Importance of Interface Design in e-Learning Tools

2012 ◽  
pp. 49-71
Author(s):  
Kamran Sedig
Keyword(s):  
Interaction Design ◽  
Interface Design ◽  
Learning Tools ◽  
Information Interaction ◽  
E Learning ◽  
Computer Based ◽  
Main Components ◽  
Educational Information

This chapter discusses a number of issues pertaining to interface design in e-Learning Tools (ELTs)—where ELTs refer to computer-based software that mediates and supports learners’ engagement with educational information. The design of the interfaces of ELTs involves two main components: representation and interaction. This chapter discusses eight issues that need to be considered when designing and evaluating ELTs: 4 regarding representation design and 4 regarding learner-information interaction design. The issues of representation design are: (1) selecting, (2) coupling, (3) encoding, and (4) scaffolding. The issues of interaction design are: (1) focus, (2) flow, (3) multiplicity, and (4) compositeness and externalization. Each of these is discussed and one study involving a tool is presented for each issue to highlight the importance of paying attention to that issue when designing and evaluating the interface of ELTs.

Interactivity of Information Representations in e-Learning Environments

2012 ◽  
pp. 29-50
Author(s):  
Kamran Sedig ◽  
Paul Parsons
Keyword(s):  
Learning Environments ◽  
Distributed Cognition ◽  
Emergent Property ◽  
Structural Elements ◽  
Information Interaction ◽  
Control Event ◽  
E Learning ◽  
Computer Based ◽  
Cognition And Learning ◽  
Flow Propagation

This chapter is concerned with interactivity of information representations in e-learning environments (ELEs)—where interactivity refers to the quality or condition of interaction with representations in an ELE. An ELE is any interactive computer-based software that mediates and supports learners’ engagement with information. This chapter draws upon literature from the areas of human-information interaction, distributed cognition, and learning sciences with the goal of developing and exploring the features of a preliminary framework for thinking about interactivity in the context of ELEs. In this chapter we provide some background and motivation for such a framework, and identify and elaborate upon 10 structural elements of interaction that affect the interactivity of information representations: actual affordances and constraints, articulation mode, control, event granularity, focus, action flow, reaction flow, propagation, transition, and perceived affordances and constraints. Each of these has an effect on the learning and cognitive processes of learners, and the overall interactivity of an ELE is an emergent property of a combination of these elements. Collectively, these elements can serve as a framework to help thinking about design and analysis of interactivity in ELEs.

scholarly journals Development & Evaluation of E-Learning Module Based on Visual and Global Preferences Using a User-Centered Design Approach

2021 ◽  
Vol 16 (15) ◽  
pp. 139
Author(s):  
Harry Budi Santoso ◽  
Panca O. Hadi Putra ◽  
Febrian Fikar Farras Hendra S
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Interaction Design ◽  
Interface Design ◽  
Learning Objects ◽  
User Centered Design ◽  
Alternative Design ◽  
Learning Module ◽  
E Learning ◽  
User Centered

Students develop various learning styles based on their preferences and learning habits. To serve different learning styles in a class with a number of students using the conventional face-to-face teaching method is not practical; therefore, the idea of personalized e-Learning to accommodate differences in learning style has arisen. Building on this idea, this research intends to provide an alternative interaction design for e-Learning modules by developing content based on user needs using the User-Centered Design methodology. Due to a lack of e-Learning content for visual and global preferences in the Felder-Silverman learning styles, User-Centered Design is chosen as the basis to design the e-Learning module. The result consists of an alternative design and a proposed interface design. The alternative design describes learning objects and navigation of the e-Learning module. The proposed interface design is a prototype of an interactive e-Learning module. After being evaluated, the prototype satisfies the user's expectations in terms of content translation, content navigation, and interactivity throughout the module.

