Challenges and Opportunities for E-Learning in Education

2015 ◽  
pp. 317-328
Author(s):  
Ayoub C Kafyulilo
Keyword(s):  
Technology Use ◽  
Learning Program ◽  
Government Documents ◽  
Integration Of Technology ◽  
Technological Tools ◽  
Challenges And Opportunities ◽  
Learning Programs ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Institutions

This chapter presents a review of literature on the existing opportunities and challenges of adopting e-learning in education in Tanzania and the possible measures to overcome some challenges. The study also assessed the primary factors contributing to the slow and limited use and integration of technology tools by teachers and students despite the availability of technology in their schools. Based on the findings from literature review and government documents (policies and reports), it is evident that one of the determinants of a sustainable e-learning program in education in Tanzania is the availability of reliable and sound infrastructure. In the presence of appropriate technological tools and uninterrupted electricity, better access to Internet, and availability of a good model for technology use, both teachers and students might be willing to implement e-learning programs in their learning institutions.

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 410-437
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

scholarly journals Evaluation of Pre-Service English Teachers’ Integration of Educational Technology into their Lesson Plans

2018 ◽  
Vol 12 (2) ◽  
pp. 227-235
Author(s):  
Sri Wahyuni
Keyword(s):  
Digital Media ◽  
Technology Use ◽  
English Teachers ◽  
Lesson Plans ◽  
Integrated Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Teachers And Students ◽  
Almost All ◽  
Document Review

The emergence of technology has shifted so many aspects of people‘ lives including but not limited to the way they interact with each other and accomplish almost all activities. In education context, use of technology has impacted teachers and students‘ interactions both in and outside classroom. For decades now, there has been research on technology use and its‘ benefits on teachers‘ instructional practices and students‘ learning. However, a study specifically looking at the integration of technology into teachers‘ lesson plans is still under research. Therefore, the paper was an attempt to investigate how pre-service English teachers integrated technology in the preparation stage of the instructional activities. The study focused on the evaluation of 22pre-service English teachers‘ lesson plans. It employed a qualitative approach with a document review method. It revealed that the pre-service English teachers have incorporate deducational technology including mobile devices and digital recording. Besides, the most frequently and commonly digital media used were Power Points, audios, videos and online resources downloaded from YouTube. In addition, they made use of communication and collaborative resource such as blogs. Finally, implication for further research is presented

Quality assurance dimensions for e-learning institutions in Gulf countries

2020 ◽  
Vol 28 (4) ◽  
pp. 205-217
Author(s):  
Syed Aziz Anwar ◽  
M. Sadiq Sohail ◽  
Meera Al Reyaysa
Keyword(s):  
Quality Assurance ◽  
Validity And Reliability ◽  
Content Type ◽  
Gcc Countries ◽  
Gulf Countries ◽  
Sequential Mixed Methods ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Learning Institutions ◽  
Relative Concept

Purpose It has been argued in the literature that quality assurance is a relative concept. In view of the new challenges (and opportunities) created by e-learning institutions in the Gulf Cooperation Council (GCC) countries, this paper aims to explore the dimensions of quality assurance in e-learning and test the psychometric properties of the underlying dimensions. Design/methodology/approach A sequential mixed methods approach was applied in this study. In the qualitative phase, items were generated using the inductive and deductive approaches. This was then followed by the quantitative phase where data was collected from 275 senior academics, scholars and administrators associated with e-learning institutions in Kuwait, UAE and Saudi Arabia. Findings The findings of this study revealed that e-learning quality assurance is a multidimensional construct. The dimensions of accreditation, assessment, accountability and benchmarking were identified. Further, the model demonstrated adequacy in its validity and reliability. Practical implications In the light of proliferation of e-learning courses in GCC countries, the results of this are invaluable to enable administrators and instructors to design strategy and foster innovation in the domain of quality assurance. E-learning institutions operating in a competitive environment have to design and implement an effective strategy to achieve innovation, uniqueness and diversity in the educational sector of their countries. Originality/value This paper has successfully validated an e-learning quality assurance questionnaire, which can be used effectively for evaluating e-learning programmes.

