scholarly journals The Influence E-Learning Platforms of Undergraduate Education in Iraq

2021 ◽  
Vol 9 (4) ◽  
pp. 90-99
Author(s):  
Haider TH. Salim ALRikabi ◽  
Duha Khalid Abdul-Rahman Al-Malah ◽  
Ban Hassan Majeed ◽  
Ahmed Z. Abass
Keyword(s):  
Undergraduate Education ◽  
Learning Technology ◽  
Effective Learning ◽  
Engineering Sciences ◽  
Virtual Classes ◽  
E Learning ◽  
Advanced Stages ◽  
Learning Platforms ◽  
Electronic Administration ◽  
Self Learning

continue learning. Technology has become not only an activity but also a fundamental tool. Moreover, technology becomes the core media that allows education to happen. In Iraq Blended Learning used to overcome the pandemic and counting education Therefore, the use of computers and digital applications became part of daily life and for long hours. Therefore, properly designed digital educational activities linked to social media have become a powerful educational tool aimed at finding ways of effective learning. The use of interactive activities contributed to the growth of self-learning motivation and the building of a healthy mind capable of finding a way out for the advancement of educational reality when crises occurred. It has become impossible to do without mobile devices, because of the attractive features they have and the multiple advantages they provide in teaching mathematical, medical, and engineering sciences in universities of our study relied on comparing the most important educational platforms with the best operation for managing virtual classes and the auxiliary tools they contain, including adding materials, assignments, tests, and electronic attendance records with archiving classes and migrating students to the advanced stages, as it relied on the electronic administration mechanism. All of these procedures take place through the availability of the Internet.

scholarly journals Adoption of Chatbots for Learning among University Students: Role of Perceived Convenience and Enhanced Performance

2021 ◽  
Vol 16 (18) ◽  
pp. 200
Author(s):  
Reena Malik ◽  
Ambuj Shrama ◽  
Sonal Trivedi ◽  
Rikkee Mishra
Keyword(s):  
University Students ◽  
Service Industry ◽  
Policy Makers ◽  
Effective Learning ◽  
Technology Adoption Model ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms ◽  
Adoption Model

With the advent of internet and exponentially growing smartphone market, chatbots are becoming popular and are being widely used for interactions in varied fields. This study investigated the usage of chatbots for educational/learning purpose by university students. Wide research has been done exploring usage of chatbots in service industry; still there is vacuum regarding usage of chatbots in education for effective learning. Using path analysis, the study demonstrates validation of two newly added constructs as an extension in Technology Adoption Model and tries to understand the antecedents for intension to adopt chatbots. This study is of utmost importance to researchers, policy makers, system designers for e- learning platforms, teachers, and students in order to make learning effective.

Service-based Grid Architectures to support the Virtualization of Learning Technology Systems

2008 ◽  
pp. 44-61
Author(s):  
Gerard Gleeson ◽  
Claus Pahl
Keyword(s):  
Web Services ◽  
Peer To Peer ◽  
Tool Support ◽  
Learning Technology ◽  
Client Server ◽  
Distribution Of Resources ◽  
E Learning ◽  
Learning Platforms ◽  
Technology Systems

E-Learning has been a topic of increasing interest in recent years, due mainly to the fact that content and tool support can now be offered at a widely affordable level. As a result, many e-learning platforms and systems have been developed. Client-server, peer-to-peer and recently Web services architectures often form the basis. Drawbacks of these architectures are often their limitations in terms of scalability and the availability and distribution of resources. This chapter investigates grid architectures in the context of e-learning as a proposed answer for this problem. The principles and technologies of Grid architectures are discussed and illustrated using learning technology scenarios and systems.

