M-Learning in the Middle East

2015 ◽  
pp. 176-199 ◽  
Author(s):  
Evangelia Marinakou ◽  
Charalampos Giousmpasoglou
Keyword(s):  
Higher Education ◽  
University Students ◽  
New Technologies ◽  
Learning Approach ◽  
Learning Tools ◽  
Limited Extent ◽  
Learning And Teaching ◽  
E Learning ◽  
Future Potential ◽  
Views And Perceptions

The introduction of e-learning in higher education has brought radical changes in the way undergraduate and postgraduate programmes are designed and delivered. University students now have access to their courses anytime, anywhere, which makes e-learning and m-learning popular and fashionable among university students globally. Nevertheless, instructors are now challenged, as they have to adopt new pedagogies in learning and teaching. This chapter explores the adoption of m-learning at universities in the Kingdom of Bahrain, as well as the relevant current developments and challenges related to the major stakeholders (educators and students) in higher education. It mainly investigates the educators' views and perceptions of m-learning, as well as its future potential in higher education. Most of the educators use m-learning tools to some limited extent, and there is still opportunity to reach full integration with curriculum and the blended learning approach. Further, it is proposed that professional development should be provided to instructors to enable them to use the available new technologies in an appropriate and effective way.

M-Learning in the Middle East

2015 ◽  
pp. 1141-1164
Author(s):  
Evangelia Marinakou ◽  
Charalampos Giousmpasoglou
Keyword(s):  
Higher Education ◽  
University Students ◽  
New Technologies ◽  
Learning Approach ◽  
Learning Tools ◽  
Limited Extent ◽  
Learning And Teaching ◽  
E Learning ◽  
Future Potential ◽  
Views And Perceptions

The introduction of e-learning in higher education has brought radical changes in the way undergraduate and postgraduate programmes are designed and delivered. University students now have access to their courses anytime, anywhere, which makes e-learning and m-learning popular and fashionable among university students globally. Nevertheless, instructors are now challenged, as they have to adopt new pedagogies in learning and teaching. This chapter explores the adoption of m-learning at universities in the Kingdom of Bahrain, as well as the relevant current developments and challenges related to the major stakeholders (educators and students) in higher education. It mainly investigates the educators' views and perceptions of m-learning, as well as its future potential in higher education. Most of the educators use m-learning tools to some limited extent, and there is still opportunity to reach full integration with curriculum and the blended learning approach. Further, it is proposed that professional development should be provided to instructors to enable them to use the available new technologies in an appropriate and effective way.

M-Learning in the Middle East

2016 ◽  
pp. 1199-1222
Author(s):  
Evangelia Marinakou ◽  
Charalampos Giousmpasoglou
Keyword(s):  
Higher Education ◽  
University Students ◽  
New Technologies ◽  
Learning Approach ◽  
Learning Tools ◽  
Limited Extent ◽  
Learning And Teaching ◽  
E Learning ◽  
Future Potential ◽  
Views And Perceptions

The introduction of e-learning in higher education has brought radical changes in the way undergraduate and postgraduate programmes are designed and delivered. University students now have access to their courses anytime, anywhere, which makes e-learning and m-learning popular and fashionable among university students globally. Nevertheless, instructors are now challenged, as they have to adopt new pedagogies in learning and teaching. This chapter explores the adoption of m-learning at universities in the Kingdom of Bahrain, as well as the relevant current developments and challenges related to the major stakeholders (educators and students) in higher education. It mainly investigates the educators' views and perceptions of m-learning, as well as its future potential in higher education. Most of the educators use m-learning tools to some limited extent, and there is still opportunity to reach full integration with curriculum and the blended learning approach. Further, it is proposed that professional development should be provided to instructors to enable them to use the available new technologies in an appropriate and effective way.

scholarly journals CURRENT STATE AND DEVELOPMENT TRENDS OF E-LEARNING IN CHINA

2021 ◽  
Vol 85 (5) ◽  
pp. 208-227
Author(s):  
Kateryna P. Osadcha ◽  
Viacheslav V. Osadchyi ◽  
Oleg M. Spirin
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Strategies ◽  
Adaptive Learning ◽  
New Technologies ◽  
Learning Technologies ◽  
Chinese Higher Education ◽  
Learning Tools ◽  
Learning Collaborative ◽  
E Learning

The emergence of new e-learning technologies requires a rethinking of their implementation in higher education. To fill this gap, this study analyzes the experience of using and creating e-learning tools in Chinese higher education institutions over the past 5 years. The survey found that the most common educational technologies in Chinese higher education are blended learning, collaborative learning, modified classes, micro-learning and adaptive learning, as well as e-learning tools such as mobile technology and mass open online courses. A survey of university faculty and students explored the practicalities of using e-learning tools in Chinese higher education. The results of the analysis of 20 responses from teachers and 16 responses from undergraduate and postgraduate students showed the following: the teachers have the opportunity to organize e-learning at their university, blended learning is mainly implemented in the learning process, teachers are not limited in choosing e-learning tools: video tools, messengers, social networks and e-learning tools such as Articulate 360 and Adapt. It has been proven that video lectures with a higher level of teacher expression were better than those that had a normal level of teacher expression and only audio, in terms of improving the level of students’ emotional and learning satisfaction. Accordingly, the teacher's facial expression plays a key role in teaching students online. A number of tasks have been proposed that will contribute to the development of e-learning in Chinese higher education. The authors emphasize that in order to develop e-learning in Chinese higher education, it is necessary to pay attention to the following tasks: understanding and studying trends in the ICT development in education; targeting e-learning strategies at improving learning interests; constant monitoring and updating of software and hardware of higher educational institutions for introduction of new technologies in higher education; development and distribution of platforms with simple software interfaces for creating distance learning courses; development of information resources.

