Acknowledging the Distance Learner

Teaching And Learning ◽

Learning Experience ◽

Effective Learning ◽

Distance Learner ◽

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

Development and Implementation of an E-Portfolio of Languages in the Moroccan University

RA Journal Of Applied Research ◽

10.47191/rajar/v7i3.05 ◽

2021 ◽

Vol 07 (03) ◽

Author(s):

QEZBOUR Mohamed-Aymane ◽

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

French Language ◽

Learning Technology ◽

University Courses ◽

E Learning ◽

Addie Model

This article will deal with the problem linked to the difficulties encountered in teaching and learning languages at the Moroccan university, a problem which can influence all disciplines, the French language being a major example given its importance in university courses, this language which has known a lot of changes throughout history, and which knows important strategies proposed in recent years, one of which is the integration of information and communication technologies in education, using distance learning technology called E-Learning, we will offer the E-Portfolio tool as a rigorous choice and a solution to the problem, the methodology followed is based on the ADDIE model.

New Book Format of the XXI Century - Electronic Textbooks

Bulletin of Science and Practice ◽

10.33619/2414-2948/67/63 ◽

2021 ◽

Vol 7 (6) ◽

pp. 486-490

Author(s):

Z. Babayeva

Keyword(s):

Teaching And Learning ◽

Electronic Textbooks ◽

E Learning ◽

Book Format ◽

Effective Use ◽

Selection Of

The rapid informatization process of the education system has created both the opportunities and the need for the use of e-books in education. E-books allow students to actively participate in the learning process, to personalize their learning, to gain new knowledge and to evaluate their own abilities. The e-textbook also enriches traditional forms of learning, encompassing a large amount of teaching and learning materials and stimulating the development of new teaching methods. In our opinion, it is time to switch to electronic and interactive formats in the development of electronic aids and textbooks in universities. One of the leading directions in the use of information and communication technologies today is the effective use of computers in educational activities. The main issue in implementing this activity is the selection of e-learning resources that will improve the quality of education.

Virtual Environments for Corporate Education - Advances in Higher Education and Professional Development ◽

Intelligent Agents in Education

10.4018/978-1-61520-619-3.ch018 ◽

2010 ◽

pp. 321-341

Author(s):

Mikail Feituri ◽

Federica Funghi

Keyword(s):

Distance Learning ◽

Intelligent Agents ◽

Learning Experience ◽

Pedagogical Agents ◽

Training Environment ◽

Life Long Learning ◽

Distance learning through information and communication technologies has consistently had a notable impact and influence on the academic and professional world. This is greatly due to the fact that distance learning allows users, especially professionals, to learn at their own pace, according to their availability, in addition to having limited costs. These features are consistent with and support the concept of life long learning. Traditional courses delivered in an E-learning modality can sometimes, however, result in being unstimulating and leaving the student with the impression of being isolated during their learning process. Pedagogical intelligent agents, however, are able to be constantly present in the learner’s training environment, interacting verbally and non verbally (gestures and expressions) with users, thus making E-learning much more interactive, interesting and fun. This ongoing interaction and support of the agent, therefore, notably helps reduce the possibility of users feeling excluded during their E-learning course, thus better enhancing their overall learning experience and reinforcing their motivation. This chapter will introduce features and potential of pedagogical agents and will illustrate, with examples, the most common techniques used to design an agent or a “society” of intelligent agents and how to integrate them into a learning environment.

Educational Platforms for Online Learning in a Cloud Environment

Mathematics, Computer Science and Education ◽

10.54664/rzyb2769 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Neli Kiskinova ◽

◽

Keyword(s):

Online Learning ◽

Distance Learning ◽

Cloud Environment ◽

Advantages And Disadvantages ◽

E Learning ◽

Learning Platforms ◽

Cloud Technologies

This paper presents the types of distance learning platforms with the use of information and communication technologies. It analyses their main functionalities and outlines the advantages and disadvantages of using cloud technologies in e-learning.

Cross-Disciplinary Approaches to Action Research and Action Learning - Advances in Knowledge Acquisition, Transfer, and Management ◽

Trans-Disciplinary Approaches to Action Research for e-Schools, Community Engagement, and ICT4D

10.4018/978-1-5225-2642-1.ch006 ◽

2018 ◽

pp. 97-110 ◽

Cited By ~ 2

Author(s):

Leilani Goosen

Keyword(s):

Quality Of Life ◽

Action Research ◽

Community Engagement ◽

Formal Education ◽

Learning And Development ◽

This chapter will highlight how practitioners use trans-disciplinary approaches to conduct Action Research (AR) in the context of e-schools, Community Engagement (CE) and Information and Communication Technologies for Development (ICT4D). The objectives provide details on how: AR is used to align e-education with life-enhancing values and in situations dealing with partnerships towards CE and/or ICT4D matters at local, national and international levels; to promote e-learning and development among those previously excluded from formal education; AR is contributing to transformation and equity in the context of e-schools, CE and ICT4D; AR CE is contributing to improving the quality of life for all; changes and/or growth in the way in which AR is utilized and interpreted can be explored when such questions are raised; AR can stay relevant in light of the ever-increasing speed of change in terms of technological innovations; and examples of ground-breaking AR work can thus be achieved.

