scholarly journals THE EDUCATIONAL AND THERAPEUTIC BENEFITS OF “CONTENT-FOCUSED ACCESSIBLE E-LEARNING MATERIAL” FOR VISUALLY IMPAIRED UNIVERSITY STUDENTS

2021 ◽  
pp. 278-290
Author(s):  
Chikako Ota ◽  
Keyword(s):  
Visually Impaired ◽  
Learning Material ◽  
Learning Materials ◽  
Therapeutic Benefits ◽  
Foreign Countries ◽  
Self Study ◽  
The Us ◽  
E Learning ◽  
Visually Impaired Students ◽  
Educational Therapy

The idea of “educational therapy” is quite different in Japan compared to foreign countries, especially in the US, where educational therapy is quite advanced. Therefore, this study determines the educational therapeutic benefits of the author’s “Content-Focused Accessible E-Learning Material” for English self-learning, based on the concept developed in the US, particularly focusing on visually impaired students. These students experience various difficulties in higher education, such as 1) the absence of learning materials in braille, 2) commercial unavailability of magnification-capable learning materials and digital materials, and 3) lack of text-to-speech function in many learning materials. To study whether the material had any therapeutic benefits for these students, the author obtained feedback from 33 students. The feedback was based on the following questions: (1) technical aspects: Did the material reduce/rid the load/concern they felt; and (2) mental aspects: Did the material increase the willingness/autonomy or decrease anxieties and did they feel accomplished or motivated to improve their longitudinal English self-study? The findings show that the material was beneficial to them in five ways. The goal of this study was accomplished to a considerable degree; the use of this material reduced students’ mental burden in learning based on both qualitative and quantitative feedback from visually impaired students.

scholarly journals The Challenges of Adopting M-Learning Assistive Technologies for Visually Impaired Learners in Higher Learning Institution in Tanzania

2020 ◽  
Vol 15 (01) ◽  
pp. 140
Author(s):  
Juliana Samuel Kamaghe ◽  
Edith Talina Luhanga ◽  
Michael Kisangiri
Keyword(s):  
Visually Impaired ◽  
Learning Technologies ◽  
Assistive Technologies ◽  
Higher Learning ◽  
Drop Out ◽  
Internet Users ◽  
E Learning ◽  
Visually Impaired Students ◽  
The University ◽  
Learning Institutions

In the past decades, the world has experienced major changes in the advancement of learning technologies which has enabled learners to engage in their learning activities anywhere. The penetration of mobile phone internet users in Tanzania has been increasing from 2 million in 2011 to 23mil in 2017 The adoption of mobile-based learning (M-learning) for students who are visually impaired in Tanzania has become a major bottleneck since most of the e-learning contents assume that learners have sight and thus include a lot of visualizations. This causes visually impaired students in higher learning Institutions (HLIs) to face challenges such as technical knowledge gaps. Lack of skills and inaccessibility of online contents, which then lead to drop out of the university. The aim of this study is to determine the awareness and usage levels of existing mobile assistive technologies for visual impairment, and the remaining challenges that visually impaired students face, when using such tools on smartphones to access m-learning content from HLIs. in Tanzania. The research was conducted an observational and contextual inquiry study at three major HLIs. We found that 67% of respondents did not have knowledge of m-learning assistive technologies, and their technology barriers for visually impaired students. Also, knowledge, accessibility of Assistive technology and affordability can hinder the adoption of m-learning in Higher Learning Institutions

Providing Personalized Services to Users in a Recommender System

2015 ◽  
Vol 10 (2) ◽  
pp. 26-48 ◽  
Author(s):  
Olukunle Oduwobi ◽  
Bolanle Adefowoke Ojokoh
Keyword(s):  
Collaborative Filtering ◽  
Recommender System ◽  
Learning Ability ◽  
Learning Material ◽  
Electronic Library ◽  
Learning Materials ◽  
Personalized Services ◽  
E Learning ◽  
Personalized Recommender System ◽  
Content Based Filtering

Instructors recommend learning materials to a class of students not minding the learning ability and reading habit of each student. Learners are finding it problematic to make a decision about which available learning materials best meet their situation and will be beneficial to their course of study. In order to address this challenge, a new e-learning material recommender system that is able to recommend quality items to learners individually is required. The aim of this work is to develop a Personalized Recommender System that switches between Content-based and Collaborative filtering techniques, with an objective to design an algorithm to recommend electronic library materials, as well as personalize recommendations to both new and existing users. Experiments were conducted with evaluations showing that the recommender system was most effective when content-based filtering and collaborative filtering were used to recommend items for new users and existing users respectively, and still achieve personalization.

