Constructing a Working Life-Oriented Model for Online Course Modernization

2013 ◽  
pp. 267-291
Author(s):  
Irja Leppisaari ◽  
Riina Kleimola ◽  
Markus Maunula ◽  
Tuula Hohenthal
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
Working Life ◽  
Education Development ◽  
E Learning ◽  
Education Design ◽  
Modernization Process ◽  
Meaningful Role ◽  
Future Project

Working life should be more actively integrated in higher education as a partner in education design. The e-Learning of the Future project (2009–2012, ERDF) meets work-oriented online education development challenges through working life mentoring that utilizes social media. In the project’s operational model, educational technology experts design and develop teaching in online courses collaboratively with higher education instructors and working life experts. This chapter examines how development of the model was initiated and what problems and challenges emerged. The study will help to establish directions on including working life in online education development through a virtual media laboratory. The model’s use in updating online courses to produce authentic content appears promising. The following critical factors, however, can be found when implementing the model: 1) structuring of the modernization process, 2) supervision of an online interaction process between modernizers/actors, and 3) finding a meaningful role in the process for the working life mentors.

scholarly journals Different Approaches to the Development of Online Learning in Higher Education

2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Iurii V. Kornilov ◽  
Dmitriy A. Danilov ◽  
Alla G. Kornilova ◽  
Aleksei I. Golikov ◽  
Ilya B. Gosudarev
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Academic Staff ◽  
Learning Technologies ◽  
North Eastern ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Competencies Development

The processes of online learning implementation, including e-learning and distance learning technologies in higher education have been revealed. The experience of the development of the first online courses at M. K. Ammosov North-Eastern Federal University is described. As a part of the study, the main approaches to the development of online learning in higher education are identified. The authors of the study focus on the work of the advanced training courses for the academic staff as the opportunity for professional competencies development in the context of online education.

scholarly journals Challenges of digitalization for higher education in Russia

2021 ◽  
Vol 103 ◽  
pp. 02011
Author(s):  
Grigory N. Krainov ◽  
Anatoly I. Panov ◽  
Sergei A. Zubkov
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Teaching And Learning ◽  
Modern Trend ◽  
Education Development ◽  
Russian Higher Education ◽  
Teachers And Students ◽  
E Learning ◽  
Key Issues ◽  
Conventional Classroom

The modern trend of education development is digitalization, transition from conventional classroom offline model to distance online education. Formation of global digital society was accelerated due to the COVID–19 pandemic, when significant portion of Earth population, including students, was forced to work, to study distantly. In this regard, this article discusses the responses of Russian system of higher education to current challenges of digitalization. This article analyzes interactive educational technologies of online, digital, e-learning, visualization and gamification of education, implementation of network structures. On the basis of analysis of the modern state of Russian higher education, the unsolved key issues are demonstrated as well as the main trends of the required changes. This work describes the urgent issues of development of regulatory framework of digital education, intensification of development of digital infrastructure of universities, digital training and further training of teachers and students, analysis and actualization of existing specialties and fields. Solution of the mentioned issues requires for legislative, organizational, administrative, technological, teaching and learning efforts of the country, universities, and society. A response of the Russian system of higher education to the challenges of digitalization can be comprised of formation of unified information and education portal of national universities, designing a model of digital university.

scholarly journals Comparison of E-learning and Classroom Training for Bachelor Students of Traditional Medicine

2021 ◽  
Vol 10 (2) ◽  
pp. 55-64
Author(s):  
Bazarragchaa Sodnom ◽  
Uranchimeg Tudevdagva ◽  
Tserendulam Luvsandorj ◽  
Selenge Erdenechimeg
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Active Role ◽  
Education Development ◽  
Face To Face ◽  
Self Evaluation ◽  
Need To Evaluate ◽  
E Learning ◽  
The Government

