E-Learning and the Semantic Web

2015 ◽  
pp. 66-100 ◽  
Author(s):  
Raadila Bibi Mahmud Hajee Ahmud-Boodoo
Keyword(s):  
Higher Education ◽  
Semantic Web ◽  
Success Factors ◽  
Comprehensive Analysis ◽  
Learning Systems ◽  
Education Sector ◽  
Learning Models ◽  
Semantic Web Technology ◽  
Critical Success ◽  
E Learning

A number of 3.0 e-learning systems have been proposed in the literature to capture the numerous benefits that the Semantic Web has to offer to the higher education sector. These 3.0 e-learning systems identify some essential Semantic Web characteristics that are either discussed as stand-alone factors or tend to revolve around the complexities of the Semantic Web technology and its implementation, often disregarding users' needs. Conversely, a comprehensive analysis of e-learning models for higher education in the literature revealed several Critical Success Factors (CSFs) that are relevant to the Semantic Web but often overlooked in 3.0 e-learning models. Consequently, this chapter provides an overview of the CSFs of e-learning relevant to 3.0 e-learning systems as well as an overview of the main Semantic Web characteristics for e-learning to define a new and combined set of 3.0 e-learning characteristics that will holistically represent 3.0 e-learning systems capturing the needs and expectations of users. The new initial 3.0 e-learning model proposed is evaluated within the higher education sector in Mauritius.

E-Learning and the Semantic Web

2016 ◽  
pp. 24-55
Author(s):  
Raadila Bibi Mahmud Hajee Ahmud-Boodoo
Keyword(s):  
Higher Education ◽  
Semantic Web ◽  
Success Factors ◽  
Comprehensive Analysis ◽  
Learning Systems ◽  
Education Sector ◽  
Learning Models ◽  
Semantic Web Technology ◽  
Critical Success ◽  
E Learning

A number of 3.0 e-learning systems have been proposed in the literature to capture the numerous benefits that the Semantic Web has to offer to the higher education sector. These 3.0 e-learning systems identify some essential Semantic Web characteristics that are either discussed as stand-alone factors or tend to revolve around the complexities of the Semantic Web technology and its implementation, often disregarding users' needs. Conversely, a comprehensive analysis of e-learning models for higher education in the literature revealed several Critical Success Factors (CSFs) that are relevant to the Semantic Web but often overlooked in 3.0 e-learning models. Consequently, this chapter provides an overview of the CSFs of e-learning relevant to 3.0 e-learning systems as well as an overview of the main Semantic Web characteristics for e-learning to define a new and combined set of 3.0 e-learning characteristics that will holistically represent 3.0 e-learning systems capturing the needs and expectations of users. The new initial 3.0 e-learning model proposed is evaluated within the higher education sector in Mauritius.

E-Learning and the Semantic Web

2016 ◽  
pp. 11-40
Author(s):  
Raadila Bibi Mahmud Hajee Ahmud-Boodoo
Keyword(s):  
Higher Education ◽  
Semantic Web ◽  
Success Factors ◽  
Comprehensive Analysis ◽  
Learning Systems ◽  
Education Sector ◽  
Learning Models ◽  
Semantic Web Technology ◽  
Critical Success ◽  
E Learning

A number of 3.0 e-learning systems have been proposed in the literature to capture the numerous benefits that the Semantic Web has to offer to the higher education sector. These 3.0 e-learning systems identify some essential Semantic Web characteristics that are either discussed as stand-alone factors or tend to revolve around the complexities of the Semantic Web technology and its implementation, often disregarding users' needs. Conversely, a comprehensive analysis of e-learning models for higher education in the literature revealed several Critical Success Factors (CSFs) that are relevant to the Semantic Web but often overlooked in 3.0 e-learning models. Consequently, this chapter provides an overview of the CSFs of e-learning relevant to 3.0 e-learning systems as well as an overview of the main Semantic Web characteristics for e-learning to define a new and combined set of 3.0 e-learning characteristics that will holistically represent 3.0 e-learning systems capturing the needs and expectations of users. The new initial 3.0 e-learning model proposed is evaluated within the higher education sector in Mauritius.

