data was collected from 1,027 Turkish university students from both state and private universities. Data analysis showed that having a personal computer, owning a room for study and household internet connection, perceived information and communication self-efficacy, past e-learning experience, as well as course delivery format affect behavioral, emotional, and cognitive aspects of online student engagement.

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