scholarly journals TIME-MANAGEMENT AS BASE COMPONENT IN E-LEARNING

2020 ◽  
pp. 146-164
Author(s):  
D. V. Biriukova
Keyword(s):  
Time Management ◽  
Base Component ◽  
E Learning

scholarly journals Validation of a TAM Extension in Agriculture: Exploring the Determinants of Acceptance of an e-Learning Platform

2021 ◽  
Vol 11 (10) ◽  
pp. 4672
Author(s):  
Ivonne Angelica Castiblanco Jimenez ◽  
Laura Cristina Cepeda García ◽  
Federica Marcolin ◽  
Maria Grazia Violante ◽  
Enrico Vezzetti
Keyword(s):  
Technology Acceptance ◽  
Time Management ◽  
Agricultural Sector ◽  
Geographical Location ◽  
Ease Of Use ◽  
Content Quality ◽  
Learning Platform ◽  
Primary Determinant ◽  
E Learning ◽  
Acceptance Model

Supporting education and training initiatives has been identified as an effective way to address Sustainable Development Challenges. In this sense, e-learning stands out as one of the most viable alternatives considering its advantages in terms of resources, time management, and geographical location. Understanding the reasons that move users to adopt these technologies is critical for achieving the desired social objectives. The Technology Acceptance Model (TAM) provides valuable guidelines to identify the variables shaping users’ acceptance of innovations. The present study aims to validate a TAM extension designed for FARMER 4.0, an e-learning application in the agricultural sector. Findings suggest that content quality (CQ) is the primary determinant of farmers’ and agricultural entrepreneurs’ perception of the tool’s usefulness (PU). Furthermore, experience (EXP) and self-efficacy (SE) shape potential users’ perceptions about ease of use (PEOU). This study offers helpful insight into the design and development of e-learning applications in the farming sector and provides empirical evidence of TAM’s validity to assess technology acceptance.

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

scholarly journals Development of ontology-based model to support learning process in LMS

2021 ◽  
Vol 24 (1) ◽  
pp. 507
Author(s):  
Hussein Ali Ahmed Ghanim ◽  
László Kovács
Keyword(s):  
Learning Process ◽  
Time Management ◽  
Application Programming Interface ◽  
Domain Ontology ◽  
Actual Process ◽  
Process Ontology ◽  
Support Mechanism ◽  
Ontology Language ◽  
Ontology Model ◽  
E Learning

<p>E-Learning is an important support mechanism for educational systems to increase the efficiency of the education process including students and teachers. The current e-learning systems typically lack the level of metacognitive awareness, adaptive tutoring, and time management skills and have not always met the expectations of the learners as required. In this study, we introduce a novel ontological model for the learning process in the e-learning domain. In the framework, we have built a domain ontology that represents knowledge of the learning, the outcome domain ontology covers the whole learning process. We focused on the learning process ontology model conceptualizing knowledge constructions, such as learning courses, and we present the created course and learning process ontology in detail. In this work, we considered three layers of learning process. The top layer defines a general framework of learning process, conceptual model layer, defines the framework of the actual process of the learning process and course ontology model contains the knowledge unit of the learning process. The prototype ontology is constructed in protégé and managed by Java web ontology language-application programming interface (OWL-API). As a result, our model can solve the problems of current e-tutor systems. Also, it can be used for different domain in e-tutor systems. It can reach the characteristics of standardization, reusability, flexibility, and open knowledge. By applying this model, we can avoid applying isolated databases. The constructed ontology can be used in the future to control adaptive intelligent e-tutor frameworks.</p>

Motivational Factors of the Usage of Web 2.0 Tools for E-Learning in Business

2021 ◽  
pp. 231-249
Author(s):  
Cosmin Malureanu ◽  
Adriana Malureanu ◽  
Gabriel Lazar
Keyword(s):  
Web 2.0 ◽  
Time Management ◽  
Multiple Linear Regression Model ◽  
Motivational Factors ◽  
Subjective Character ◽  
Web 2.0 Tools ◽  
Team Members ◽  
Web Tools ◽  
Depth Analysis ◽  
E Learning

The reasons for introducing Web 2.0 tools into the business area are multiple, from efficiency to better time management. The provision of online services by companies develops the computer skills of team members, and the materials provided through Web tools 2.0 can be accessed by a larger number of end users and their quality can be permanently evaluated. This chapter proposes to investigate the motivational factors of the usage of Web tools 2.0 by companies' team members. In particular, the research is focused on e-learning based on Web 2.0 tools for training sessions organized by companies in Romania. The in-depth analysis revealed that this generally positive perception of using the e-learning course is founded on a series of objective aspects, identified in a multiple linear regression model, ranging from the perception of the benefit of professional development to the subjective character given by user experience (UX).

