scholarly journals Playful Metaphors for Narrative-Driven E-Learning

2021 ◽  
Vol 11 (24) ◽  
pp. 11682
Author(s):  
Stylianos Mystakidis ◽  
Giorgos Filippousis ◽  
Dimitrios Tolis ◽  
Effrosyni Tseregkouni
Keyword(s):  
Mixed Method ◽  
Online Teaching ◽  
Method Evaluation ◽  
Social Emotional ◽  
Adoption Of Technology ◽  
Learning Modules ◽  
Limited Budget ◽  
E Learning ◽  
Fictional Story

A team of e-learning specialists was assigned the mission to design and develop seven short e-learning modules for young learners on popular topics with a prime focus on social-emotional learning. However, these courses had to be produced on a limited budget, hosted in a Moodle platform, and be delivered for free in asynchronous only mode. Hence, a playful method of meaningful storyfication was applied in e-learning to captivate attention and spark interest. In each module, a fictional story or metaphorical challenge with playful elements was introduced where learners were invited to assist the story’s protagonists or become the heroes themselves by engaging with content. As the role of teachers is vital for the adoption of technology-based solutions in education, a mixed method evaluation was undertaken to assess the effectiveness of the method. Forty-two educators reviewed the courses, answered a questionnaire and participated in interviews. Results indicated that participants highly appreciated the narrative aspects, visual, and auditory elements rendering the e-learning courses effective for the target audience. This article can assist educators, distance education designers and developers to adopt a playful mindset and learn how to integrate practically storytelling elements into their classroom-based and online teaching.

Future of Work: An Empirical Study to Understand Expectations of the Millennials from Organizations

2020 ◽  
Vol 8 (2) ◽  
pp. 272-288
Author(s):  
Anjali Chopra ◽  
Priyanka Bhilare
Keyword(s):  
Work Environment ◽  
Learning Modules ◽  
Digital World ◽  
Road Map ◽  
E Learning ◽  
Self Driving Cars ◽  
Functional Teams ◽  
Reward And Recognition ◽  
Retention Policies

Technological disruptions are connecting the digital world with the physical one, encouraging new innovations such as artificial intelligence (AI), self-driving cars, robotics, and a globally connected economy, which in turn is changing the role of employees at the workplace. Given the changing dynamic work environment, the present study which is exploratory in nature attempts to understand the expectations, attitudes, and priorities of millennials from their future workplace. Specifically, this study focuses on millennials who are undergoing their education and will be entering the workforce. A combination of random sampling and convenience sampling was used to arrive at a sample size of 140. While millennials are technologically proficient, their expectations go beyond being technically superior. The findings from this research clearly suggest that millennials are looking for strong mentors both in their education and work environment and want a road map to help them grow. Reward and recognition of their ideas is very important and more than online course and e-learning modules, gaining exposure by working in cross-functional teams and with subject matters is important. Organizations should keep in mind the expectations and needs of this diverse group, which would help them while strategizing their recruitment, onboarding, and retention policies.

The Role of Institutional Factors in the Formation of E-Learning Practices

2011 ◽  
pp. 96-111 ◽  
Author(s):  
Ruth Halperin
Keyword(s):  
Technological Innovation ◽  
Learning Management Systems ◽  
Organisational Culture ◽  
Longitudinal Case Study ◽  
Adoption Of Technology ◽  
Learning Practices ◽  
E Learning ◽  
Organisational Factors

This chapter explores institutional and socio-organisational factors that influence the adoption and use of learning management systems (LMS) in the context of higher education. It relies on a longitudinal case study to demonstrate the ways in which a set of institutional and organisational factors were drawn into the formation and shaping of e-learning practices. Factors found to figure predominantly include institutional conventions and standards, pre-existing activities and routines, existing resources available to the institution, and, finally, the institution’s organisational culture. The analysis further shows that socio-organisational factors may influence e-learning implementation in various ways, as they both facilitate and hinder the adoption of technology and its consequent use. It is argued that institutional parameters have particular relevance in the context of hybrid modes of e-learning implementation, as they illuminate the tensions involved in integrating technological innovation into an established system.

scholarly journals E-learning: who uses it and what difference does it make?

2019 ◽  
Vol 25 (10) ◽  
pp. 482-493 ◽  
Author(s):  
Deb Rawlings ◽  
Jennifer Tieman ◽  
Carly Moores
Keyword(s):  
Palliative Care ◽  
Health Professionals ◽  
Healthcare Professionals ◽  
Clinical Care ◽  
Care Practice ◽  
Learning Modules ◽  
Relevant Evidence ◽  
E Learning ◽  
Meaningful Data

Background: CaseSearch ‘My Learning’ e-learning modules were designed to remind clinicians and practitioners about the role of evidence in practice and demonstrate how to find relevant evidence to make a difference in clinical care. This study aims to describe the role of the modules and their uptake, and determine whether the modules influenced the learners' palliative care practice and whether the modules were easy to use. Method: Two sets of questions were designed to capture data to evaluate the modules. Findings: The modules supported the awareness and use of evidence by health professionals. The modules contribute to ongoing professional development for practitioners and can improve palliative care practice. Conclusion: It is possible to collect meaningful data that contributes to understanding who uses e-learning resources and how useful healthcare professionals find them.

scholarly journals E-Learning during COVID-19: Understanding the Nexus between Instructional Innovation, E-Psychological Capital, and Online Behavioural Engagement

2021 ◽  
pp. 089202062110531
Author(s):  
Umair Ahmed ◽  
Abdussalaam Iyanda Ismail ◽  
Meryem Fati ◽  
Mohammed Ali Akour
Keyword(s):  
Online Teaching ◽  
Educational Institutions ◽  
Psychological Resources ◽  
Online Classes ◽  
Instructional Innovation ◽  
Behavioural Engagement ◽  
Global Spread ◽  
Learning Efficacy ◽  
E Learning

This current study is to empirically validate the importance of student's behavioural engagement on online teaching during a coronavirus-2019 disease pandemic. The global spread of coronavirus-2019 disease has affected every aspect of business, including education, resulting in the shift of classroom to online teaching. Keeping in view the growing concern about students’ attentiveness, connectivity, participation, and interaction in online classes, the authors underlined the critical need for paying empirical attention to this issue. While addressing a major empirical gap, the present study tested and found the significant role of e-learning efficacy, e-learning resilience, and teachers’ instructional innovation in boosting students` online behavioural engagement. Additionally, the study found a thought-provoking direct and interacting role of teachers’ instructional innovation. Therefore, the implications of the findings indicate that leaders in educational institutions need to invest in psychological resources that emphasize innovation and creativity in instructional methods for teachers to enhance student engagement in an online environment.

Promoting Hybrid Learning through an Open Source EBook Approach

2010 ◽  
Vol 14 (3) ◽  
Author(s):  
Xin Bai ◽  
Michael B. Smith
Keyword(s):  
Open Source ◽  
Building Blocks ◽  
Educational Technologies ◽  
Just In Time ◽  
Learning Modules ◽  
Learning Content ◽  
Long Run ◽  
E Learning ◽  
Teaching Efficiency ◽  
Content Design

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide excellent blended learning curriculum with minimal geographical restraints. We proactively explore ways to maximize the power of educational technologies to increase enrollment, reduce failure rates, improve teaching efficiency, and cut costs without sacrificing high quality or placing extra burden on faculty. This mission is accomplished through open source learning content design and development. We developed scalable, shareable, and sustainable e-learning modules as book chapters that can be distributed through both computers and mobile devices. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student’s strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This will encourage faculty from different disciplines to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefit all the discipline, and promote learning.

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