Culturally-Sensitive E-Learning Practices for Library Education

2013 ◽  
Author(s):  
Leslie Farmer
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Sensitive ◽  
Cultural Dimensions ◽  
Educational Model ◽  
Cultural Impact ◽  
Online Learning Environments ◽  
Library Education ◽  
Learning Practices ◽  
E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

Culturally Sensitive Instructional Design Principles for Online Learning Environments

2018 ◽  
pp. 292-326
Author(s):  
Gülten Kartal ◽  
Elif Toprak ◽  
Evrim Genc Kumtepe
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Cultural Diversity ◽  
Learning Environments ◽  
Design Principles ◽  
Culturally Sensitive ◽  
Online Learning Environments ◽  
E Learning ◽  
Efficient Learning ◽  
Instructional Design Principles

Distance education and e-learning practices are preferred by increasing number of people and institutions in the recent years all around the globe. It's clear that there are different interests, expectations, needs, characteristics, and backgrounds of participants in these learning environments. In this connection, it is important that courses are designed, taking cultural diversity into account, optimizing self-learning in such environments. The instructional designs that support multiculturalism in learning environments, lead to more efficient learning. Based on the awareness about cultural diversity, this chapter focuses on culturally sensitive instructional design principles for online learning environments. Firstly, “culture” as a concept and its components, based on various prominent definitions in literature are given. Then, the design principles are discussed with a critical look on online learning environments, with an eye to different theories and studies of leading researchers in the field.

A Conceptual Educational Data Mining Model for Supporting Self-Regulated Learning in Online Learning Environments

2021 ◽  
pp. 278-292
Author(s):  
Eric Araka ◽  
Robert Oboko ◽  
Elizaphan Maina ◽  
Rhoda K. Gitonga
Keyword(s):  
Data Mining ◽  
Online Learning ◽  
Learning Environments ◽  
Domain Knowledge ◽  
Educational Data Mining ◽  
Online Learning Environments ◽  
Student Activities ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
E Learning

Self-regulated learning is attracting tremendous researches from various communities such as information communication technology. Recent studies have greatly contributed to the domain knowledge that the use self-regulatory skills enhance academic performance. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Modern learning management systems (LMS) allow storage of datasets on student activities. Subsequently, it is now possible to use Educational Data Mining to extract learner patterns which can be used to support SRL. This chapter discusses the current tools for measuring and promoting SRL on e-learning platforms and a conceptual model grounded on educational data mining for implementation as a solution to promoting SRL strategies.

Online Learning Environments

2011 ◽  
pp. 678-685 ◽  
Author(s):  
Riu Hu ◽  
Shuyan Wang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Communication Systems ◽  
The Internet ◽  
Electronic Communications ◽  
Online Learning Environments ◽  
Computer Communication ◽  
E Learning ◽  
The Web

Online learning, which was defined as a learning environment using computer communication systems for learning delivery and interaction (Harasim, 1990), has been involved into all facets of society’s education. Online learning can be considered as a subset of the category of e-learning because it refers specifically to learning that is occurring via the Internet or Intranet. Online learning environment normally refers to learning via electronic communications, coursework, and/or information posted on the Web, and through other instructional activities by using Internet.

scholarly journals The Adoption of E-learning by Students in Zimbabwean Universities in the Wake of COVID-19

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Paul Sambo ◽  
Gilford T. Hapanyengwi ◽  
Tsitsi Zengeya
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Online Survey ◽  
Tertiary Education ◽  
Colleges And Universities ◽  
Online Learning Environments ◽  
Left Behind ◽  
Alternative Means ◽  
E Learning

COVID-19 effects have been felt in the education sector worldwide where schools, colleges, and universities were closed as a way to reduce the spread of the deadly pandemic and loss of lives. The Ministry of Higher and Tertiary Education. advocate that no child should be left behind during the COVID-19 era, therefore gave a directive for universities to use other alternative means of teaching and learning to continuously provide teaching and learning to students during the series of lockdown. An efficient eLearning system in universities is very important as an alternative to faceto-face teaching and learning in this COVID-19 era to have continuity in teaching and learning during the induced lockdowns. Success in online learning can be achieved by understanding the level of readiness of online learning environments. The main objective of the study was to evaluate the adoption of online learning by students in Zimbabwean universities. A descriptive online survey employing questionnaires to collect data on the adoption of eLearning by Zimbabwean universities students was used. Results indicated various eLearning platforms have been introduced in Zimbabwean universities though there is a need for eLearning infrastructure to be availed, students to be trained or students to effectively adopt the eLearning.