scholarly journals USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (12) ◽  
pp. 805-810
Author(s):  
Alka Sharma ◽  
◽  
Hina Jain Gupta ◽  
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
E Learning ◽  
Higher Educational ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

Research on the Implementation of E-learning Tools by Bulgarian and Foreign Universities

2021 ◽  
Vol 48 (5) ◽  
pp. 486-497
Author(s):  
Petar Todorov ◽  
Keyword(s):  
Distance Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Research Subject ◽  
Learning Tools ◽  
Learning And Teaching ◽  
The Past ◽  
E Learning ◽  
Foreign Universities

Over the past two years, the pandemic caused by the COVID-19 virus has put to the test all spheres of life not only in Bulgaria but also worldwide. It can be claimed that the educational sector has acted adequately and has been able to deal with the challenge. The article presents research on the implementation of various e-learning tools by Bulgarian and foreign universities. The research was conducted at the beginning of the pandemic caused by COVID-19 by surveying students and lecturers. It turns out that despite the plethora of e-learning tools, at many universities, even in technologically advanced countries such as China, in most cases, education is delivered through distance learning and course management systems, for instance Moodle. The research objective is to ascertain the degree of implementation of various e-learning tools at Bulgarian and foreign universities. The research subject is the degree of implementation of e-learning tools, whereas the research object is students and lecturers from Bulgarian and foreign universities. The hypothesis, which is proven, is that the implementation of diverse e-learning tools is insufficient, despite the fact that their importance is acknowledged at all levels of learning and teaching.

Use of Technology in Problem-Based Learning in Health Science

2019 ◽  
pp. 365-375
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom-based teaching models to a more enhanced blended/e-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D virtual reality, and demonstration videos. An integration of these digital tools along with contemporary face-to-face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory-based courses such as Laboratory Medicine at Griffith University. The objective of this chapter is to highlight the impact and advantages of this particular model from the student- and teacher-based perspective. This chapter will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Use of Technology in Problem-Based Learning in Health Science

2018 ◽  
pp. 5853-5862
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom based teaching models to a more enhanced blended/E-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D-virtual reality and demonstration videos. An integration of these digital tools along with contemporary face to face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory based courses such as Laboratory Medicine at Griffith University. The objective of this article is to highlight the impact and advantages of this particular model from the student and teacher based perspective. This article will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Future Developments of E-Modules

2013 ◽  
pp. 147-153
Author(s):  
Alina Christova
Keyword(s):  
Higher Education ◽  
European Union ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Content Structure ◽  
Knowledge And Skills ◽  
Future Developments ◽  
Learning Platform ◽  
Interactive Tools ◽  
E Learning

E-learning tools can be found on an occasional basis in higher education, in particular regarding social sciences. This paper concentrates on envisaged future developments of E-Modules, the innovative e-learning platform on European Union matters created by the Institute for European Studies, which is an autonomous department of the Free University Brussels. First, it provides an overview of the strategy and the concept of E-Modules as well as content, structure and main features of the e-learning tool including best practices and current challenges. The author also explores in depth the role interactive tools and multimedia can play in enhancing the transfer of knowledge and skills to the users of the E-Modules.

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.

scholarly journals Mediating Role of E- Learning Resources in Developing Entrepreneurial Inclinations Amongst Undergraduate Students At Universiti Utara Malaysia

2018 ◽  
Vol 7 (4.7) ◽  
pp. 51 ◽  
Author(s):  
Dr. Mohd Sufli Yusof ◽  
Dr. Muhammad Salman Shabbir ◽  
Dr. Muhammad Shukri Bin Bakar ◽  
Prof. Dr. Mohd Noor Mohd Shariff ◽  
Azahari Ramli ◽  
...  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Entrepreneurial Intentions ◽  
Young Generation ◽  
Learning Resources ◽  
Structural Support ◽  
Mediating Role ◽  
E Learning ◽  
Universiti Utara Malaysia

In this study the authors tried to identify mediating role of innovation and moderating role of size of enterprise in the relationship Making a living with lawful earnings is possible by working for others, becoming self-employed or employing others. This paper aims at providing insights into the role of structural support and the use of E-learning such as business simulations games in developing entrepreneurial intentions of university students. The underlying theories of experiential learning, constructivist learning theory and bloom’s taxonomy are discussed in relation with the objectives of this study. The response of 252 university students from Malaysia was collected through self-administrative survey using simple random sampling technique. The results of PLS-SEM demonstrate a significant positive impact of E-learning resources and perceived structural support from Government in developing entrepreneurial inclinations of students at Universiti Utara Malaysia (UUM). The present study provides an overview and highlight the role assumed by the institutions of higher education through adoption of E-learning resources in order to nurture entrepreneurship among young generation. Additionally, keeping in view the role of higher education in socio-economic development, recommendations have also been proposed for universities and policy makings institutions to cope with the current challenges of higher education.  The findings of this study have important implications of enhancing entrepreneurial capacity in Malaysia.

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