E-Learning among Nigeria Polytechnic Students

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 153-157
Author(s):  
Amosa Babalola ◽  
Adewale Adekunle ◽  
Onyeka Ndidi ◽  
Fabiyi Aderanti
Keyword(s):  
Task Engagement ◽  
Assessment Tools ◽  
Management Systems ◽  
Primary Data ◽  
Access To Information ◽  
Learning Tools ◽  
Self Regulated Learning ◽  
New Knowledge ◽  
E Learning ◽  
Self Engagement

Many Polytechnics have adopted a variety of Learning Management Systems (LMS) as platforms for e-learning. The key to effective e-learning implementation courses is not multimedia, rollovers, or drag-and-drop interactions. It is how the students get engaged by the content. A desktop review was carried out to explore and establish conceptions of how e-learning tools can enable and sustain student’s engagement in the learning processes. The review shows that e-learning tools can enable and sustain students content engagement through content presentation tools, critical engagement through collaboration tools, self-regulated learning through assessment tools, self-engagement through the variety provided by e-learning tools, on-task engagement through access to information through hyperlinks/email, and substantive engagement through the ability for students to skip material they already know and understand, and concentrate on new knowledge. The review was gathered based on primary data (Questionnaire). It was concluded that regardless of the available tools, e-learning can be implemented at various levels.

Research on the Implementation of E-learning Tools by Bulgarian and Foreign Universities

2021 ◽  
Vol 48 (5) ◽  
pp. 486-497
Author(s):  
Petar Todorov ◽  
Keyword(s):  
Distance Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Research Subject ◽  
Learning Tools ◽  
Learning And Teaching ◽  
The Past ◽  
E Learning ◽  
Foreign Universities

Over the past two years, the pandemic caused by the COVID-19 virus has put to the test all spheres of life not only in Bulgaria but also worldwide. It can be claimed that the educational sector has acted adequately and has been able to deal with the challenge. The article presents research on the implementation of various e-learning tools by Bulgarian and foreign universities. The research was conducted at the beginning of the pandemic caused by COVID-19 by surveying students and lecturers. It turns out that despite the plethora of e-learning tools, at many universities, even in technologically advanced countries such as China, in most cases, education is delivered through distance learning and course management systems, for instance Moodle. The research objective is to ascertain the degree of implementation of various e-learning tools at Bulgarian and foreign universities. The research subject is the degree of implementation of e-learning tools, whereas the research object is students and lecturers from Bulgarian and foreign universities. The hypothesis, which is proven, is that the implementation of diverse e-learning tools is insufficient, despite the fact that their importance is acknowledged at all levels of learning and teaching.

Course Management Systems Integration into Course Instruction

2012 ◽  
Vol 8 (2) ◽  
pp. 72-80
Author(s):  
Jared Keengwe ◽  
Joachim Jack Agamba
Keyword(s):  
Student Teaching ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Learning Tools ◽  
Course Content ◽  
Face To Face ◽  
Digital Learners ◽  
E Learning

The emergence of e-learning tools such as Course Management Systems (CMS) offer instructors a practical means to transition from face-to-face to blended delivery modalities that could better serve the needs of digital learners. However, instructors fail to take advantage of such existing modern classroom technologies to provide better learning experiences for their learners. Part of this is due to the lack of a system to determine the underuse of technological tools in a CMS. This project focused on examining the degree of Moodle technology integration into course instruction to support effective student teaching and learning by three instructors. This article stimulates reflections on pedagogical experiences with regard to course content material and instructor practices. The study illustrates that instructors and learners can believe technology is being used well in a CMS course site when the opposite is true.

scholarly journals PENGARUH PENERAPAN E-LEARNING TERHADAP PRESTASI BELAJAR MAHASISWA (STUDI KASUS PADA MAHASISWA JURUSAN AKUNTANSI FAKULTAS EKONOMI DAN BISNIS UNIVERSITAS SYIAH KUALA)

2020 ◽  
Vol 4 (4) ◽  
pp. 613-617
Author(s):  
Reni Suendari ◽  
Suparno Suparno
Keyword(s):  
Linear Regression ◽  
Sampling Technique ◽  
Primary Data ◽  
Research Approach ◽  
Learning Tools ◽  
Simple Linear Regression ◽  
E Learning ◽  
Independent Variable ◽  
Positive Effect

The aim of this study is to examine the effect of using e-learning tools on students achievement in learning who are majoring in accounting at Faculty of Economics and Business, Syiah Kuala University. This research uses quantitave research approach with the type of case study. The data used in this study is primary data by distributing questionnaires directly to all respondents. The population in this study is all students who are majoring in accounting at Faculty of Economics and Business, Syiah Kuala University. The sampling technique used in this study is Judment sampling. The number of questionnaires that have been analyzed are 33 questionnaires. Testing the effect of independent variable on the dependent variable was done by using simple linear regression model with SPSS. The result of this study indicates that the use of e-learning has a positive effect on students achievement in learning who are majoring in accounting at the Faculty of Economics and Business, Syiah Kuala University.

