scholarly journals SATISFACTION WITH E-LEARNING QUALITY EXPRESSES READINESS TO DEVELOP OWN ONLINE COURSE, NOT ONLY JUST TO FURTHER STUDY ONLINE

2019 ◽  
Vol 13 (1) ◽  
pp. 32-38
Author(s):  
Lambri Yovkov ◽  
Stanislava Stoyanova
Keyword(s):  
Life Satisfaction ◽  
Online Survey ◽  
Online Courses ◽  
Traditional Education ◽  
Further Education ◽  
Educational Process ◽  
Course Satisfaction ◽  
Online Course ◽  
Domain Specific ◽  
E Learning

E-learning has become an important part of contemporary educational process. Satisfaction with e-learning quality was studied among 133 Bulgarian participants in an online survey, of which more than the half took part is some e-learning courses. The results indicated that the learners for whom e-learning was a part of their education at school or university tended to do more online courses and were more satisfied with e-learning quality, so traditional education seemed to support e-learning. The participants who had been enrolled in some online courses, who had their own Internet site and who were satisfied with e-learning quality were more self-confident in their ability of developing an online course. Satisfaction with e-learning prevailed in the sample, because approximately one out of ten participants stated firmly not being satisfied with e-learning quality and four out of five participants would like to use e-learning as a part of their further education. More male participants were satisfied with e-leaning quality than the female participants in support of some previous findings concerning higher life satisfaction in men than in women. Satisfaction with e-learning could be considered as a domain-specific satisfaction that is a part of overall life satisfaction. Keywords: gender differences in satisfaction, e-learning quality, satisfaction with e-learning.

The use of active learning methods to stimulate student activity in the online course

e-mentor ◽  
2020 ◽  
Vol 86 (4) ◽  
pp. 47-53
Author(s):  
Iryna Rybalko ◽  
◽  
Olha Bukrieieva ◽  
Natalia Skrypnyk ◽  
◽  
...  
Keyword(s):  
Active Learning ◽  
Foreign Language ◽  
Online Courses ◽  
Educational Process ◽  
Online Course ◽  
Learning Methods ◽  
Innovative Methods ◽  
E Learning ◽  
Effective Use

The development of innovations and related changes in the labor market, as well as Ukraine’s aspiration toward Euro integration, have led to the need for transformation of teaching media and methods in higher education. The consequence of this is a massive transition to e-learning, both in the native language and in English, which, however, creates psychological and pedagogical problems. These are difficulties for students with self-organization and self-training, establishing interpersonal contacts, maintaining the motivation to learn, and meeting a certain level of foreign language proficiency.The problems for teachers include the need to develop new teaching methods and technologies, changing the role of the teacher and the methods of interaction between participants in the educational process. The article presents the experience of mitigating these problems in the online course, “Fundamentals of Vehicle Certification” in Ukrainian and English by using active learning methods, innovative methods of motivation, and organization of reflection and communication, presenting some sections both in the native and foreign language. The introduction of this course into the educational process in the extramural form of education showed that the methods proposed by the authors reduced these problems, while the number of A and B grades increased. In addition, it was concluded that the effective use of online courses requires their preliminary approbation and further improvement, taking into account the characteristics of the discipline, experience and goals of the students.

Museum Educational Online Products: Creation Prerequisites and Development Prospects

2021 ◽  
Vol 18 (1) ◽  
pp. 80-92
Author(s):  
Valery E. Gordin ◽  
Irina A. Sizova
Keyword(s):  
Online Education ◽  
Professional Education ◽  
Formal Education ◽  
Online Courses ◽  
Mobile Apps ◽  
Educational Games ◽  
Further Education ◽  
Educational Process ◽  
Education Market ◽  
Higher Professional Education

