scholarly journals Holistic approaches to e-learning accessibility

2006 ◽  
Vol 14 (1) ◽  
Author(s):  
Lawrie Phipps ◽  
Brian Kelly
Keyword(s):  
Students With Disabilities ◽  
Learning Outcomes ◽  
Learning Resources ◽  
Practical Application ◽  
Web Resources ◽  
Leading Role ◽  
Holistic Approaches ◽  
The World ◽  
E Learning ◽  
Accessibility Issues

The importance of accessibility to digital e-learning resources is widely acknowledged. The World Wide Web Consortium Web Accessibility Initiative has played a leading role in promoting the importance of accessibility and developing guidelines that can help when developing accessible web resources. The accessibility of e-learning resources provides additional challenges. While it is important to consider the technical and resource related aspects of e-learning when designing and developing resources for students with disabilities, there is a need to consider pedagogic and contextual issues as well. A holistic framework is therefore proposed and described, which in addition to accessibility issues takes into account learner needs, learning outcomes, local factors, infrastructure, usability and quality assurance. The practical application and implementation of this framework is discussed and illustrated through the use of examples and case studies.DOI: 10.1080/09687760500479860

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN VIRTUAL (MPV) BERBASIS VIDEO E-LEARNING MOODLE

2019 ◽  
Vol 8 (1) ◽  
pp. 52
Author(s):  
Hade Afriansyah
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Student Learning Outcomes ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Web Based ◽  
R And D ◽  
Video Tutorials ◽  
The World ◽  
E Learning

This study aims to develop a learning model by using web-based moodle e-learning videos to support student learning outcomes in Computer subject. This research is motivated by the development of technology increasing rapidly, the demand for efficiency is increasing. Video e-learning media is a very good breakthrough, and demands for modernization in the world of education. The research method in this study was conducted using the R and D method. The study began with preparing teaching materials that were previously used, preparing teaching materials from the latest sources, collaborating old teaching materials with new teaching materials, reviewing instructional materials that have been compiled, refining materials teach according to directions, make video tutorials based on teaching materials, tutorial videos that have been uploaded to youtube, video links that have been uploaded on youtube are combined with e learning, the final step is done by perfecting the web-based e learning video teaching material by doing several test times , evaluating, and correcting as needed.  Keywords: learning models, video learning, moodle e-learning 

A Comparative Study on Various Vocabulary Knowledge Scales for Predicting Vocabulary Pre-Knowledge

2017 ◽  
Vol 15 (1) ◽  
pp. 69-81 ◽  
Author(s):  
Di Zou ◽  
Haoran Xie ◽  
Yanghui Rao ◽  
Tak-Lam Wong ◽  
Fu Lee Wang ◽  
...  
Keyword(s):  
Language Learning ◽  
Online Courses ◽  
Vocabulary Knowledge ◽  
Massive Open Online Courses ◽  
Learning Resources ◽  
Massive Open Online ◽  
The World ◽  
History Of ◽  
E Learning ◽  
Knowledge Levels

The world has encountered and witnessed the great popularity of various emerging e-learning resources such as massive open online courses (MOOCs), textbooks and videos with the development of the big data era. It is critical to understand the characteristics of users to assist them to find desired and relevant learning resources in such a large volume of resources. For example, understanding the pre-knowledge on vocabulary of learners is very prominent and useful for language learning systems. The language learning effectiveness can be significantly improved if the pre-knowledge levels of learners on vocabulary can be accurately predicted. In this research, the authors model the vocabulary of learners by extracting their history of learning documents and identify the suitable vocabulary knowledge scales (VKS) for pre-knowledge prediction. The experimental results on real participants verify that the optimal VKS and the proposed predicting model are powerful and effective.

E-Learning and Its Practical Application for Growth and Success in Industries

2020 ◽  
pp. 269-291
Author(s):  
Disha Awasthi
Keyword(s):  
Social Media ◽  
Virtual Reality ◽  
Social Networking ◽  
Mobile Learning ◽  
Practical Application ◽  
Learning Tool ◽  
Life Long Learning ◽  
The World ◽  
E Learning ◽  
Use Of Internet

E-learning is on the rise continuously with day-to-day innovations in the technology. Now, one can see the increasing trend in the use of Mobile Learning, Virtual Reality, Games, Videos, Social Media, Interactive Tutorials, etc. as e-learning has become a life-long learning tool. E-learning uses the approach of – Anywhere, Anytime, Anyone. Use of internet, social networking groups are keeping people updated with the latest happenings around the world. Model of e-learning proposed in the chapter for implementation in the industries covers linkages with the various existing systems and provides an effective way to create a culture supportive of e-learning.