Opportunities for Open Source E-Learning

2010 ◽  
pp. 633-642
Author(s):  
Fanuel Dewever
Keyword(s):  
Open Source ◽  
Learning Management Systems ◽  
Product Variety ◽  
Assessment Tools ◽  
Management Systems ◽  
Virtual Classrooms ◽  
E Learning ◽  
Large Product ◽  
Learning Management ◽  
Public Organisations

eLearning is often conceived as a single product. In reality however the market offering is very heterogeneous with a large product variety. Think of Learning Management Systems, Virtual Classrooms, Authorware, Test & Assessment Tools, Simulators and many more. And each of these eLearning applications is available from multiple vendors and middlemen. Next to more than 250 providers of commercial Learning Management Systems, more than 40 Open Source LMS offerings can be identified. In this paper I discuss if today open source applications foreLearning offer an alternative to commercial offerings, specifically in the context of Education. The lessons drawn here also apply to other (public) organisations and applications.

scholarly journals E-Learning Recommender System for Teaching Staff of Engineering Disciplines

2014 ◽  
Vol 4 (3) ◽  
pp. 42
Author(s):  
Elena Soldatova ◽  
Ursula Bach ◽  
Rene Vossen ◽  
Sabina Jeschke
Keyword(s):  
Learning Environments ◽  
Recommender System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Teaching Staff ◽  
Learning Tools ◽  
E Learning ◽  
University Level ◽  
The University ◽  
User Friendly

Studies show that Learning Management Systems at university level often are lacking necessary for teaching staff member features such as support of various didactical approaches, consideraion of different specifics of engineering disciplines, user-friendly interface. In this paper, a new recommender system aimed at teaching staff of engineering disciplines who wish to use E-Learning tools in their courses is proposed. The system will take into consideration the level of user experience, assess the elements of a teaching scenario and provide guidlines on the contents of the particular element with regards of the engineering specifics. As a result a lecturer should be able to create his E-Learning course that then will be running as a course within the university LMS. The novelty of the recommender system is that criteria used by the system are based on standards for engineering education in conjunction with the framework for pedagogical evaluation of Virtual Learning Environments.

scholarly journals Persepsi mahasiswa terhadap pembelajaran daring pada masa pandemi Covid-19

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Dian Cahyawati ◽  
Muji Gunarto
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Learning Effectiveness ◽  
Learning Tools ◽  
First Year Students ◽  
Mental Preparation ◽  
Self Regulated Learning ◽  
E Learning ◽  
To Receive

Artikel ini menguraikan hasil penelitian tentang persepsi mahasiswa terhadap pembelajaran daring pada awal masa pandemi Covid-19.  Metode yang digunakan adalah survey dengan angket yang dibagikan secara online kepada mahasiswa aktif semseter genap 2019/2020. Diperoleh responden sebanyak 91 orang. Responden mahasiswa laki-laki ada 38% dan perempuan sebanyak 62%. Sebanyak 46% adalah mahasiswa tingkat pertama dan sisanya ada 54% adalah mahasiswa tingkat kedua dan ketiga. Hampir 90% responden mengikuti lebih dari lima mata kuliah pembelajaran daring melalui aplikasi Google Classroom, Google Meet, Zoom, Edmodo, e-learning kampus, atau Whatsapp Group. Persepsi mahasiswa terhadap pembelajarn daring menunjukkan bahwa mahasiswa masih merasa terhambat dalam mengikuti pembelajaran daring, hanya 15% responden yang menyatakan kesetujuannya terhadap pembelajaran daring, berpendapat bahwa beban tugas lebih banyak, masih kesulitan menerima materi, masih sangat berkepentingan untuk bertemu dan mendapatkan penjelasan dari dosen. Upaya perbaikan efektivitas pembelajaran daring perlu dilakukan dan dipersiapkan oleh dosen dan mahasiswa. Khusus untuk mahasiswa, persiapan perangkat dan aplikasi pembelajaran daring, dan meningkatkan persiapan mental yaitu beradaptasi, mandiri, tangguh, dan bertanggung jawab adalah upaya untuk mencapai hasil pembelajaran yang maksimal.AbstractThis article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the student's assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

scholarly journals Primary school pre-service teachers' competence level of computational concepts in programming using Dr. Scratch