This article examines online educational products developed by museums both independently and in cooperation with educational institutions. The analysis revealed a pool of museum online products, including mass open online courses (MOOCs), specialized professional online courses (SPOCs), educational games, mobile apps, and podcasts. The authors identify advantages and features of each type of the museum online products (MOPs) and determine the prospects for their inclusion in the educational process.The study aims to reveal the activity of different kinds of museums and museum communities in the development and implementation of educational online products both in their own educational activities, carried out by an increasing number of museums, and in the process of formal and non-formal education in cooperation with universities, schools, and further education institutions that implement it. The study discovered that museums develop both MOOCs that are traditional for the system of higher professional education, and educational online products, such as educational games, podcasts, and mobile applications with educational content, that are not widely used at present, but are promising for formal and, especially, non-formal education. An important result of the study was the conclusion about the common practice of cooperation between museums and universities in the joint development of online products, as well as about the feasibility of deploying such work with institutions of secondary general and vocational education.The authors’ analysis of the system of museum educational online products allowed us to conclude that new players — museums — have appeared in the online education market in the role of organizations that create and use various online resources in their activities, including those that can be used in the field of education.

Rough Set Theory Application in Online Course Satisfaction

2011 ◽  
Vol 271-273 ◽  
pp. 1239-1242
Author(s):  
Shao Jun Chen
Keyword(s):  
Set Theory ◽  
Rough Set ◽  
Rough Set Theory ◽  
Online Courses ◽  
Educational Environment ◽  
Course Satisfaction ◽  
Online Course ◽  
High Quality ◽  
Proposed Model ◽  
Theory Application

The most important issue for online courses is to provide learners with high quality satisfacion. In order to resolve the question and evaluating course satisfaction , rough set theory is proposed in this article, by which we reduce 10 attributes to 5 and get the index of value assessment.As a result, teachers can make an adjustment to achieve better effect in teaching by taking advantage of the method.The proposed model can be applied to not only a network environment but also remote educational environment.

scholarly journals E-Learning Financing Models in Russia for Sustainable Development

2020 ◽  
Vol 12 (11) ◽  
pp. 4412 ◽  
Author(s):  
Dayong Nie ◽  
Elena Panfilova ◽  
Vadim Samusenkov ◽  
Alexey Mikhaylov
Keyword(s):  
Sustainable Development ◽  
Traditional Education ◽  
Educational Process ◽  
Global Politics ◽  
Clear Understanding ◽  
Public And Private ◽  
Proposed Model ◽  
E Learning ◽  
New Vision ◽  
Russian Education

E-learning brings new dimensions to traditional education. This especially affects countries that, due to many factors, have historically been considered the “talent pool” for the world community. In this study, a model for financing e-education has been developed that is applicable to Russian realities. The model was built around the balance between demand (global politics, economics, and principles of sustainable development) and supply (sources of direct financing). As a result, a key challenge of improving the e-learning financing methodology and models, specifically the efficiency of government spending and private investing, demands the use of new approaches and mechanisms. To improve e-learning financing, a clear understanding of the applied purpose of public and private means is required. Responsibilities for the e-learning outcome of institutions that receive financing are linked to their status. An unclear understanding of these issues is more likely associated with the issue of transparency of financing than with inefficiency. The proposed model allows transforming the “standards” of financing both in the field of e-education and Russian education in general and presents a new vision of participants’ interaction in the educational process, taking into account a set of restrictions and market features.

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

scholarly journals Features of the daily time budget of students of universities in Vladivostok during the COVID-19 pandemic

2021 ◽  
Author(s):  
OP Gritsina ◽  
AK Yatsenko ◽  
LV Trankovskaya ◽  
GA Tarasenko ◽  
SD Istomin
Keyword(s):  
Time Budget ◽  
Traditional Education ◽  
Educational Process ◽  
Educational Activity ◽  
Distance Learners ◽  
Full Time ◽  
E Learning ◽  
Coronavirus Infection ◽  
Continuous Work ◽  
Daily Time