This paper describes a test and case study of self-evaluation of online courses during the pandemic time. Due to the Covid-19, the whole world needs to sit on lockdown in different periods. Many things need to be done in all kinds of business including education sector of countries. To sustain the education development, teaching methods had to switch from traditional face-to-face teaching to online courses. The government made decisions quickly, and educational institutions had no time to prepare the materials for online education. All classes of the Mongolian University of Pharmaceutical Sciences switched to online lessons. Challenges were raised before professors and tutors during online teaching. Our university did not have a specific learning management system for online education and e-learning. Therefore, professors used different platforms for their online instructions, such as Zoom and Google meet. Moreover, different social networking platforms played an active role in communication between students and professors. The situation is challenging for professors and students. To measure the quality of online courses and figure out the positive and weak points of online teaching, we need to evaluate e-learning.

scholarly journals Evaluation Instruments and Good Practices in Online Education

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Sally Baldwin ◽  
Jesus H. Trespalacios
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Online Education ◽  
Undergraduate Education ◽  
Online Courses ◽  
Good Practice ◽  
Seven Principles ◽  
Evaluation Instruments ◽  
Type Of Institution ◽  
Principles Of Good Practice

Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses. Findings show that national and statewide evaluation instruments were less institute specific and more closely aligned to the principles of good practice, and that evaluation instruments often measure extraneous items (e.g., student services, navigation, resources, or institutional support). Additional findings and conclusions based on the analysis of the instruments are discussed.

scholarly journals Pandemic enforcement: E-working and e-learning joined their efforts globally

2021 ◽  
Vol 129 ◽  
pp. 01002
Author(s):  
Michal Beno ◽  
Jozef Hvorecky
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Slovak Republic ◽  
Optimal Solution ◽  
Value Added ◽  
Full Time ◽  
Global Features ◽  
Hybrid Education ◽  
University Teachers ◽  
E Learning

Research background: E-learning and e-working collaborated on a voluntary basis for long. The global COVID-19 lockdown enforced them to a rapid worldwide transition to work, teach, and learn from home. Purpose of the article: Our main aim is to identify the interrelations between e-learning and e-working during the pandemic period. Considering e-working as the 1st pillar and e-learning as the 2nd pillar, we ask: What structure can we build above them? What are its global features? Methods: Our study uses a comparative analysis. We juxtapose results of a survey among 120 full-time Austrian e-workers on their experience with e-working and e-learning with one of 172 university teachers in Czech and Slovak Republic. Our findings can be applied far beyond their local frontiers. Findings & Value added: Among the employees, 40% are facing some difficulties with face-to-display work. Only 40% of the employees would like to work at cubicles after the pandemic, 30% prefer hybrid (combination of online and on-site) and 30% full e-working. 75% of e-workers participated in online courses. 45% of them wander whether schools and universities are prepared for e-learning. 60% highlight that education system needs to invest in its ICT to be better prepared for online education; 70% recommend hybrid education as the optimal solution. 40% of them believe that online learning is more challenging compared to traditional onsite learning. Some of their suggestions contradict the opinion of university educators. A majority of them considers online education as a temporary replacement.

Online Education Programs for Adult Learners in Higher Education

2014 ◽  
pp. 250-274
Author(s):  
Victor X. Wang ◽  
Valerie A. Storey
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Education Programs ◽  
Future Technology ◽  
E Learning ◽  
Technology Trends

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners, such as policy, access, completion, and equity, are addressed in this chapter. The purpose of this chapter is to identify future technology trends, and then show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs, especially among adult learners. Policy, access, completion, and equity must be well addressed if online adult education is to be employed effectively and efficiently.

The Technology Shift for MOOC-Based Libraries

2021 ◽  
pp. 729-738
Author(s):  
Triloki Pant ◽  
Swati Pant
Keyword(s):  
Higher Education ◽  
Education System ◽  
New Technologies ◽  
Online Courses ◽  
Educational Status ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Higher Education System ◽  
Study Material ◽  
E Learning

Massive open online courses (MOOCs) have evolved in past decade and become one of the prominent parts of the higher education system. The MOOCs provided a promising platform to aspirants who wanted to study further to either enhance their educational status or learn new technologies. With the evolution of MOOC, many platforms started to offer such courses, and many of them are not free as these courses need to register with some nominal fee. The role and need of libraries come at this point for MOOC courses as the courses are bundled with corresponding study material. The print library needs to assist e-library so that it may be compatible with the MOOCs and corresponding resources. The technological shift from print to e-library has a great impact on e-learning followed by MOOCs; however, the issue of MOOC libraries and resources is yet to be resolved to ensure the availability to all the users. The chapter deals with the need of library for MOOCs, its structure and technology shift from print library to e-library, along with the differentiation between e-learning and MOOCs.

