scholarly journals Impact of Digital Media and E-Learning Solutions on Contemporary Management Education

2019 ◽  
Vol 9 (2) ◽  
pp. 4819-4825
Keyword(s):  
Digital Media ◽  
Tamil Nadu ◽  
Sampling Method ◽  
Management Education ◽  
Learning Technologies ◽  
Intention To Use ◽  
Digital Tool ◽  
E Learning ◽  
Contemporary Management ◽  
The Impact

E-Learning becomes a latent transfer medium for education in India. the discrimination between rural and urban education is eroded with the advent of e-learning in our country. Digital devices like Smartphone, Tab etc. and digital media are functioning as catalyst between the Students and the Instructors. Recent years, Government has taken massive initiatives by introducing NPTEL, SWAYAM and so on to impart the quality education across the nation, especially in Higher Education. Objectives: To make objective and subjective assessment of the impact of digital tool and e-learning methodologies on the quality and the outcome of MBA programmes, to study the extent of practising e-learning methodologies by educational institutions in delivering quality management education, to understand the attitude of stakeholders in implementing digital tools and e-learning technologies. Methodology: The questionnaire is divided into six parts. First part includes demographic variables, second part includes devices and internet usage, third part includes e-learning components, fourth part includes attitude of stakeholders, fifth part includes intention to use digital media and e-learning and sixth part includes the impact of digital media and e-learning on students knowledge and career growth. Sampling method adopted for this study is multi stage random sampling method. In total 180 responses were collected using structured questionnaire in Tamil Nadu state. Results and Conclusion: The students’ attitude is positive towards the digital media and e-learning methods. Attitude and Infrastructure of the institution are not independent to each other. The factors like e-assignment, perception towards e-learning, Intention to use digital media, and attitude of the stakeholders are influencing the impact of digital media and e-learning solution on contemporary management education.

scholarly journals Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay

2020 ◽  
Author(s):  
Łukasz Tomczyk ◽  
Vladimir Costas Jáuregui ◽  
Cibelle Albuquerque de La Higuera Amato ◽  
Darwin Muñoz ◽  
Magali Arteaga ◽  
...  
Keyword(s):  
New Media ◽  
Dominican Republic ◽  
Digital Media ◽  
Latin American ◽  
New Technologies ◽  
Geographical Location ◽  
Digital Competence ◽  
Pilot Studies ◽  
E Learning ◽  
The Impact

Abstract The aim of the article is to highlight the key elements related to the implementation of new technologies in education from the perspective of the opinions and experiences of educators in the field in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. The text compares issues related to attitudes towards the use of new media in education, experiences with different forms of e-learning, and the level of restrictions on the use of smartphones in school. These variables are juxtaposed with the self-assessment of digital competence and how cyberspace is used. The survey was conducted using a standardised survey questionnaire translated into the relevant national languages in the first half of 2019, and involved a sample of 873 teachers representing eight countries. On the basis of the pilot studies it was noted that: 1) Teachers from LAC and EU like to use digital media - this is a constant trend independent of geographical location; 2) Teachers note that new technologies are not always better than analogue didactic aids; 3) Teachers from selected countries (the Dominican Republic, Brazil, Turkey, and Uruguay) have much greater techno-optimism in themselves than teachers from Bolivia, Poland, Finland and Turkey in terms of the impact of ICT on student motivation and engagement; 4) In all countries teachers prefer free online courses (the different forms of e-learning are used most often by those in the Dominican Republic, and the least often in Bolivia and Poland); 5) In each country teachers who highly value their own digital competences and have a positive attitude towards new media use ICT much more actively; 6) There is also a global trend in that the extensive use of cyberspace (typical e-services) appears in combination with the extensive use of various forms of e-learning; 7) Teachers from Ecuador are most likely to want to ban the use of smartphones in schools. The most liberal approach in this respect is taken by the Uruguayans; 8) The knowledge of the conditions related to restricting the use of smartphones goes beyond the analyses related to the style of use and attitude towards new media. This article is the result of pilot studies conducted within the framework of the SMART ECOSYSTEM FOR LEARNING AND INCLUSION project carried out in selected Latin American, Caribbean (LAC) and European (EU) countries.

scholarly journals Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education

1969 ◽  
Vol 38 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Heather Kanuka ◽  
Jennifer Kelland
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Learning Technologies ◽  
Learning Technology ◽  
Canadian Higher Education ◽  
Education Leaders ◽  
E Learning ◽  
Higher Education Leaders ◽  
The Impact

The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The findings of this study indicate that the value of e-learning requires further research before higher education leaders and teacher-practitioners are willing to incorporate them in teaching practices and policy documents.  

scholarly journals Education policy: the impact of e-learning on academic performance