Application of VoiceXML in e-Learning Systems

2010 ◽  
pp. 92-108 ◽  
Author(s):  
A. A. Azeta ◽  
C. K. Ayo ◽  
A. A. Atayero ◽  
N. A. Ikhu-Omoregbe
Keyword(s):  
Distance Learning ◽  
Visually Impaired ◽  
Learning Systems ◽  
Learning Technology ◽  
Information And Communication ◽  
E Learning ◽  
Visually Impaired Students ◽  
The Voice ◽  
Usability Criteria

This chapter examines the learning environment of visually impaired students in the school for the blind. The level of Information and Communication Technology (ICT) utilization and adoption is reported with specific interest in VoiceXML and its application areas. As a case study, a prototype voice-based e-Learning application for course registration and examination was developed and reported. The system was evaluated using ISO 9241-11 usability criteria. The outcome of the usability evaluation is also presented. The voice-based e-Learning technology described in this chapter will improve accessibility to education, including distance learning for learners who are visually impaired in the school for the blind.

Optimizing Student Engagement in Online Learning Environments

2018 ◽  
pp. 671-702
Author(s):  
Mukta Goyal ◽  
Rajalakshmi Krishnamurthy
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning System ◽  
Learning Material ◽  
Learning Materials ◽  
Efficient Manner ◽  
Course Content ◽  
Information And Communication ◽  
E Learning

In today's scenario, e-learning has become a significant part of the academic environment as well as of the corporate training sectors. Advancement in Information and Communication Technologies (ICTS) has brought new intersection of education, teaching, and learning that defines e-learning. E-learning systems deliver information for education at any time and at any place in an efficient manner. E-learning system consists of course content or learning materials in the form of nodes. These nodes are linked such that users can traverse the other nodes in the hypermedia environment. These learning concepts are available synchronously and asynchronously in different ways of representation. This presents learning materials in a disorganized manner to the learners. Due to this, learners may decline to adapt the learning material or may deviate from their goals. This requires a user model to respond to different needs of a learner. To handle the uncertainty of learner's mind while learning the concepts an intuitionistic fuzzy approach is used.

The Cooperation Solution for Universities

2011 ◽  
pp. 423-429
Author(s):  
Michaela Knust ◽  
Svenja Hagenhoff
Keyword(s):  
Higher Education ◽  
Further Education ◽  
Academic Education ◽  
Tuition Fees ◽  
Learning Materials ◽  
Face To Face ◽  
The Us ◽  
Study Programs ◽  
E Learning ◽  
Financing Higher Education

E-learning gained a significant foothold in the field of higher education in the US and Europe during the last decade of the 20th Century. For the last couple of years, media-based teaching has increasingly supplemented university lessons. However, the production and further development of e-learning materials have significant cost potentials, which are much higher than face-to-face lectures (Seibt, 2001). Due to the lack of financial resources, state-run universities, in particular, need to find ways to finance the development and maintenance of such expensive, high-quality e-learning materials. Charging tuition fees is one commonly used method of financing higher education throughout Europe and the US (Eicher & Chevaillier, 2002b). In Germany, however, students do not have to pay tuition fees for their primary academic education at state-run universities. Only further education comes at a cost. Given the high demand for further education, we assume that we can potentially cross-subsidize the primary academic education with proceeds from further educational products and study programs.1 However, when considering intensified activities in the further education sector, one needs to verify whether the existing university structures are able to meet the challenges involved.

Textbooks or E-learning? Learners’ Preferences and Motivations in a Japanese EFL Classroom

2017 ◽  
Vol 41 (2) ◽  
pp. 3
Author(s):  
Kazunari Shimada
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Sem Analysis ◽  
Learning Material ◽  
Learning Context ◽  
Web Based ◽  
Face To Face ◽  
Positive Attitudes ◽  
Self Study ◽  
E Learning

This study investigates Japanese EFL learners’ attitudes and preferences towards textbooks and web-based materials in a blended learning context. Sixty-four undergraduate students of a two-semester English course were asked to complete a questionnaire, which was designed to measure their satisfaction with each type of learning material and their motivation and autonomy in learning English, especially in grammar practice. The results revealed that a greater number of students preferred web-based materials to paper-based ones. Additionally, the results of SEM analysis indicate that learner satisfaction with e-learning materials has a positive effect on their attitudes towards self-study. However, students who preferred textbooks appreciated their advantages, such as the ability to take handwritten notes and the ease of understanding grammar points with face-to-face feedback. Therefore, the findings suggest that a well-balanced blend of materials may meet a wide variety of learners’ needs and promote positive attitudes towards autonomous language learning. 本研究は、ブレンディッドラーニング（ブレンド型学習）環境での教科書とeラーニング教材使用に関する日本人英語学習者の考え方と好みを調査したものである。通年の英語科目を履修している大学生64名を対象に、それぞれの教材に対する満足度、英語学習、特に文法演習への動機づけ、及び自律性を測るアンケートを実施した。その結果、eラーニング教材を好む学生の数が教科書を好む学生の数を上回った。また、構造方程式モデリング（SEM）の分析結果から、eラーニング教材に対する満足度は学習者の自主学習にプラスの影響を及ぼすことが示唆された。しかし教科書を好む学生は、手書きで書き込みができること、教師からの対面でのフィードバックで文法項目が理解しやすいこと、といった教科書使用の利点を高く評価した。従って本研究の結果から、教材をバランスよく使用することで、学習者の多様なニーズに応えることができ、学習者の自律的な言語学習が促進される可能性があることが示唆された。