Virtual migration of higher education institutions in times of crisis: Major challenges and critical success factors

2021 ◽  
pp. 1-15
Author(s):  
Ahmad Saleh Shatat ◽  
Abdallah Saleh Shatat
Keyword(s):  
Higher Education ◽  
Virtual Environment ◽  
Critical Success Factors ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Learning Systems ◽  
Public And Private ◽  
Critical Success ◽  
E Learning ◽  
Technology Transformation

BACKGROUND: In the last few months, e-learning witnessed a considerable demand due to the Covid-19 pandemic that made it the pragmatic solution for all Higher Education Institutions (HEI). Currently, all public and private universities relying on technology to make education continues with few interruptions. The migration of HEI into the virtual education model experienced several challenges in delivering rich education content to educators and learners. OBJECTIVE: Critical Success Factors (CSFs) enabled many universities to transform efficiently into the virtual environment. Before this transition, universities should carefully consider the key challenges and the CSFs to achieve successful migration to the virtual environment. E-learning is not a substitute anymore, it is gradually becoming a de-facto technology transformation in the current exceptional situation. This paradigm shift contributes to the success of education continuity in higher education settings. METHODOLOGY: A survey instrument was distributed to 500 students effectively using e-learning systems. Out of which only 330 were completed and used in the analysis which determined 66%as the overall response rate. RESULTS: The results of the study indicate a positive and significant relationship between the 13 CSFs and the e-learning systems usage, and that also indicates a notable impact of the CSFs on the e-learning systems usage. CONCLUSION: The outcome of this research identifies the top 13 CSFs that contribute to delivering successful e-learning systems usage. The top 13 CSFs are positively and significantly correlated with e-learning systems usage.

An m-learning framework for ERP systems in higher education

2014 ◽  
Vol 11 (4) ◽  
pp. 287-301 ◽  
Author(s):  
Brenda Scholtz ◽  
Mando Kapeso
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Theoretical Framework ◽  
Learning Systems ◽  
Learning System ◽  
Erp Systems ◽  
Content Type ◽  
Erp System ◽  
E Learning ◽  
Learning Projects

Purpose – The purpose of this paper is to investigate the factors of m-learning approaches which can be used for enterprise resource planning (ERP) system training and to propose a theoretical framework for m-learning of ERP systems. Design/methodology/approach – A literature review of several theories relating to success factors for mobile learning (m-learning) and electronic learning (e-learning) are analysed and a theoretical framework of success factors for m-learning of ERP systems is proposed. Two field studies are undertaken to identify the features of e-learning and m-learning systems which users enjoyed and which related to the factors identified in the theoretical framework. The technology acceptance model (TAM) was used to evaluate the acceptance, usefulness and perceived ease of use (PEOU) of the two systems evaluated in the field study, the openSAP e-learning application and the SAP Learn Now m-learning application. Findings – The results confirmed several of the theoretical elements identified in the framework and the m-learning system was rated positively for PEOU and perceived usefulness (PU). The findings confirmed other studies showing the importance of the quality of course content in e-learning and m-learning projects. Research limitations/implications – The empirical study was limited to a small number of participants in higher education. However, a deeper understanding of the factors influencing m-learning for ERP systems was obtained. Practical implications – The study provides a valuable practical contribution because the framework can be used in the improved design of an ERP m-learning approach, which in turn can lead to an improvement in ERP training and education programmes and ultimately ERP project success. Originality/value – Several studies propose the use of m-learning systems. However, research related to the factors impacting on m-learning projects for ERP system training is limited. The paper presents original work and the results provide a valuable contribution to several theories of m-learning.

scholarly journals TRANSFORMATION VARIABLES IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Yasni Nurul Huda Mohd Yassin ◽  
Thahira Bibi TKM Thangal ◽  
Mohd Sharial Bungsu ◽  
Mohd Hassan Mohd Osman ◽  
Akmal Aini Othman ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Success Factors ◽  
Research Field ◽  
Education Sector ◽  
Educational Institutions ◽  
Management Learning ◽  
Critical Success ◽  
Teaching And Learning Environment ◽  
Financial Implication

<p>The higher education sector faced increasingly tense to transform due to the digitization that reshapes the world in the 21st century to strengthen and improve the teaching and learning environment. The present critical success factors driven by global-profit-making reform institutions are affected by both external and internal issues. This systematic article review expounds on the instrumental transformation variables that influence higher education institutions globally. The exploration of these variables is not a new phenomenon in this research field and has long gained numerous scholars' attention. However, most of these past inquiries overlooked the effects of cultural and contextual components, where the higher education landscape perspectives are often underrepresented. Hence, this study aims to fill this gap by critically reviewing a considerable amount of past studies on the changes in Asian educational institutions. The Systematic Review approach was adopted for data analysis, accessing main journal databases and search engines through Elsevier, ResearchGate, Google Scholar, ScienceDirect, Web of Science, Scopus, Emerald and EBSCO. The search efforts resulted in a corpus of 33 articles were reviewed. As a result of the thematic analyses, eight main themes were formulated namely, Globalization, Income Generation and Financial Implication, Institutional Policies, Knowledge Management, Learning Innovation, Governance in Institutional Restructuring, Synergy, and Leadership as dominant variables for the higher education sector. Several recommendations were also presented for the reference of relevant parties and future scholars. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /></p>

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