2021 ◽  
Vol 244 ◽  
pp. 11024
Author(s):  
Elena Yu. Zolochevskaya ◽  
Svetlana G. Zubanova ◽  
Natalia V. Fedorova ◽  
Yana E. Sivakova
Keyword(s):  
Academic Success ◽  
Communication Technology ◽  
Sampling Method ◽  
Higher Learning ◽  
Educational Institutions ◽  
Favourable Effect ◽  
Information And Communication ◽  
E Learning ◽  
The Impact ◽  
Positive Effect

The high use of web systems in learning implies that e-learning is becoming a common successful learning method in wider academic contexts. In order to enhance and support schooling and literacy, e-learning includes leveraging information and communication technology (ICT). The purpose of the analysis was to determine the correlation between e-learning and the academic achievement of students in higher learning. A set of 150 author’s observational studies, carried in Russian educational institutions (both in the period before and during the COVID-19pandemic), was used to measure findings using Cohen’s formula focused on a rigorous sampling method. The findings of the equation (= 0.712) reveal that ICT has a major statistically favourable effect on the academic success of students in elearning. The results suggest that ICT has a substantial positive effect on the total success of students in universities.

The Impact of E-Learning on CTE from an Adult Education Perspective

2009 ◽  
pp. 155-165
Author(s):  
Ian Gordon ◽  
Don Quick ◽  
Linda Lyons
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Lifelong Learning ◽  
Learning Technologies ◽  
Life Goals ◽  
Lifelong Learners ◽  
Career And Technical ◽  
Alternative Approach ◽  
E Learning ◽  
The Impact

This chapter provides an alternative approach to career and technical education (CTE) and the use of e-learning technologies. The authors suggested that, by shifting our emphasis in education from the development of people to meet occupational and economic needs to the development of people as individuals, they might become more successful in meeting occupational and economic goals. Based on lifelong learning, we concentrated on experiential learning, critical reflection, transformative learning, and learning communities as best educational practices. Having established the pedagogical basis for lifelong learning, they will then focus on the impact of e-learning and how it can be used to foster and develop these practices. The authors then discuss how these technologies can be used to help create lifelong learners and a learning society. The authors conclude with a discussion of two groups of CTE learners and how the use of e-learning technologies may help meet their learning, career and life goals.

scholarly journals Analysis of digital training platforms of universities: domestic and foreign experience

2021 ◽  
pp. 169-179
Author(s):  
A. Seitbatkalova ◽  
S. Mukan ◽  
S. Tamenova
Keyword(s):  
Main Tool ◽  
Learning Technologies ◽  
Educational Process ◽  
Competitive Advantages ◽  
Digital Platforms ◽  
Large Databases ◽  
Teachers And Students ◽  
E Learning ◽  
Sustainable Competitive Advantages ◽  
The Impact

The purpose of the study. Assessment of the impact the COVID-19 pandemic on the quality of education based on a study of the implementation of e-learning technologies using digital platforms in both foreign and Kazakhstani universities.Methodology. Problems related to online learning and possible solutions were identified based on a retrospective and comparative analysis of foreign and Kazakhstan scientific research. Scientific literature search was carried out in large databases: Researchgate, Springer, ScienceDirect. During the search, 481 scientific articles were found that matched the entered search parameters. Given the inclusion and exclusion criteria, 465 papers were screened out, and the remaining 16 were sent for analysis.Originality / value of the research. Along with identifying barriers to the introduction of e-learning, the main factors during the COVID-19 pandemic were identified that influenced the effectiveness of the educational process. The study revealed that digital platforms create sustainable competitive advantages and are the main tool for modernizing the learning process.Findings. As a result of the study, the most significant factors related to technological knowledge management, as well as the level of readiness of universities, teachers and students to implement e-learning, were identified.

E-Learning for All? Maximizing the Impact of Multimedia Resources for Learners with Disabilities

2009 ◽  
pp. 154-179 ◽  
Author(s):  
Morag Munro ◽  
Barry McMullin
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Learning Technologies ◽  
Technical Detail ◽  
Practical Advice ◽  
Educational Multimedia ◽  
Multimedia Resources ◽  
E Learning ◽  
Accessibility Issues ◽  
The Impact

This chapter examines some of the tensions that may exist between e-learning and accessibility in higher education, and aims to redress the balance between them. The chapter necessarily involves some significant technical detail. It examines and reports on the accessibility issues associated with particular e-learning technologies that are either current or emerging in this dynamic field. Nonetheless, the discussion attempts to provide practitioners with practical advice that will assist them in designing multimedia-based e-learning that is both innovative and inclusive. Integral to this is a framework for best practice for the development of accessible educational multimedia.

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