scholarly journals PEMANFAATAN TIK UNTUK PENDIDIKAN (E-LEARNING) DI SMP

2014 ◽  
pp. 523-532
Author(s):  
Jaka Warsihna
Keyword(s):  
High Schools ◽  
Human Resources ◽  
Junior High ◽  
Junior High Schools ◽  
Absorption Enhancement ◽  
Learning Material ◽  
Learning Materials ◽  
Ict Use ◽  
E Learning ◽  
The Impact

diterima: 13 Januari 2013; dikembalikan untuk revisi: 26 Januari 2013; disetujui: 13 Februari 2013;Abstrak:Penelitian ini bertujuan untuk: (1) mengetahui bagaimana kebijakan Dinas Pendidikan dan Kepala Sekolah terhadap TIK untuk pendidikan; (2) mengidentifikasi infrastruktur TIK; (3) mengidentifikasi sumber daya manusia; (4) mengidentifikasi materi pembelajaran berbasis TIK; (5) mengetahui model pemanfaatan TIK untuk pendidikan; dan (6) dampak pemanfaatan TIK untuk pendidikan. Penelitian ini merupakan studi evaluasi dengan menggunakan metode penelitian deskriptif kualitatif. Subjek penelitian, yaitu Kepala Sekolah, guru, siswa, dan tenaga kependidikan di SMP Negeri Kota Pontianak. Teknik pengumpul data yang digunakan, yaitu: wawancara, observasi, dan mencatat arsip serta dokumen. Hasil penelitian menunjukkan bahwa: (1) kebijakan Dinas Pendidikan dan Kepala Sekolah sangat mendukung pemanfaatan TIK untuk pendidikan; (2) infrastruktur TIK di SMP Negeri Kota Pontianak ada tiga kategori yaitu: lengkap, sedang, dan kurang; (3) SDM dalam pemanfaatan TIK untuk pendidikan dapat dikelompokkan menjadi tiga yaitu: terampil, cukup terampil, dan kurang terampil; (4) materi pembelajaran berbasis TIK yang dimiliki sekolah dapat dikelompokkan menjadi tiga yaitu: lengkap, sedang, dan kurang; (5) pemanfaatan TIK untuk pendidikan di sekolah dapat dikelompokkan menjadi tiga yaitu: maju, sedang, dan kurang; dan (6) setelah memanfaatkan TIK pelayanan administrasi sekolah menjadi lebih efisien dan afektif, pembelajaran menjadi lebih menarik, meningkatkan profesionalitas guru, minat belajar siswa meningkat, daya serap menjadi lebih baik, tingkat kelulusan meningkat, dan nilai UN terus meningkat.Kata Kunci: pemanfaatan, TIK, pendidikan, e-learning, SMP, kualitatif.Abstract:This study aimed to: (1) find out the ICT for education policy of The Education Office and principals(2) identify the ICT infrastructure, (3) identify the human resources, (4) identifiy ICT-based learning materials, (5) identify the model of ICT utilization for education, and (6) the impact of ICT on education. This study was an evaluation study using qualitative descriptive method. Subjects of the study were the principals, teachers, students, and academic staff of Junior High Schools in Pontianak. The technique for data collection were: interview, observation, and archival and document recording. The results showed that: (1) the policy of The Education Office and principals strongly supported the use of ICT for education, (2) there were three main cathegories of ICT infracstructure in Junior High Schools in Pontianak,namely equipped, fairly equipped, and less equipped, 3) Human resources of ICT use for education could be classified into three cathegories, namely: skilled, fairly skilled,, and less skilled, (4) The availability of the ICT-based learning materials in schools could be divided into three states, namely: fully available,fairly available, and less available, (5) The level of ICT use for education in schools could be cathegorized into 3 levels, they are advance, intermediate and less utilization, and (6) The use of ICT had positive impacts on the efficiency and effectiveness of school administration, learning attractiveness, teacher professionalism, student interest in learning, learning material absorption, enhancement of passing rate, and National Examination scores.Key words: ICT, learning, junior high school, distric, and qualitative

Sign in / Sign up

Export Citation Format

Share Document