scholarly journals Developing a Holistic Approach for E-Learning Accessibility

2004 ◽  
Vol 30 (3) ◽  
Author(s):  
Brian Kelly ◽  
Lawrie Phipps ◽  
Elaine Swift
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Significant Role ◽  
Holistic Approach ◽  
Learning Resources ◽  
Holistic Model ◽  
Digital Resources ◽  
Web Resources ◽  
Sophisticated Model ◽  
E Learning

The importance of accessibility to digital resources is now widely acknowledged. The W3C WAI has played a significant role in promoting the importance of accessibility and developing a framework for accessible Web resources. The accessibility of e-learning provides additional challenges that may not be faced when providing access to other Web resources. The authors argue that there is a need for a more sophisticated model for addressing e-learning accessibility which takes into account the usability of e-learning, pedagogic issues and student learning styles in addition to technical and resource issues. The authors expand on these issues and propose a holistic model for the development of accessible e-learning resources.

scholarly journals Online Learning Modules in Anatomical Sciences: Effective Sources for Continued Learning for Medical Undergraduates During the Unprecedent COVID-19 Pandemic

2021 ◽  
Vol 28 (3) ◽  
pp. E202136
Author(s):  
Srinivasan Viveka ◽  
Nagavalli Basavanna Pushpa ◽  
Kumar Satish Ravi
Keyword(s):  
Learning Outcomes ◽  
Structured Learning ◽  
Learning Material ◽  
Learning Resources ◽  
Time Duration ◽  
Medical Undergraduate ◽  
E Learning ◽  
Khan Academy ◽  
Selection Of ◽  
Standard Learning

Introduction. During the COVID-19 pandemic-induced lockdown, the selection of simple and authentic online material among plethora of web content is difficult for both students and teachers. This forces students and teachers to explore various avenues of learning. The objective of this research was to evaluate free open-access anatomy e-learning resources in accordance with required standard learning outcomes for medical students. Methods. During February 2021, an extensive search for online modules for learning anatomy across six Massive Open Online Courses, including edX, Coursera, Udemy, Khan Academy, Canvas and FutureLearn, along with Google and YouTube was conducted. Courses or modules on e-learning platforms, YouTube channels, standalone videos, anatomy atlases, 3D models were considered as learning resources and evaluated. Online materials were classified as structured learning resources if they had a defined syllabus, time duration and instructional design. Resources lacking these characteristics were considered as unstructured ones. Results. Twenty structured learning courses were identified on the Udemy (6 courses), Coursera (3 courses), edX (2 courses), FutureLearn and Khan academy platforms. Learning resources available through Swayam Prabha were aligned with the defined syllabus and video lectures. The content hosted within Clinical Anatomy, Medvizz and Kenhub was eye-catching. Thirty-two YouTube channels offering standalone learning material were identified. Seven resource materials, other than YouTube channels, offered anatomy learning material in the form of charts and tables. Four websites noted to have 3D interactive learning content regarding gross anatomy. Conclusions. During the pandemic-induced lockdown, the list presented in the study may act as guide in selection of the simplest and best materials for those teaching and learning anatomy in medical undergraduate courses. However, in most cases, there is no alignment with standard learning outcomes as defined by medical education regulatory authorities.

A meta-analysis of gender differences in e-learning outcomes

2021 ◽  
Author(s):  
zhonggen yu
Keyword(s):  
Gender Differences ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Information Technologies ◽  
Meta Analysis ◽  
Rapid Development ◽  
Future Research ◽  
The World ◽  
The Usa ◽  
E Learning

Abstract The new century has been witnessing a rapid development of information technologies, along with which e-learning has been increasingly popularized especially in this special pandemic time. This study, including 20 high-quality publications, meta-analytically examined gender differences in e-learning outcomes, e.g. e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance, across the world. The study concludes that there are generally no significant gender differences in e-learning outcomes except in a few countries. For example, females significantly outperformed males in Spain and the UK. In Austria, India, and mixed countries (Chile and Spain), females hold significantly more positive attitudes towards e-learning than males. In the USA, females present significantly higher self-efficacy than males. Future research into the gender issue in e-learning across the world may adopt cross-disciplinary research methods except for a meta-analysis.

scholarly journals Integration of E-learning System through Mobile Technology

2021 ◽  
Vol 5 (1) ◽  
pp. 459-474
Author(s):  
Glenn Caraig ◽  
◽  
Gregorio Jr Iyo ◽  
Ejeka Smart Kelechi ◽  
Marianne Caraig ◽  
...  
Keyword(s):  
Elementary Education ◽  
Students With Disabilities ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Resources ◽  
Significant Difference ◽  
Iso 9126 ◽  
E Learning ◽  
Building Activities