Postgraduate Degree by Distance Learning

2011 ◽  
pp. 1651-1659
Author(s):  
Tiong Kung-Ming
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Higher Learning ◽  
Degree Programs ◽  
The United Kingdom ◽  
The World ◽  
Learning Programs ◽  
E Learning ◽  
Open And Distance Learning ◽  
Learning Institutions

Distance learning provides a wide opportunity for learners to access postgraduate qualifications. With the establishment of such open and distance learning (ODL) institutions like open universities and e-learning programs by higher learning institutions around the world, more learners are getting into postgraduate degree programs. In the United Kingdom, for example, a group of reputable institutions have established the UKeU (UK e-Universities). This article looks at the types of programs offered (master’s and doctorate) and their characteristics in contrast to traditional on-campus study. We will look into the challenges and issues faced by distance learning postgraduate-degree providers, as well as those faced by the learners. Among the issues are accreditation and recognition, curriculum and assessment, instructional methods, factors influencing learners’ choice of postgraduate programs, and institutional support for learners. Finally, we discuss the effects of postgraduate distance learning programs in the education landscape as a whole.

Measuring Lecturers’ Perception of Transition to E-Learning Systems and Digital Divide

2013 ◽  
pp. 209-217
Author(s):  
Burcu Adigüzel Mercangöz ◽  
Çigdem Aricigil Çilan ◽  
M. Erdal Balaban
Keyword(s):  
Digital Divide ◽  
Information Technologies ◽  
Nonparametric Tests ◽  
Internet Technology ◽  
Learning Program ◽  
Mba Programs ◽  
Learning Programs ◽  
E Learning ◽  
Academic Qualifications ◽  
Technology Perceptions

The development of internet technology has affected spread of e-learning programs. Students have been attending e-learning programs worldwide. For example, students in Turkey have increasingly been using this technology to attend e-MBA programs. Due to constraints like lecturers, ability to use technology and the infrastructure of information technologies in current education systems it is not possible to reach high levels of higher education. In this paper, the authors measure lecturers’ behaviors toward e-learning activities. The study gauges their ability to use information technology, perceptions about the advantages of e-learning program, and readiness for the transition. Data are provided from a survey conducted in the School of Business Administration at Istanbul University. Descriptive statistics and nonparametric tests are used to analyze the data. These tests measure the digital divide between academicians taking into account their academic qualifications, gender and departments.

Measuring Lecturers’ Perception of Transition to E-Learning Systems and Digital Divide

2011 ◽  
Vol 3 (1) ◽  
pp. 13-21
Author(s):  
Burcu Adigüzel Mercangöz ◽  
Çigdem Aricigil Çilan ◽  
M. Erdal Balaban
Keyword(s):  
Digital Divide ◽  
Information Technologies ◽  
Nonparametric Tests ◽  
Internet Technology ◽  
Learning Program ◽  
Mba Programs ◽  
Learning Programs ◽  
E Learning ◽  
Academic Qualifications ◽  
Technology Perceptions

The development of internet technology has affected spread of e-learning programs. Students have been attending e-learning programs worldwide. For example, students in Turkey have increasingly been using this technology to attend e-MBA programs. Due to constraints like lecturers, ability to use technology and the infrastructure of information technologies in current education systems it is not possible to reach high levels of higher education. In this paper, the authors measure lecturers’ behaviors toward e-learning activities. The study gauges their ability to use information technology, perceptions about the advantages of e-learning program, and readiness for the transition. Data are provided from a survey conducted in the School of Business Administration at Istanbul University. Descriptive statistics and nonparametric tests are used to analyze the data. These tests measure the digital divide between academicians taking into account their academic qualifications, gender and departments.