Metaphors in Interface Design of E-Learning

2016 ◽  
pp. 190-205 ◽  
Author(s):  
Mehmet Firat ◽  
Işıl Kabakçi Yurdakul
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Interface Design ◽  
Self Control ◽  
Learning Tools ◽  
Student Centered ◽  
Concept System ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Interface Designs

It is quite important to effectively benefit from e-learning tools and environments which have dynamic structures in order to meet the learning needs of distance learners. E-Learning provides independence of time and space, student-centered, learner-controlled, flexible learning environments and equal educational opportunities. However, this flexibility has increased learners' self-cognition, self-control and self-responsibility for learning. In order for learners to cope with these issues, it is important to use metaphorical interfaces made up of metaphors as structures that provide clues to understand a new and complex concept, system or model. In this study, three main issues are discussed. These issues are e-learning and distance education, interface designs for distance education and metaphors in interface design. In the last part of the study, the advantages and disadvantages of metaphorical interface design in distance education are discussed. Based on these discussions, some important recommendations provided. The main purpose of this study is to discuss three main issues. These issues are e-learning and distance education, interface designs for distance education and metaphors in interface design. In the last part of the study, the advantages and disadvantages of the metaphorical interface design in distance education and e-learning environments will be discussed. Based on these discussions, some important recommendations will be provided.

Essential E Learning Tools, Techniques and Open CourseWare for E Learners and Trainers

2016 ◽  
pp. 148-177
Author(s):  
Sarika Sawant
Keyword(s):  
Open Source ◽  
Teaching And Learning ◽  
Video Tape ◽  
Learning Tools ◽  
Web Based ◽  
Cd Rom ◽  
Computer Based Learning ◽  
Technology Applications ◽  
E Learning ◽  
Computer Based

E-learning includes several types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. E learning is a learner-friendly mode of learning, offering alternative, self-paced and personalised ways of studying. The present chapter explains the synchronous and asynchronous mode of e learning with its features. It also defines and summarises the impact of open source software on teaching and learning process. The numerous open source e learning tools are discussed with examples such as Open source LMS, Open source authoring tools, Open source audio editing software, Open source social bookmarking tools, Open source CMS etc. It also throws light on free e learning tools useful in e learning such as Slideshare, Youtube, Wikis, RSS, Wordpress etc. The search engines especially for academic purpose and for Open CourseWear are also discussed in the chapter. It identifies open courseware around the world spanning various subjects. The chapter concludes with e learning initiatives in India.

Evolution of Computer-Based Distance Learning

2011 ◽  
pp. 472-479
Author(s):  
Sorel Reisman
Keyword(s):  
Distance Learning ◽  
21St Century ◽  
Distributed Learning ◽  
The Internet ◽  
Learning Tools ◽  
Instructional Models ◽  
Electronic Learning ◽  
History Of ◽  
E Learning ◽  
Computer Based

Distance learning (DL), distance education, remote education, online learning, e-learning, learning at a distance, and distributed learning are all synonyms for electronic learning, a phenomenon that over 80 years has evolved into the delivery of instruction via the Internet. The legacy of those years has provided a theoretical foundation and a history of best practices that can offer today’s distance learning practitioners a sound basis for exploring new instructional models utilizing technologies of the 21st century. This article describes some of the major milestones and accomplishments upon which today’s computer-based distance learning tools and practices are based.

scholarly journals Best Practices in the M-Learning Design

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Marlina Mohamad ◽  
Keyword(s):  
Online Learning ◽  
Best Practices ◽  
Interaction Design ◽  
Interface Design ◽  
Learning Experience ◽  
Learning Materials ◽  
Learning And Teaching ◽  
E Learning ◽  
Printed Materials ◽  
Content Design

