Investigation on the Relationship between the Results of Lecture Monitoring and Learning Effects in Distance University E-learning

2011 ◽  
Vol 7 (2) ◽  
pp. 1-19
Author(s):  
Yeong Lee ◽  
Kyung-A Son
Keyword(s):  
Learning Effects ◽  
E Learning ◽  
The Relationship

scholarly journals The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Christopher Lange ◽  
Jamie Costley ◽  
Seung-Lock Han
Keyword(s):  
Load Condition ◽  
Poor Quality ◽  
Online Instructors ◽  
South Korean ◽  
Processing Information ◽  
E Learning ◽  
Effort Regulation ◽  
Extraneous Load ◽  
Survey Responses ◽  
The Relationship

<p class="3">Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be able to manage poor instruction through effort regulation. Students who show high levels of effort have been shown to overcome poor instruction in some cases. This study analyzed survey responses from South Korean university students studying online (n = 1,575) to examine the relationship between self-regulated effort and germane load within varying extraneous load conditions. The experimental design separated extraneous load responses into three conditions (low, medium, high). Within each extraneous load condition, self-regulated effort responses were also separated (low, medium, high). The results showed that as extraneous load increased, self-regulated effort had a weaker relationship with germane load. It was also found that the use of effort regulation is effective only when dealing with low and mid-level extraneous load situations and that use of such strategies within high extraneous load situations was not effective. These results show the importance of improving instruction to reduce extraneous cognitive load, in that, not even high levels of effort can overcome poor quality instruction.</p>

scholarly journals NEW TRAINING TECHNOLOGIES AND THEIR USE IN TRAINING AND DEVELOPMENT ACTIVITIES: SURVEY EVIDENCE FROM LITHUANIA

2008 ◽  
Vol 9 (2) ◽  
pp. 155-159 ◽  
Author(s):  
Vilmantė Kumpikaitė ◽  
Ramunė Čiarnienė
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
New Technologies ◽  
Resistance To Change ◽  
New Technology ◽  
Mediating Effects ◽  
Management And Development ◽  
E Learning ◽  
Development Processes ◽  
The Relationship

There is emerging evidence that new technologies are related to improvements in productivity. Nevertheless, in considering the relationship between new technology and productivity, it is vital to consider human resource management and development issues due to their mediating effects on the relationship between new technology and productivity. This paper focuses on training technologies, especially e‐learning. The increasing use of new technologies to deliver training and to store and communicate knowledge means that trainers must be technologically literate. That is, they must understand the strengths and weaknesses of new technologies and implementation issues such as overcoming users’ resistance to change. The paper reports the findings of a study of 724 Lithuanian employees, which revealed relatively weak usage of new technologies and e‐learning in human resource development processes.

scholarly journals Lecturers and E-lecturers in cross-border education in the context of the fourth industrial revolution

2020 ◽  
Vol 9 (1) ◽  
pp. 3-10
Author(s):  
Nguyen Duc Son
Keyword(s):  
Industry 4.0 ◽  
Industrial Revolution ◽  
Traditional Education ◽  
Cross Border ◽  
Quality Of Teaching ◽  
Learning Programs ◽  
E Learning ◽  
Education Culture ◽  
The Relationship

Nowadays, globalization has given birth to various forms of non-traditional education. These forms of education are transcending borders and traversing boundaries of space and time. The evolution of information technology in the context of Industry 4.0 has transformed education rapidly and, at the same time, resulted in new problems. This paper discusses the role, the importance and the relationship between lecturers (in universities) and e-lecturers (in the virtual reality environment) when implementing cross-border education. In addition, the article also mentions the changes of universities, lecturers, curriculums and teaching methods when deploying distance e-learning programs in Industry 4.0. The article uses conceptual model, diagrams and interdisciplinary methods such as education, culture, science and technology to investigate e-lecturers’ concept and provide solutions for improving the capacity of lecturers and the quality of teaching cross-border training programs in universities.

scholarly journals Usability guidelines for developing and evaluating web-based mental health interventions: Establishing a practical framework

2019 ◽  
Author(s):  
Gustav Petersen ◽  
Jakob Hyldig Nielsen ◽  
Johannes Verner Olsen ◽  
Robin Niels Kok
Keyword(s):  
Mental Health ◽  
Evaluation Method ◽  
Health Anxiety ◽  
Health Interventions ◽  
Heuristic Evaluation ◽  
Web Based ◽  
Usability Assessment ◽  
E Learning ◽  
Mental Health Interventions ◽  
The Relationship

