scholarly journals Sustainable Education through E-Learning: The Case Study of iLearn2.0

2021 ◽  
Vol 13 (18) ◽  
pp. 10186
Author(s):  
Fu-Hsuan Chen
Keyword(s):  
Citizen Participation ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Performance ◽  
Learning Tools ◽  
Course Content ◽  
Learning Platform ◽  
E Learning ◽  
Central Taiwan

The present paper studies a blended learning approach provided by a university in central Taiwan from 2018 to 2020. In this approach, a Moodle E-learning platform called iLearn2.0 was used along with an onsite classroom. iLearn 2.0 has four major features, including cloud services, mobile learning, flipped classroom, and data analysis. The platform was used during 2018–2020 in the Citizen Participation course, helping the researcher/teacher to design an interactive course content and aiding students to complete classroom activities through their devices. In total, 127 students enrolled in citizen participation courses were taught during 2018–2020, using different teaching methods. In 2018, students studied in a physical classroom. iLearn2.0 was integrated with the physical classroom for the 2019 course; lastly, the iLearn2.0 platform was used alone in 2020. To evaluate the effect of virtual teaching on the students’ performance, the researcher used summative assessment as the dependent variable. The findings show that the class that received the iLearn2.0- assisted teaching had a significantly better learning performance than the other two classes. However, when researchers used iLearn2.0 alone, both the scores and the feedback from students were lower than those in blended and face-to-face teaching. The results suggest the effectiveness of iLearn2.0 assistance, while learners’ performance did not show any significant change in a totally online class. Results were assessed in the view of sustainability, and three sustainability dimensions were found to be improved in the hybrid classroom. The researcher suggests that iLearn2.0 be integrated with other learning tools for maximum results, as it allows students to have a more diverse learning experience, strengthen sustainable learning, and grasp the progress of their courses and learning activities in a timely manner.

scholarly journals The Use of e-Learning Course during the COVID-19: A Systems Thinking Approach

2020 ◽  
Vol 15 (1) ◽  
pp. 2157-2160
Author(s):  
Chin-Yen Alice Liu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Systems Thinking ◽  
Online Courses ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Platform ◽  
E Learning ◽  
National Emergency

In the era of theInternet, most educators have been supported by powerful tools ranging from e-books and e-learning sites to cloud services, and students’ learning environment has been a mix between traditional study (in class) and e-learning through some kind of online learning platform. Due to the uncertainty of the rapidly changing COVID-19 situation, all colleges and universities have to shutter their physical campuses and move their courses to remote and online formats hastily. This prompted many to wonder if all of the faculty are ready and qualified to teach online courses and/or if all of the students are ready to learn in the comprehensive online environment. If not, what ultimate impact will be to our higher education during this national emergency virus pandemic since there is no choice but depend on where they sit currently, not to mention the negative reviews and concerns regarding the online education. To make this transfer seamlessly and conflict mitigation, this paper applied systems thinking for an e-Learning course and proposed a flexible grading method for an e-learning environment, which will enhance students’ grades by allowing students to control their own study paces and the amount of efforts spent in the course, which can bring a successful online learning experience.

Towards effective e-learning on sustainability: a case study-course on participatory processes in environmental politics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Daniela Perbandt ◽  
Marie-Sophie Heinelt ◽  
Paula Bacelar-Nicolau ◽  
Mahsa Mapar ◽  
Sandra Sofia Caeiro
Keyword(s):  
Information And Communication Technologies ◽  
Citizen Participation ◽  
Flipped Classroom ◽  
Environmental Politics ◽  
Learning Tools ◽  
Content Type ◽  
Knowledge And Skills ◽  
Theoretical Approaches ◽  
Participatory Processes ◽  
E Learning

Purpose Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition. Design/methodology/approach The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data. Findings Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application” to a greater extent. Originality/value Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.

scholarly journals Facilitation of student-staff partnership in development of digital learning tools through a special study module

2018 ◽  
Vol 2 (1) ◽  
pp. 121-129
Author(s):  
Robert Allen McKerlie ◽  
Evelyn Rennie ◽  
Shabana Hudda ◽  
Wendy McAllan ◽  
Ziad Al-Ani ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Clinical Skills ◽  
Learning Experience ◽  
Dental Students ◽  
Digital Learning ◽  
Learning Tools ◽  
Special Study ◽  
Dental Surgery ◽  
E Learning ◽  
High Degree

A student-staff partnership was formed as part of a final year special study module to provide dental students the opportunity to work closely with faculty to produce high-quality e-learning resources in areas of the curriculum identified by the students as particularly difficult. The student-staff team identified the following themes as major influences on the success of the project: student-staff interaction, ownership, managing expectations, time pressures, and co-creation partnership benefits. This partnership resulted in a valuable learning experience for both the students and staff involved. The resource developed was evaluated by junior dental students in second and third year of the five year Bachelor of Dental Surgery (BDS) degree programme at Glasgow Dental School and showed a high degree of acceptability by those in both groups. The quality assurance built into the process has resulted in an e-learning resource that has been incorporated directly into our flipped classroom model for pre-clinical skills teaching.

scholarly journals Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

2020 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Eka Duriyatul Muhlisoh ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flipped Classroom ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

scholarly journals Design and Implementation of a Gesture-Aided E-Learning Platform

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 8042
Author(s):  
Wolfgang Kremser ◽  
Stefan Kranzinger ◽  
Severin Bernhart
Keyword(s):  
Learning Outcomes ◽  
Field Test ◽  
Learning Experience ◽  
Learning Content ◽  
Learning Platform ◽  
System Usability Scale ◽  
E Learning ◽  
Learning Platforms ◽  
Reference Implementation ◽  
Generic System