E-learning applications or online learning is a very broad topic. This article discusses best practices in designing online learning to provide the best learning experience to students. Recently too many e-learning applications have been produced to help the learning process to be easily accessible anytime and anywhere. Students are so excited because access to learning materials is no longer limited to printed materials. The results of studies on the effectiveness of online learning show inconsistent findings. This is because most of the applications developed do not emphasize effective design. If applications are developed without considering the design principles of an effective e-learning application, it is impossible to provide a meaningful learning experience to students. So, these best practices have been gathered through analytical documents from books, journal articles and successful e-learning developers to help designers and developers of e-learning applications to produce effective applications. There are three main things that need to be emphasized in the design of e-learning applications, namely interface design, content design and interaction design. In interface design, among the things that are evaluated is how to produce an interface that can use the cognitive load effectively. Meanwhile, for content design, what is the appropriate learning and teaching theory to be applied so that the learning experience becomes something meaningful. For interaction design, it is important for the behavior of an application to be predictable and usable. Good interaction design shows features such as easy to use, efficient, safe, easy to learn and easy to remember how to use it. In this article, best practices for designing according to these three aspects will be discussed. Although these best practices are still not comprehensive, they can help learning application developers, teachers, instructors, lecturers, or trainers to be able to provide online learning materials and design e-learning interesting applications effectively.

E-Learning-Systeme: Theoriegeleitete Konzeption, Qualitätsmanagement, Implementierung

2003 ◽  
Vol 15 (1) ◽  
pp. 13-23
Author(s):  
Berit Baeßler ◽  
Stephanie Lücke ◽  
Bernhard Koring ◽  
Susanne Kinnebrock ◽  
Patrick Rössler
Keyword(s):  
Computer Based Learning ◽  
E Learning ◽  
Computer Based

Zusammenfassung. Der vorliegende Beitrag entwickelt auf der Basis von pädagogischen Überlegungen und lernpsychologischen Forschungsergebnissen zur computerunterstützten Wissensvermittlung eine Konzeptualisierung von E-Learning-Systemen und deren von konsequentem Qualitätsmanagement begleitete Umsetzung. Die vorgestellte theoriegeleitete Vorgehensweise wird anhand der Entwicklung und Realisierung des internetgestützten Lernsystems “CLIC Computer-based Learning: Introduction to Communications“ veranschaulicht, das an der Universität Erfurt erarbeitet wird. Der Aufsatz befasst sich sowohl mit der Koordination auf der Ebene der Produktion (Didaktik, Inhalt, Technik) als auch auf der Ebene der Rezeption (Lern- und Kommunikationsformen, Lernorganisation). Die explorativ angelegte Evaluation des ersten Einsatzes von CLIC belegt ein weitgehend gelungenes Konzept und Qualitätsmanagement. Vorgestellt werden ausgewählte Evaluationsergebnisse zur Koordination und Organisation der Wissensvermittlung sowie des sozialen Kontaktes zwischen Studierenden und Dozierenden. Anhand von drei in der Evaluation empirisch ermittelten E-Learning-Typen werden Probleme und Potenziale beim E-Learning aufgezeigt und Schlussfolgerungen für die koordinierende Gestaltung von E-Learning-Systemen gezogen.

PERSONIFICATION OF STUDENTS INDEPENDENT WORK ON THE FORMATION OF THE ABILITY TO SOLVE COMPUTATIONAL PROBLEMS ON THE BASIS OF AUTOMATED TRAINING AND DIAGNOSTIC SYSTEM

2018 ◽  
pp. 26-32
Author(s):  
N. I. Pak ◽  
E. V. Asaulenko
Keyword(s):  
Diagnostic System ◽  
Educational Process ◽  
Box Model ◽  
Self Management ◽  
Practical Implementation ◽  
Learning Tools ◽  
Theoretical Rationale ◽  
E Learning ◽  
Independent Work ◽  
Selection Of

The relevance of the study under consideration is due to the need to increase the efficiency of students independent work in solving computational problems. A theoretical rationale is proposed and the practical implementation of an automated training and diagnostic system for the formation of skills to solve problems according to the “white box” model is described. The leading idea of the study is the construction of mental schemes for a given topic, which allow to visualize the dynamics of changes in the learner’s level of ability to solve computational problems. The methods of accounting for forgetting educational information and methods of personalized selection of tasks are substantiated. The site for self-management of user independent work is available at the link: http://msbx.ru. The materials of the article are of practical value for teachers who use e-learning tools in the educational process.

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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