Background: Even though problems with usability constitute a major challenge to the implementation of new eHealth technology, the field web-based interventions is lacking usability guidelines for development and evaluation of web-based intervention platforms. Objective: The aim of present study is to create a set of eHealth-specific usability guidelines for the development and evaluation of web-based mental health interventions. Methods: Knowledge about usability was gathered from peripheral fields of e-learning, emotional design, and human-computer interaction in a top-down approach. This knowledge was synthesized into usability guidelines for web-based interventions, which were then case-tested on an existing web-based intervention for patients with health anxiety, using the heuristic evaluation method. Results: Nine broad guidelines were developed. The subsequent case-test of the web-based intervention showed that application of the guidelines was feasible and was able to identify several important usability issues with the intervention. Conclusions: Health professionals should be included in intervention design. Future usability assessment should focus on the different usability attributes. The relationship between usability and adherence needs further investigation.

Assessing the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of cloud-based e-learning systems in the COVID-19 era

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luyan Teng ◽  
Qinyi Tan ◽  
Ali Ehsani
Keyword(s):  
Cloud Computing ◽  
Learning System ◽  
Educational Institutions ◽  
Cultural Characteristics ◽  
Content Type ◽  
Learning Platform ◽  
E Learning ◽  
Training Courses ◽  
The Impact ◽  
The Relationship

PurposeOne of the most significant threats of COVID-19 in the world is the closure of universities, schools, training courses and even companies and organizations. In such a situation and with the free time that has arisen, this threat of education closure can become a golden opportunity for learning and progress in virtual education. E-learning uses information technology (IT) to distribute knowledge and information for training and education. Also, cloud computing is a technology utilized in the IT domain. It can be employed in performing e-learning. Therefore, the main goal of this study is to assess the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of CELS in the COVID-19 era.Design/methodology/approachCloud-based e-learning system (CELS) provides all e-learning requirements like software and hardware resources to promote conventional e-learning technologies. The CELS stands on several factors of diverse aspects that have been of high significance in CELS success. So, these systems must be checked to analyze their significance rate and successfully carry out their effectiveness. On the other hand, these days, the 2019 coronavirus disease (COVID-19) changes our daily lifestyles. Therefore, the present investigation provides a new model investigating the development and success of CELS in the COVID-19 era. Also, an online questionnaire was used to gather the data. The content validity of the questionnaire was obtained by applying the opinions of ten experts from e-learning specialists. The collected data are analyzed using LISREL and Smart PLS software.FindingsThe results from the path coefficient and the sample t-test have implied that skills and knowledge positively influence CELS in the COVID-19 era. In addition, the relationship between cultural characteristics and CELS in the COVID-19 era has been positive and significant. The relationship between the economic situations and the CELS in the COVID-19 era is positive and significant.Practical implicationsThe proposed model helps managers get a big picture of CELS necessities and more effectively in the COVID-19 era. This research has a unique impact on universities to develop an e-learning platform to facilitate the education process in the COVID-19 era. It provides guidelines for educational institutions to effectively implement the learning management system to facilitate students' education.Originality/valueCELS are getting increasingly essential to offer training courses more efficiently in educational institutions. Although the intersection between cloud computing and e-learning has increasingly grown in both practical and academic contexts, few studies on the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of CELS in the COVID-19 era. This paper explores the ignored but critically important subject of CELS. This paper's main contribution is to present a new and integrated model containing the essential aspects of the development and success of CELS in the COVID-19 era. The proposed framework comprises cultural characteristics, economic situations, skills and knowledge aspects simultaneously, as well as sub-criteria denoting each element.

Harnessing the Tiger of Emerging E-Learning Platforms

2018 ◽  
pp. 147-170
Author(s):  
Theresa Neimann ◽  
Victor X. Wang
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
New Technology ◽  
Program Completion ◽  
Future Technology ◽  
E Learning ◽  
Learning Platforms ◽  
Key Drivers ◽  
The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

Education, “Pointsification,” Empowerment?

2018 ◽  
pp. 635-660
Author(s):  
Stefan Piasecki
Keyword(s):  
E Learning ◽  
Learning Platforms ◽  
Bonus Points ◽  
The Relationship

Gamification as a tool or procedure to add entertaining and motivating elements to usually non-entertaining environments such as schools or workplaces is becoming more and more popular. E-learning platforms like Moodle provide tools and sets of functions to add elements of gamification. An important factor especially in education is technology: individual achievements and progress can be recorded, measured, tracked and visualized and therefore identified and rewarded through bonus points, awards or rankings. This is where gamification can add some challenge and excitement to the learning. But can entertainment and education be combined by technical means at all? What are the possibilities and limits? What implications have to be expected regarding the relationship between teachers, students and a technological – gamified – environment?

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