UNDERGRADUATE HEALTHCARE STUDENTS’ ATTITUDE TO E-LEARNING AT MEDICAL UNIVERSITY - PLOVDIV

2017 ◽  
Vol 5 ◽  
pp. 855-861 ◽  
Author(s):  
Yordanka Tsokova ◽  
Tanya Taneva ◽  
Biyanka Tornyova ◽  
Todor Cherkezov
Keyword(s):  
Time Management ◽  
Management System ◽  
Learning Experience ◽  
Content Management ◽  
University Education ◽  
First Year ◽  
First Year Students ◽  
E Learning ◽  
Traditional Classroom Teaching ◽  
Medical University

E-learning is seen as a possible solution to the problem of modernization of the university education in response to the changing needs of the society. In undergraduate healthcare training, e-learning is implemented predominantly as blended learning in addition to the traditional classroom teaching. A major factor in the success of e-learning are learners’ attitudes, beliefs and concerns. The aim of the present study was to investigate undergraduate healthcare students’ attitude to e-learning at Medical University – Plovdiv. In this case, e-learning is considered to be electronic educational resources organized as an interactive e-learning unit or course, provided through a learning content management system. The survey was carried out in 2016 through a self-reported questionnaire among 270 first year students from ten healthcare specialties. Participants were asked to express a degree of agreement with nine statements on a five point Likert scale. The influence of gender, age, specialty and previous e-learning experience on the opinion of students was investigated. The results showed that students’ attitudes towards e-learning were positive, but learners were not enthusiastic about it. Genders have different views about e-learning implementation – women are more likely to accept it. The experience first year students had did not allow them to judge if e-learning supports better time-management or life-long learning skills. Students agreed that implementation of e-learning depends on the subjects and there are disciplines that can be provided as distant courses within the learning management system.

scholarly journals The Latent of Student Learning Analytic with K-mean Clustering for Student Behaviour Classification

2018 ◽  
Vol 4 (2) ◽  
pp. 156
Author(s):  
Andi Besse Firdausiah Mansur ◽  
Norazah Yusof
Keyword(s):  
Student Performance ◽  
Time Management ◽  
Student Behavior ◽  
Learning System ◽  
Cluster Number ◽  
Data Set ◽  
Research Areas ◽  
Great Achievement ◽  
Future Data ◽  
E Learning

Since the booming of “big data” or “data analytic” topics, it has drawn attention toward several research areas such as: student behavior classification, video surveillance, automatic navigation and etc. This paper present k-mean clustering technique to monitor and assess the student performance and behavior as well as give improvement toward e-learning system in the future. Data set of student performance along with teacher attributes are collected then analyzed, it was filtered into 6 attributes of teacher that may potentially affect the student performance. Afterwards, k-mean clustering applied into the filtered data set to generate particular cluster number. The result reveal that Teacher1 statistically hold the highest density (0.27) and teachers with good speech/lectures tend to have strong correlation with another factor such as: commitment of teacher on preparing lecture material and time management utilization. If this synergy between teacher and student running flawlessly, it will be great achievement for e-learning system to the society.

scholarly journals A Reflection on Teachers' Experience as E-Learners

2009 ◽  
pp. 56-84 ◽  
Author(s):  
Tony Cunningham ◽  
Claire McDonnell ◽  
Barry McIntyre ◽  
Theresa McKenna
Keyword(s):  
Online Learning ◽  
Lived Experience ◽  
Time Management ◽  
Online Courses ◽  
Online Collaboration ◽  
Student Perspective ◽  
Online Learners ◽  
Effective Learning ◽  
E Learning ◽  
Scaffolding Learning

This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on designing e-learning. An understanding of the student perspective on online learning was obtained, but we were also able to reflect on our participation in the module on the basis of our other roles: as teachers and potential e-tutors, and as course designers. As a result, important considerations were identified for the design and facilitation of online courses. These include the support provided to online learners, particularly over the first few weeks; appropriate assessment methods; the facilitation of online collaboration; access to the Internet; time management; and contextualising and scaffolding learning activities. Some issues relating to the implementation of effective e-learning in higher education institutions were also considered. Our lived experience as e-learners was invaluable to our development as e-tutors and module designers, and this approach is strongly recommended to achieve effective learning on how to be an effective online tutor and facilitator and how to design and develop online programmes and activities that make full use of the strengths of online learning.