In 2020, due to the spread of a new coronavirus infection, the education system underwent significant changes, which were of an urgent nature, which could not but affect the lifestyle, as well as the health of students. The results of a study on the hygienic assessment of the peculiarities of the daily budget of time of Vladivostok students in the context of the COVID-19 pandemic are presented. By the method of questioning, the study of the mode of educational activity, sleep, physical activity, nutrition was carried out in 634 students of 1–4 courses at the age of 18–24 years. It was found that the respondents' favorite e-learning tool was a smartphone, and for 5.84 ± 0.93% of the respondents, it was the only subject of communication. It was determined that distance learners significantly more often exceeded the hygienic recommendations for the duration of continuous work with a computer / laptop, in comparison with students in traditional education (39.39 ± 2.21% versus 28.47 ± 3.76% χ2 = 5, 69, p = 0.018), and also significantly more often exceeded the time schedule for night sleep at 7–8 hours (15.92 ± 1.65% versus 6.94 ± 2.12%, χ2 = 7.49, p = 0.007) ... It was determined that among students who were online there were significantly fewer people eating once (9.8 ± 1.34% versus 24.31 ± 3.57%, χ2 = 20.59, p < 0.001) and shortly before sleep (52.24 ± 2.26% versus 64.58 ± 3.99%, χ2 = 6.85, p = 0.009). It was found that distance learners significantly more often walked than those who attended full-time classes (56.73 ± 2.24% versus 29.86 ± 3.81%, χ2 = 8.32, p = 0.004). So, distance education made it possible not to interrupt the educational process, however, the method of education was accompanied by a change in the usual regimes and the redistribution of time costs.

scholarly journals The 12 Apps of Christmas: an innovative and effective online student and educator support

2016 ◽  
Vol 9 (13) ◽  
Author(s):  
Frances Boylan
Keyword(s):  
Mobile Learning ◽  
Further Education ◽  
Online Course ◽  
Graduate Study ◽  
Third Place ◽  
Online Student ◽  
Dublin Institute ◽  
E Learning ◽  
Institute Of Technology

The 12 Apps of Christmas course is a free open online course that has run at the Dublin Institute of Technology, Dublin, Ireland in both 2014 and 2015. The 2014 iteration of this course was aimed specifically at instructors and went on to win the Mobile Learning Division of the International E-Learning Award (iELA), and come joint third-place at the eLearning Excellence Awards run as part of the 14th European Conference on eLearning. The 2015 iteration was aimed primarily at students of all ages undertaking further education, third level education, and/or post-graduate study, but also included additional supporting information for educators. This case study sets out our experiences of designing and delivering the 2015 iteration of this innovative and effective student and educator support.

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

Using Problem-Based Learning in Online Courses

2011 ◽  
pp. 243-265
Author(s):  
Richard F. Kenny
Keyword(s):  
Instructional Practices ◽  
Online Courses ◽  
Problem Based Learning ◽  
Research Literature ◽  
Online Course ◽  
Instructional Designers ◽  
Constructivist Learning Theory ◽  
Structured Problems ◽  
E Learning

In this chapter, I argue that instructional designers must use research and theory to guide them to new and justified instructional practices when designing e-learning. I introduce a well-established pedagogy, problem-based learning (PBL), in which complex, ill-structured problems serve as the context and stimulus for learning, and students work collaboratively to understand the problem and learn about the broader related concepts. I describe the structure of PBL and discuss Barrow’s (1998) concept of “authentic” PBL. I then review the support for PBL in the research literature and describe its relationship to cognitive and constructivist learning theory. I conclude the chapter by demonstrating how authentic PBL can be applied to e-learning using supporting examples from an undergraduate online course in agriculture.

scholarly journals Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10367
Author(s):  
Claudiu Coman ◽  
Laurențiu Gabriel Țîru ◽  
Luiza Meseșan-Schmitz ◽  
Carmen Stanciu ◽  
Maria Cristina Bularca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Style ◽  
Educational Process ◽  
Online Teaching And Learning ◽  
E Learning ◽  
Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

Sign in / Sign up

Export Citation Format

Share Document