The Application of Mobile Technology in E-Learning and Online Education Environments

2013 ◽  
Vol 9 (4) ◽  
pp. 85-98 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen ◽  
Yi-Chun Chiang
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Mobile Technology ◽  
Research Method ◽  
Quantitative Research ◽  
Professional Organizations ◽  
Future Research ◽  
E Learning ◽  
Learning Research ◽  
Quantitative Research Method

In this paper, the authors reviewed the empirical mobile technology (MT) studies, and those focused on adopting and designing MT for students’ learning, published in SSCI journals from 2003 to 2012. It is found that the number of articles has significantly increased, particularly after 2008. Among the 74 published papers, most of them were conducted in higher education, as well as on computing domain. Furthermore, the quantitative research method was used more in MT and e-learning research. The findings in this study may provide potential direction and help policymakers in governments and researchers in professional organizations to allocate the necessary resources and prepare for supporting future research and applications of MT.

MOOCs in Higher Education

2021 ◽  
pp. 58-77
Author(s):  
Harsh Vardhan Pant ◽  
Manoj Chandra Lohani ◽  
Jeetendra Pande
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
Academic Community ◽  
World Health ◽  
Higher Education System ◽  
Online Mode ◽  
Indian Higher Education ◽  
Reducing Costs ◽  
Health Organization

Online education has gained a lot of acceptance among the learners in the recent past. The advances in technology and changing demand from students and business as well as the possibility for reducing costs and generating income has led to a MOOC explosion. Over the last years, massive open online courses (MOOCs) have received a great deal of attention from the academic community, business, and the media, especially after the World Health Organization (WHO) officially declared COVID-19 as a pandemic in March 2020. The pandemic has caused educational disruption across the globe. Educational institutes faced with the challenge of maintaining the continuity of learning and were almost forced to switch to the online mode. The seemingly simple and immediate solution is to conduct school remotely using online resources. The aim of this study is to investigate the current trends and prediction with respect to the adoption of MOOCs in the Indian higher education system and identify various influencing factors facilitating this adoption.

scholarly journals E-learning Opportunities and Limitations in Inclusive Higher Education

2018 ◽  
Vol 50 ◽  
pp. 01138 ◽  
Author(s):  
Svetlana Ponomareva ◽  
Ekaterina Ugnich
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Education System ◽  
Institutional Environment ◽  
Evolutionary Economics ◽  
State Level ◽  
Education Development ◽  
Higher Education System ◽  
E Learning ◽  
Learning Development

The objective of this work is to study the limitations and opportunities for e-learning development in the inclusive education system in higher education establishments. To determine the possibility of e-learning application in inclusive higher education, the principles of evolutionary economics and institutional theory were used. It is shown that e-learning development in the national higher education system and its perception by the higher inclusive education system depends on the development level of social and information interrelations in society. Moreover, e-learning application in inclusive higher education is possible only in collaboration with traditional learning. E-learning efficiency in inclusive higher education depends on institutional environment existing both at state level and separate university level. Herewith, institutional environment should be aimed not only at e-learning development and inclusive education, but also their collaboration. The results achieved are verified by empirical study of e-learning implementation into the inclusive higher education system by the example of Russia. The results of the conducted research, which indicated peculiarities, opportunities and limitations of an e-learning mechanism in inclusive higher education, can be applied to increase its efficiency both at separate universities level and at the level of state strategies formation for higher education development.

Sign in / Sign up

Export Citation Format

Share Document