Purpose–This paper aims to identify the most commonly used E-learning resources in the classroom among Elementary Education students in one of the Local University and Colleges (LUCs) in Batangas, Philippines and evaluates the use of mobile technology and E-Learning System in terms of functionality, usability, efficiency, and reliability based on ISO 9126 evaluation standard.Method–The researchers utilized a self-made questionnaire to gather necessary data to evaluate the E-Learning system based on the ISO 9126 software quality metrics. The questionnaires consisted of three parts: profile of the participants; E-Learning System and E-Learning resources; evaluation of E-Learning System in terms of functionality, reliability, usability, and efficiency.The participants were ninety-three students: nondisabled and students with hearing and speaking problems. 460Results–The most commonly used E-Learning resources in the classroom by the students were laptop computers,smartphones, mobile applications, internet, and video tutorials. It was found out that the E-learning system is highly functional, highly usable, highly efficient, and reliable through the use of mobile technology. This study also shows that there is no significant difference between the assessments of nondisabled students and students with disabilities using the E-Learning System.The participants statedthat E-learning system increases the quality of learning because it integrates all forms of media.Conclusion–Students and teachers were willing to embrace the E-Learning system, there is still a need of access other E-Learning resources, and ICT platforms. As depicted in the result of the study, since the computed values of all variables did not exceed the tabular value, the null hypotheses are hereby accepted. This implies that there is no significant difference between the assessments of nondisabled students and students with disabilities with regards to the E-Learning System.Recommendations–Internet connectivity should be a priority to be established to benefit all the delivery models such as face-to-face, self-paced, and individualized learning along with virtual interactions. Integrating mobile learning may help overcome the concerns with connectivity and convenience to a great extent. Leveraging on the utilization of mobile phones, there should beregular capacity-building activities and skills enhancements on E-Learning System and other related software and tools among the professors, and students.E-learning designers may consider the existence of the users with hearing and speaking disabilities to develop an e-learning environment that may be effective to all users generally.Practical Implications–Academic institutions would be able to adopt the same approach of using E-learning system though mobile technology to handle students with speaking and hearing problems in delivering teaching and learning.

DESIGNING E-LEARNING RESOURCES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOL WITH ADOBE FLASH AND HTML5 SYSTEMS

2018 ◽  
pp. 49-57
Author(s):  
N. A. Gluzman
Keyword(s):  
Primary School ◽  
Web Applications ◽  
Special Importance ◽  
Learning Resources ◽  
Multimedia Presentations ◽  
Adobe Flash ◽  
E Learning ◽  
High Level ◽  
And Training ◽  
Training Practice

In the modern educational space regarding the realities of the information society special importance is attached to issues related to the provision of a high level of informatization of education, which implies teachers’ mastering the necessary competencies and the ability to introduce e-learning resources into educational and training practice. Adobe Flash as one of the platforms for creating web applications and multimedia presentations enjoys greatest popularity with users including teachers. However, in connection with the announcement of discontinuing Adobe Flash support in 2020, the issue of choosing an analog to create web applications and presentations for use in teaching purposes is becoming particularly relevant. The article provides a comprehensive analysis of developing electronic educational resources by teachers using Adobe Flash and HTML5 for teaching math in primary school.

COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION

2018 ◽  
pp. 5-11
Author(s):  
A. S. Christochevskaya ◽  
S. A. Christochevsky
Keyword(s):  
Comparative Analysis ◽  
Learning Resources ◽  
Technical Base ◽  
Initial Stage ◽  
New Knowledge ◽  
Good Material ◽  
E Learning ◽  
New Material ◽  
High Level ◽  
Paper Method

Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.

Platform for Analysing and Encouraging Student Activity on Contest and E-learning Systems

2018 ◽  
Vol 12 ◽  
pp. 85-98
Author(s):  
Bojan Kostadinov ◽  
Mile Jovanov ◽  
Emil STANKOV
Keyword(s):  
Machine Learning ◽  
Data Collection ◽  
Educational Policy ◽  
Learning Systems ◽  
Data Sources ◽  
Or Education ◽  
Student Activity ◽  
The World ◽  
E Learning ◽  
Analyse Data

Data collection and machine learning are changing the world. Whether it is medicine, sports or education, companies and institutions are investing a lot of time and money in systems that gather, process and analyse data. Likewise, to improve competitiveness, a lot of countries are making changes to their educational policy by supporting STEM disciplines. Therefore, it’s important to put effort into using various data sources to help students succeed in STEM. In this paper, we present a platform that can analyse student’s activity on various contest and e-learning systems, combine and process the data, and then present it in various ways that are easy to understand. This in turn enables teachers and organizers to recognize talented and hardworking students, identify issues, and/or motivate students to practice and work on areas where they’re weaker.

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