Role of e-learning technology and culture on learning agility: An empirical evidence

2020 ◽  
pp. 1-14 ◽  
Author(s):  
Susmita Ghosh ◽  
Ashutosh Muduli ◽  
Sameer Pingle
Keyword(s):  
Business Environment ◽  
Learning Technology ◽  
Learning Agility ◽  
Effective Learning ◽  
Workforce Agility ◽  
E Learning ◽  
Survey Instruments ◽  
Relationship Of ◽  
The Relationship

BACKGROUND: The complexity and dynamism involved in the current business environment requires agile workforce. Workforce agility requires learning agility which is the capability to acquire knowledge willingly, quickly and effectively. Promoting learning agility requires organisations to explore and identify facilitator or barriers for higher performance. In this context, organisational culture and E learning technology may play an important role to promote learning agility for better performance. OBJECTIVE: The study aims to investigate the role of culture and e-learning technology on learning agility. In detail, the research examines the relationship between learning agility and outcome. Further, the research also seeks to examine the mediating relationship of culture and e-learning between learning agility and outcome. METHODS: The survey-based research has been designed following validated survey instruments. Data collected from 776 executives across all levels has been analysed using structural equational modelling using IBM AMOS software. RESULTS: The result proved learning agility significantly related with outcome. Secondly, culture and e learning technology mediate between learning agility and outcome. The result suggests organisations to nurture suitable culture and adopt e-learning technology to facilitate effective learning agility. CONCLUSIONS: Learning agility is critical for making workforce and business agile. The unpredictable and complex business environment can be managed through agile learners. Organisations need to nurture and adopt suitable culture and technology for better performance.

scholarly journals E-Learners’ Challenges and Coping Strategies in Interactive and Collaborative e-Learning in Kenya

2020 ◽  
Vol 8 (11) ◽  
pp. 50
Author(s):  
Rachael Njeri Kibuku ◽  
Daniel Orwa Ochieng ◽  
Agnes Nduku Wausi
Keyword(s):  
Coping Strategies ◽  
Higher Learning ◽  
Learning Technology ◽  
Institutions Of Higher Learning ◽  
Information And Communication ◽  
E Learning ◽  
Learning Platforms ◽  
And Mathematics ◽  
And Coping ◽  
Depth Interviews

Some universities in Kenya have taken up e-learning to flexibly deliver learning and bridge the educational access gap. Despite the benefits that e-learning offers to the e-learners, there are challenges that they must cope with. The aim of this paper is to present the challenges that emerged from a research that was undertaken in two Institutions of Higher Learning (IHLs). It also presents the coping strategies that e-learners used to overcome the challenges. The research used the constructivist version of Grounded Theory (GT) methodology. It used in-depth interviews and participant observations to gather data from the e-learners, e-tutors, e-learning managers and e-learning platforms. Therefore, the research yielded qualitative data which was analyzed using Atlas.ti software. Data was analyzed thematically to establish the patterns of challenges and the equivalent coping strategies. The results are presented using the Gioia technique and the discussion used the vignettes technique from participants in order to preserve their voice. The challenges that emerged relate to: e-content, coursework, internet access, e-learning technology, Information and Communication Technology (ICT) skills and training, interaction and collaboration, personal issues, teaching of Science, Technology, Engineering and Mathematics (STEM) courses and the tutorials. Recommendations on how to tackle these challenges have also been suggested. An understanding of these challenges is important to the e-learning players so that they can adopt interventions to mitigate them and hence improve interaction and collaboration. The results presented in this paper are part of the larger research whose main objective was to develop an e-learning theory for interaction and collaboration.

Self-organization of students’ activity as a condition of effective electronic educational communication

2019 ◽  
Vol 64 (1(251)) ◽  
pp. 163-174
Author(s):  
Nina L. Sungurova ◽  
Natalya B. Karabushchenko ◽  
Daria Mikhailova
Keyword(s):  
Educational Communication ◽  
Network Activity ◽  
Traditional Learning ◽  
Learning Technology ◽  
Personal Time ◽  
Learning Tasks ◽  
E Learning ◽  
Self Organisation ◽  
The Individual ◽  
Self Learning

The virtual environment allows solving new educational problems, but also generates new educational, psychological and pedagogical effects, new experience. E-learning, like traditional learning, is realised with the help of three most common technologies: self-learning technology; one-to-one learning technology; one-to-many learning technology. At the same time, e-learning interaction involves self-organisation of the individual and the organisation of joint distributed activities of students. Self-organisation of the individual is understood as the ability to structure personal time, tactically plan own activities, purposefully act in solving problems. The effectiveness of educational activities of students in the conditions of e-learning depends on how students are guided by their own internal principles, the ability to create conditions for the optimization of learning tasks and actions. The article presents the results of theoretical and empirical research of self-organisation of the individual in the context of effective distribution of time resources, describes the psychological strategies of network activity of students, highlights the features of educational styles, levels of psychological efficiency of interaction with information technology.