Designing of E-learning for Engineering Education in Developing Countries

Web-Based Engineering Education ◽

10.4018/978-1-61520-659-9.ch001 ◽

2010 ◽

pp. 1-19

Author(s):

B. Noroozi ◽

M. Valizadeh ◽

G. A. Sorial

Keyword(s):

Developing Countries ◽

Engineering Education ◽

Teaching And Learning ◽

Success Factors ◽

Distributed Structure ◽

E Learning ◽

Key Issues

Traditional education for engineers has shifted towards new methods of teaching and learning through the proliferation of Information and Communication Technologies (ICT). The continuous advances in technology enable the realization of a more distributed structure of knowledge transfer. This becomes critically important for developing countries that lack the resources and infrastructure for implementing engineering education practices. The two main themes of technology in designing e-Learning for engineering education in developing countries focus either on aspects of technological support for traditional methods and localized processes, or on the investigation of how such technologies may assist distance learning. Commonly such efforts are threefold, relating to content delivery, assessment and provision of feedback. This chapter is based on the authors ‘10 years’ experience in e-Learning, and reviews themost important key issues and success factors regarding the design of e-Learning for engineering education in developing countries.

Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities - Advances in Educational Technologies and Instructional Design ◽

ICTs Used Effectively to Re-Envision and Restructure E-Schooling for Underprivileged Communities

10.4018/978-1-7998-6940-5.ch003 ◽

2021 ◽

pp. 44-65

Author(s):

Puseletso Kekana ◽

Leila Goosen

Keyword(s):

Primary Schools ◽

Teaching And Learning ◽

Full Potential ◽

Gauteng Province ◽

Digital World ◽

Computer Based

The purpose of this chapter was to investigate how effectively information and communication technologies (ICTs) were used at primary schools in the Ekurhuleni South district of Gauteng Province, South Africa for re-envisioning and restructuring e-schooling in underprivileged communities. Governments and schools made huge investments, integrating ICTs and providing computer-based education, to support teaching and learning. There have been numerous initiatives, which have been endorsed by national and international bodies worldwide. The main aim of all ICT-based initiatives was to enhance the quality of education and prepare learners for the emerging digital world. Numerous studies across the world have provided impressive outcomes for the use of ICTs in schools, and more evidence is also emerging regarding the sustainability of ICT transformation in schools. There has also been abundant literature, which emphasized the need for teachers to change their beliefs about and perceptions of ICTs in order to realize the full potential.

Handbook of Research on Estimation and Control Techniques in E-Learning Systems - Advances in Educational Technologies and Instructional Design ◽

Development and Support of E-Learning Systems in Tomsk State Pedagogical University

10.4018/978-1-4666-9489-7.ch025 ◽

2016 ◽

pp. 350-364 ◽

Cited By ~ 1

Author(s):

Timur Gazizov ◽

Tatyana Prishepa ◽

Mikhail Chervonnyy

Keyword(s):

Distance Learning ◽

Modern Society ◽

Professional Activity ◽

Learning Support ◽

State Pedagogical ◽

E Learning ◽

Case Application

Processes of IT development in modern society and closely related processes of IT development in all forms of educational activities are characterized by the process of improvement and mass distribution of up-to-date information and communication technologies (ICT). Similar technologies are used extensively for communication and collaboration between the teacher and the student in modern open and distance learning. A modern teacher must not only have knowledge of ICT but also must be an expert on their application in his/her professional activity. In this case, application of such technology is closely related to distance learning and e-learning. In this paper, we intend to simulate and show outcomes of the development of e-learning support systems on the example of Tomsk State Pedagogical University (TSPU).

New Skills and Ways of Working

Making the Transition to E-Learning ◽

10.4018/978-1-59140-950-2.ch008 ◽

2011 ◽

pp. 121-138 ◽

Cited By ~ 2

Author(s):

Gail Wilson

Keyword(s):

Faculty Development ◽

Diffusion Of Innovation ◽

Teaching And Learning ◽

Critical Mass ◽

Skills Acquisition ◽

Learning Context ◽

This chapter analyzes approaches to faculty development for e-learning in post-compulsory institutions. Everett Rogers’ (2003) diffusion of innovation theory provides the framework for a review of faculty development strategies adopted by institutions to foster the adoption of information and communication technologies (ICTs) by mainstream faculty into everyday teaching and learning practices. Using examples as illustration, the chapter reviews different approaches to faculty development aimed at achieving a critical mass of staff who are competent working in the e-learning context. These strategies include focusing on the characteristics of innovation; adopting a staged approach to skills acquisition; embedding skills and processes associated with teaching and learning in the e-learning context in formal, accredited courses; fostering peer learning; framing faculty development as project-based learning; and using the online environment to deliver faculty development. The chapter concludes with practical advice concerning faculty development for e-learning practice across institutions.

THE IMPACT OF E-LEARNING TECHNOLOGIES ON QUALITY OF HIGHER EDUCATION

PRIMO ASPECTU ◽

10.35211/2500-2635-2020-2-42-50-65 ◽

2020 ◽

pp. 50-65

Author(s):

Elena A. GORBASHKO ◽

Natalia Sh. VATOLKINA

Keyword(s):

Higher Education ◽

Global Education ◽

Digital Transformation ◽

Learning Technology ◽

E Learning ◽

The Impact

Digital transformation of society and economy led to the rapid spread of information and communication technologies (ICT) in higher education, which became a new driver of development for global education and for the emergence of the phenomena of e-learning and blended learning, introduction of new types of educational resources, and increased diversity of information and communication technologies in higher education, which also led to a rise in the number of publications in this field. The article considers the essence and offers a classification of technical tools of e-learning. The authors conducted a comparative analysis of approaches to the formation of models of quality of electronic services and information technologies, as well as specific models of e-learning quality. This allowed the authors to propose a model of e-learning quality and determine the set of consumer properties of e-learning technology. The reported study was funded by RFBR, project number 20-010-00571 "The Impact of Digital Transformation on Improving the Quality and Innovation of Services".