Higher Education and Web 2.0

2019 ◽  
pp. 103-127
Author(s):  
Pedro Isaias ◽  
Paula Miranda ◽  
Sara Pífano
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Best Practices ◽  
Web 2.0 ◽  
Learning Environments ◽  
Learning Experience ◽  
Education Sector ◽  
Online Questionnaire ◽  
Online Learning Environments ◽  
E Learning

The abundance of evidence of Web 2.0's value in educational settings has provided both educators and researchers with prized information about the application of a panoply of technologies. The experience that this evidence portrays can be used to meaningfully direct teachers in their own ventures of Web 2.0 implementation. In online learning environments, any collaboration between the students must occur with the support of technology, so it is fundamental that technology functions as an enabler, maximizing the opportunities that online settings offer, and that students can tap into those technologies to enhance their learning experience. This chapter focuses on the implementation of Web 2.0 within higher education from the viewpoint of e-learning experts. It reports on the findings of on online questionnaire that examined both the barriers and the best practices of implementation and that was applied internationally among researchers and teachers in the higher education sector.

Biometric Authentication Techniques in Online Learning Environments

2021 ◽  
pp. 867-879
Author(s):  
Jack Curran ◽  
Kevin Curran
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Information Services ◽  
Data Availability ◽  
Biometric Authentication ◽  
Security Risks ◽  
Online Learning Environments ◽  
Critical Data ◽  
E Learning ◽  
Available Information

The deployment of online e-learning can lead to many security risks, such as confidentiality loss, exposure of critical data, availability and destruction of publicly available information services. Security and proper authentication is critical in any online learning environment because any flaws can affect perceptions of its trustworthiness. Biometric authentication is increasingly being used in the newer generation of online learning environments for authentication of remote learners. Biometrics scan unique physiological characteristics in humans to identify people. These include fingerprints, iris, retina, voice, face, gait, and odor. The authors look at the state of biometric authentication techniques applicable to online learning environments and provide a more in-depth examination of face- and iris-based authentication systems for proper identification of learners.

Investigating the Attitude of Students Towards Online Learning

2010 ◽  
Vol 2 (4) ◽  
pp. 35-47
Author(s):  
Zerrin Ayvaz Reis
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Learning Models ◽  
Online Learning Environments ◽  
Instructional Content ◽  
Perceptions And Attitudes ◽  
E Learning ◽  
Education Delivery ◽  
University Officials

The evolution of Internet has provided an opportunity for offering online learning. The old online learning models are getting replaced by new e-learning models. Many universities worldwide have started offering e-learning or online learning through a variety of online learning methods. In fact, the current e-learning models are revolutionizing the instructional content delivery, learning activities, and social communication. Although online learning environments are becoming popular, there is minimal research on learners’ attitudes toward online learning environments. The purpose of this study is to explore learners’ attitudes toward online learning. Over 300 participants participated. The findings of this study of students’ perceptions and attitudes toward online learning not only will help assess pedagogical approach but also help university officials prepare Internet-based online education delivery.

Biometric Authentication Techniques in Online Learning Environments

2019 ◽  
pp. 266-278
Author(s):  
Jack Curran ◽  
Kevin Curran
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Information Services ◽  
Data Availability ◽  
Biometric Authentication ◽  
Security Risks ◽  
Online Learning Environments ◽  
Critical Data ◽  
E Learning ◽  
Available Information

The deployment of online e-learning can lead to many security risks, such as confidentiality loss, exposure of critical data, availability and destruction of publicly available information services. Security and proper authentication is critical in any online learning environment because any flaws can affect perceptions of its trustworthiness. Biometric authentication is increasingly being used in the newer generation of online learning environments for authentication of remote learners. Biometrics scan unique physiological characteristics in humans to identify people. These include fingerprints, iris, retina, voice, face, gait, and odor. The authors look at the state of biometric authentication techniques applicable to online learning environments and provide a more in-depth examination of face- and iris-based authentication systems for proper identification of learners.

scholarly journals RECOGNIZING POSSIBLE LIMITATIONS OF E-LEARNING THROUGH EDMODO

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Farha Alia Mokhtar
Keyword(s):  
Online Learning ◽  
Intrinsic Motivation ◽  
Learning Environments ◽  
External Factors ◽  
Contributing Factors ◽  
Online Learning Environments ◽  
Face To Face ◽  
Effective Implementation ◽  
E Learning ◽  
Teaching Learning

When addressing the topic of e-learning integration via Edmodo, two concerns arise. First, isEdmodo vulnerable to internal or external factors which may become barriers to its effective implementation? Second, if Edmodo has limitations to its use, how can it be diminished to ensure optimum teaching learning experiences? This paper investigates contributing factors that limit Edmodo’s application as a learning management system (LMS) for educational purposes. The results suggest possible limitations of Edmodo; lack of face-to-face interaction, facilities that might not be available to all students and distractions that may pose a threat in online learning environments. Propositions to overcome those limitations suggested in this paper are; face to face interaction to be maintained while supplemented with assignments through Edmodo, ensuring facilities are provided or available prior to execution and inculcate intrinsic motivation for students to stay focus when completing tasks online.

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