In gesture-aided learning (GAL), learners perform specific body gestures while rehearsing the associated learning content. Although this form of embodiment has been shown to benefit learning outcomes, it has not yet been incorporated into e-learning. This work presents a generic system design for an online GAL platform. It is comprised of five modules for planning, administering, and monitoring remote GAL lessons. To validate the proposed design, a reference implementation for word learning was demonstrated in a field test. 19 participants independently took a predefined online GAL lesson and rated their experience on the System Usability Scale and a supplemental questionnaire. To monitor the correct gesture execution, the reference implementation recorded the participants’ webcam feeds and uploaded them to the instructor for review. The results from the field test show that the reference implementation is capable of delivering an e-learning experience with GAL elements. Designers of e-learning platforms may use the proposed design to include GAL in their applications. Beyond its original purpose in education, the platform is also useful to collect and annotate gesture data.

scholarly journals Leipzig’s Social Hypertext Reader SHRIMP and the “Introduction to American Studies”

2020 ◽  
Author(s):  
Sebastian M. Herrmann
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
American Studies ◽  
Learning Experience ◽  
Medium Of Instruction ◽  
Age Changes ◽  
Learning Platform ◽  
Bachelor Of Arts ◽  
Main Medium ◽  
E Learning

This article describes the ideas behind and the experiences with the experimental e-learning platform SHRIMP. Developed and deployed at American Studies Leipzig, the platform is used for the introductory Literature and Culture I seminar in the American Studies Bachelor of Arts program, and it serves as the main medium of instruction for around 80 students per year. It breaks up the linear form of the original seminar reader and instead offers students a hypertext of interconnected, short segments, enriched with social media and gamification elements, as well as a learning analytics component that invites students to take control of their own study and learning experience. It is driven by a dual assumption about digitization: that the digital age changes how students interact with text, and that digital textuality offers rich affordances beyond linear reading. Both can be harnessed to improve learning outcomes.

Future Developments of E-Modules

2013 ◽  
pp. 147-153
Author(s):  
Alina Christova
Keyword(s):  
Higher Education ◽  
European Union ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Content Structure ◽  
Knowledge And Skills ◽  
Future Developments ◽  
Learning Platform ◽  
Interactive Tools ◽  
E Learning

E-learning tools can be found on an occasional basis in higher education, in particular regarding social sciences. This paper concentrates on envisaged future developments of E-Modules, the innovative e-learning platform on European Union matters created by the Institute for European Studies, which is an autonomous department of the Free University Brussels. First, it provides an overview of the strategy and the concept of E-Modules as well as content, structure and main features of the e-learning tool including best practices and current challenges. The author also explores in depth the role interactive tools and multimedia can play in enhancing the transfer of knowledge and skills to the users of the E-Modules.

Cloud Computing for On-Demand Virtual Desktops and Labs

2012 ◽  
pp. 111-125
Author(s):  
Christoph Reich ◽  
Sandra Hübner ◽  
Hendrik Kuijs
Keyword(s):  
Cloud Computing ◽  
Learning Experience ◽  
Cloud Services ◽  
The Internet ◽  
It Infrastructure ◽  
On Demand ◽  
E Learning ◽  
Collaboration Platforms ◽  
Computer Resources ◽  
Support Research

Cloud computing is used to provide users with computer resources on-demand any time over the Internet. At the Hochschule Furtwangen University (HFU) students, lecturers, and researchers can leverage cloud computing to enhance their e-learning experience. This chapter presents how cloud computing provides on-demand virtual desktops for problem solving, on-demand virtual labs for special courses, and on-demand collaboration platforms to support research groups. The focus is how cloud services can be used, how they can be integrated into the existing HFU-IT infrastructure, and how new didactic models could look.

Tools Interoperability for Learning Management Systems

2017 ◽  
pp. 25-49 ◽  
Author(s):  
Nikolas Galanis ◽  
Enric Mayol ◽  
María José Casany ◽  
Marc Alier
Keyword(s):  
Teaching And Learning ◽  
Learning Tools ◽  
Educational Tools ◽  
Learning Platform ◽  
Service Oriented ◽  
E Learning ◽  
Integral Element ◽  
Learning Institutions ◽  
External Learning ◽  
Oriented Approach

E-learning has experienced an extraordinary growth over the last years. We have reached a point in time when most learning institutions have adopted an LMS as an integral element of their teaching and learning infrastructure. In parallel, the number of educational tools available for learning is increasing and keeps evolving. This variety means that it is not always easy or possible to add these educational tools into LMSs to enhance the learning process. It would, however, be in everyone´s interest for these tools to interact with the LMSs. To solve the problem of interoperability between LMS and learning tools, several interoperability standards define ways so that LMSs can interface with external learning tools in order to make them accessible from within the learning platform in an intuitive and concise way. This chapter is focused on the service-oriented approach to interoperability and specifically on the IMS LTI standard and the TSUGI hosting environment that aims to simplify the integration of external learning tools.

Future Developments of E-Modules

2011 ◽  
Vol 3 (1) ◽  
pp. 22-28
Author(s):  
Alina Christova
Keyword(s):  
Social Sciences ◽  
Best Practices ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Content Structure ◽  
Knowledge And Skills ◽  
Future Developments ◽  
Learning Platform ◽  
Interactive Tools ◽  
E Learning

E-learning tools can be found on an occasional basis in higher education, in particular regarding social sciences. This paper concentrates on envisaged future developments of E-Modules, the innovative e-learning platform on European Union matters created by the Institute for European Studies, which is an autonomous department of the Free University Brussels. First, it provides an overview of the strategy and the concept of E-Modules as well as content, structure and main features of the e-learning tool including best practices and current challenges. The author also explores in depth the role interactive tools and multimedia can play in enhancing the transfer of knowledge and skills to the users of the E-Modules.

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