scholarly journals Pemanfaatan Teknologi Media Pembelajaran di Masa Pandemi Covid-19

2020 ◽  
Vol 2 (02) ◽  
pp. 1
Author(s):  
Riasatul Habibah ◽  
Unik Hanifah Salsabila ◽  
Windi Mega Lestari ◽  
Oqy Andaresta ◽  
Diah Yulianingsih
Keyword(s):  
Online Learning ◽  
Elementary Schools ◽  
Learning Technology ◽  
Media Technology ◽  
Literature Study ◽  
Interview Method ◽  
The World ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms

In everyday life we are used to dealing with technology, but it is different today. Since the covid-19 virus came to the world, especially the Indonesian state, Indonesian education has been carried out differently. During this pandemic, education was carried out by utilizing learning platforms that actually existed but were rarely used, but for now of course it is a new thing for some education circles because they are not familiar with technology in education. There are so many platforms that can be used for online learning that can be used by all educational institutions including children in elementary schools, namely there is a google classroom which is a form of e-learning that uses WebCT, YouTube, WAG, Edmodo, Zoom, Googlemeet and there are many other supporting applications. This study aims to determine the use of online learning technology during the Covid-19 pandemic using the Google classroom, YouTube, WAG, Edmodo, Zoom, and Googlemeet platforms. And the results of research using the interview method, literature and literature study show that technology has many roles and benefits in the world of education, especially when learning in the midst of the Covid-19 pandemic. By conducting interviews with teachers and students, it can be concluded that the learning media technology that is mostly used by elementary schools is WAG and also google classroom.Keywords: covid-19, platform google classroom, online learning, WAG.

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

Kesiapan Sekolah Menghadapi OSN Ekonomi SMA Di Kota Padang

2018 ◽  
Vol 8 (2) ◽  
pp. 60
Author(s):  
Yuhendri L.V
Keyword(s):  
Information Technology ◽  
Literature Review ◽  
Learning Technology ◽  
Scientific Journals ◽  
Research Results ◽  
Learning Challenges ◽  
E Learning

The development of information technology has spawned the innovation of learning technology, one of which is the application of E-learning that develops along the paradigm of learning changes. Implementation of E-learning in addition to providing benefits are also still faced with various problems that become challenges in the application of E-learning resulting in a variety of perceptions that develop in society. This article aims to describe the opportunities, challenges, and implementation of E-learning in Indonesia. This paper is a literature review by using relevant sources related to theoretical and empirical reviews of E-learning challenges, opportunities, and implementation. Sources of theoretical reviews use books, other documents on E-learning, while for empirical reviews using research results published in scientific journals.

ANALYSIS OF STUDENT ACTIVITIES ON COMPUTER - A STUDY ON PUNJAB UNIVERSITY, INDIA

2012 ◽  
Vol 3 (3) ◽  
pp. 354-358
Author(s):  
Dr Gunmala Suri ◽  
Sneha Sharma
Keyword(s):  
Learning Activities ◽  
Information Collection ◽  
Learning Tools ◽  
Student Activities ◽  
Group Activities ◽  
E Learning ◽  
Faculty Department ◽  
Self Learning

The purpose of this research is to investigate and understand how students are using computer. The activities that a student undertakes with the help of computers which might be fulfilling some academic or non academic purpose, is of great interest. It will help in understanding the limitations and potentials offered by the technology for use of computer in classroom. This paper brings out the three major kinds of activities that students undertake with computer; self learning activities, Information collection tasks and communication and group activities. The study further analyses the effect of demographics i.e. gender, age and faculty (department) of students on the activities with computer. The results show that gender has no impact on the activities of students with computer. The age impacts only the activities related to Information collection by using computer where as the faculty of student significantly impacts all the activities viz. self learning activities, Information collection tasks and communication and group activities. The findings from this research can be used in designing future e-learning initiatives and development e-learning tools

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