scholarly journals El proyecto ERASMUS+ ELIT-in: “Integración de los deportistas de élite al mercado laboral” (The ERASMUS+ ELIT-in project: “Integration of elite athletes into the labour market”)

2021 ◽  
Vol 16 (47) ◽  
Keyword(s):  
Labour Market ◽  
Time Management ◽  
Nonformal Education ◽  
Elite Athletes ◽  
Public And Private ◽  
Trabajo En Equipo ◽  
The Future ◽  
Project Integration ◽  
E Learning ◽  
Competencias Transversales

El proyecto ELIT-in nace con el objetivo de promover y apoyar el desarrollo de competencias transversales en los deportistas de élite para prepararlos al ámbito laboral al que se enfrentarán una vez terminada su carrera deportiva. Con base en el método Delphi se identificaron 110 habilidades blandas, las cuales fueron revisadas por un grupo de expertos, quienes determinaron siete competencias transversales que pueden ser transferidas al mercado laboral y que son reconocidas por los empresarios como relevantes. Dichas competencias son: Comunicación, Habilidades de emprendimiento, Ética en el trabajo, Habilidades en la resolución de conflictos, Habilidades de negociación, Trabajo en equipo y Gestión del tiempo. Para ello, se ha creado un Programa de Formación e-Learning llamado “ELIT-in A road to the future” (https://www.elit-in.net/), el cual puede integrarse en la educación no formal durante la carrera de los deportistas de élite. Actualmente 176 deportistas se encuentran realizando los cursos dentro de la plataforma “ELIT-in A road to the future”. Finalmente se propone la adopción de una serie de pautas posibles para los distintos agentes, tanto públicos como privados. === ELIT-in project was created with the aim of promoting and supporting the development of transversal skills in elite athletes to prepare them in the workplace they will face once their sports career is over. Based on the Delphi method, 110 soft skills were identified, which were reviewed by a group of experts who determined seven transversal competences that can be transferred to the labour market and that are recognized by employers as relevant. These competencies are: Communication, Entrepreneurship skills, Work ethics, Conflict resolution skills, Negotiation skills, Teamwork and Time management. For it, an e-Learning Training Program called “ELIT-in A Path to the Future” has been created (https://www.elit-in.net/). This program can be integrated into nonformal education during the career of elite athletes. Currently 176 athletes are taking the courses on the platform “ELIT-in A road to the future”. Finally, a series of possible guidelines are proposed for the different agents to adopt, both public and private.

scholarly journals Examining the Effectiveness of Corporate E-Learning in Global Talent Management

2017 ◽  
Vol 10 (2) ◽  
pp. 4
Author(s):  
Amy Ooi Wong ◽  
Karin Sixl-Daniell
Keyword(s):  
Time Management ◽  
Online Survey ◽  
Business Processes ◽  
Learning Experience ◽  
Talent Management ◽  
Future Research ◽  
It Services ◽  
Management Skills ◽  
Learning Program ◽  
E Learning

<p>The purpose of this study is to examine the effectiveness of corporate e-learning in the context of talent management on a global scale. It begins with a discussion of the importance of talent management, the challenges in global talent management, and the role of corporate e-learning in global talent management. Data collected via an online survey from 74 students (global leaders from a multinational IT provider with more than 90,000 employees across 50 countries) enrolled in a customized corporate e-learning program is presented and discussed. The findings suggest that corporate e-learning can be used to develop talent attributes and skills such as problem solving, analytical, communication, research, and time management skills. Specifically, analytical, communication, and time management skills are important predictors of overall corporate e-learning experience, while analytical and research skills are important predictors of job performance. As part of global talent management, companies can enroll their A-players, high performers or high potentials into relevant corporate e-learning programs that can be used to effectively address the training challenges of a scattered workforce and improve coordination among internal and outside collaborators and partners in complex business processes and projects. The sample for this study was limited to a multinational IT services provider. Future research should extend the scope of data collection to include talents from a variety of organizations, as well as a variety of geographies and industries to further investigate the generalizability of these findings.</p>

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