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Theresia Yunia Setyawan
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Learning Tools ◽  
First Year Students ◽  
Mental Preparation ◽  
Self Regulated Learning ◽  
Competence Level ◽  
E Learning ◽  
To Receive

This article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the students' assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

E-Learning Tools with Intelligent Assessment and Feedback for Mathematics Study

2012 ◽  
pp. 151-163 ◽  
Author(s):  
Christine Bescherer ◽  
Daniel Herding ◽  
Ulrich Kortenkamp ◽  
Wolfgang Müller ◽  
Marc Zimmermann
Keyword(s):  
Assessment Tools ◽  
Special Focus ◽  
Learning Tools ◽  
Mathematics Students ◽  
Self Confidence ◽  
Solution Processes ◽  
Individual Feedback ◽  
E Learning ◽  
Student’S Performance ◽  
Human Assessment

Mathematics students, often among large university classes of several hundreds of students, are easily daunted when solving math problems. Lacking individual feedback, they easily give up. To bolster learning, Computer-Aided Assessment may help students by giving them individual feedback about their progress. This article presents some general requirements for Intelligent Assessment using semi-automatic feedback in mathematics education with a special focus on solution processes. Intelligent Assessment implies the combination of human assessment along with electronic assessment via intelligent software for evaluating a student’s performance in a specific subject. Assessment tools are used to categorize solutions and detect errors as accurately as possible. Unusual and novel solutions and errors that the computer cannot categorize are forwarded to a tutor or teacher for assessment. Several examples demonstrate that semi-automatic and process-oriented Intelligent Assessment can help to improve learning and, ultimately, student self-confidence in mastering problems.

scholarly journals Sequencing educational resources with Seqins

2014 ◽  
Vol 11 (4) ◽  
pp. 1479-1497 ◽  
Author(s):  
Ricardo Queirós ◽  
Paulo Leal ◽  
José Campos
Keyword(s):  
Learning Experience ◽  
Learning Management Systems ◽  
Learning Systems ◽  
Educational Resources ◽  
Management Systems ◽  
Learning Resources ◽  
Automatic Evaluation ◽  
Learning Tools ◽  
Evaluation Systems ◽  
E Learning

Existing adaptive educational hypermedia systems have been using learning resources sequencing approaches in order to enrich the learning experience. In this context, educational resources, either expository or evaluative, play a central role. However, there is a lack of tools that support sequencing essentially due to the fact that existing specifications are complex. This paper presents Seqins as a sequencing tool of digital educational resources. Seqins includes a simple and flexible sequencing model that will foster heterogeneous students to learn at different rhythms. The tool communicates through the IMS Learning Tools Interoperability specification with a plethora of e-learning systems such as learning management systems, repositories, authoring and automatic evaluation systems. In order to validate Seqins we integrate it in an e-learning Ensemble framework instance for the computer programming learning domain.

scholarly journals The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector

2016 ◽  
Author(s):  
Nastaran Zanjani
Keyword(s):  
Teaching And Learning ◽  
Management Systems ◽  
User Engagement ◽  
Learning Tools ◽  
Central Platform ◽  
E Learning ◽  
Higher Order Learning ◽  
Data Continuity ◽  
User Friendly ◽  
Design Factors

<p class="abstract"><span lang="EN-US">In recent years, universities have been under increased pressure to adopt e-learning practices for teaching and learning. In particular, the emphasis has been on learning management systems (LMSs) and associated collaboration tools to provide opportunities for sharing knowledge, building a community of learners, and supporting higher order learning and critical thinking through conversation and collaboration. Due to the greater level of</span><span lang="EN-GB"> data continuity, reliability, and privacy that LMSs can provide compared to the available free applications, LMSs are still the central platform for many universities to deliver e-learning. Therefore, it is vital to investigate the LMS structure requisites that affect user engagement. This paper focuses on the important LMS design factors that influence user engagement with e-learning tools within LMSs. Results were extracted from 74 interviews about Blackboard with students and lecturers within a major Australian university. </span>A user-friendly structure, avoidance of too many tools and links, support for privacy and anonymous posting, and more customisable student-centred tools were identified as LMS design factors that affect user engagement<span lang="EN-US">.</span></p>

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