Challenges and Opportunities for Virtual Universities in the 21st Century

2015 ◽  
pp. 131-153
Author(s):  
Luísa Margarida Cagica Carvalho
Keyword(s):  
21St Century ◽  
Theoretical Approach ◽  
Global Education ◽  
Virtual University ◽  
Virtual Universities ◽  
Challenges And Opportunities ◽  
Learning Programs ◽  
Education Market ◽  
E Learning ◽  
Long Life

This chapter aims to provide a theoretical approach concerning challenges and opportunities to virtual universities in 21st century. Virtual universities have an important role in capturing different audiences to the e-learning programs, such as long life learning, executive programs, etc. Additionally, the virtual model allows a more efficient internationalization of the education and improves the attraction of the students from several countries. Nevertheless, the virtual universities front some problems and challenges on the global education market and could be important to identify and present some good practices followed by virtual universities around the world. This chapter presents some remarks about virtual universities, the advantages and challenges fronted, and the case of the Portuguese virtual university, Open University of Lisbon, as a complement to the theoretical approach.

scholarly journals Early Childhood Education Teachers Consistency of E-Learning Programs

2021 ◽  
Vol 5 (2) ◽  
pp. 1799-1806
Author(s):  
Yuanita Kristiani Wahyu Widiastuti ◽  
Upik Elok Endang Rasmani ◽  
Siti Wahyuningsih
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quantitative Methods ◽  
Sampling Technique ◽  
Learning Program ◽  
Childhood Education ◽  
Learning Programs ◽  
E Learning ◽  
The Government ◽  
Learning Plans

The e-learning program is a new program implemented at the early childhood education level. The teacher of the main character in the application of e-learning has a dilemma in running this program. The focus of the study identified the consistency of early childhood education teachers in implementing e-learning programs during the Covid-19 pandemic. Using quantitative methods with purposive sampling technique. Data obtained through interviews (G-Form) with respondents 50 ECE teachers in the city of Surakarta. Field facts are that there is no teacher consistency in implementing e-learning programs such as the absence of daily or weekly learning plans in implementing e-learning, uncertain teaching schedules, and unsupported learning media. This shows that 80% of ECE teachers implement e-learning and 20% implement mixed learning. Teacher consistency can be improved through training provided by the government, provision of educational facilities by schools, learning innovations according to health protocols and initial motivation to teach

scholarly journals Effect of Technology on Elementary Students’ Reasoning & Communication Skills in Science at Lebanese Private Schools: An Exploratory Study

2018 ◽  
Vol 14 (25) ◽  
pp. 107
Author(s):  
Layal Omar Temsah ◽  
Dalal Michel Moukarzel
Keyword(s):  
Elementary Schools ◽  
School Leadership ◽  
Communication Skills ◽  
Private Schools ◽  
Arab World ◽  
Structured Interviews ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Technological Tools ◽  
Teachers And Students

With the emergence of multiple technological tools for teaching science such as active boards, mobile devices and tabs, the effectiveness and appropriateness of these tools are yet questionable. Students’ performance in science, especially in the Arab world, is still unsatisfactory as shown by the TIMMS results of 2007 and 2011. In Lebanon, it was interesting to understand what was being done, specifically in elementary schools, to improve students’ outcomes prior to sitting for international exams. The purpose of this study was to explore the perceptions of Heads of private elementary schools, science coordinators, teachers, and students regarding the use of technology, and the extent to which these technologies were enhancing students’ skills. Participants in this study were 164 grade- six students from three private schools in different regions of Beirut, the Lebanese capital. Participants also included three administrators and four teachers of whom three were also coordinators in the corresponding schools. Semi-structured interviews, class observations and questionnaires were used to triangulate the results. Findings revealed that the vision and mission of the school leadership, the teachers’ practices associated with the appropriate integration of technology were key determinants for enhancing students’ perceptions of improvement in reasoning and communication skills in science.

scholarly journals A Reflective Study of Online Faculty Teaching Experiences in Higher Education

2020 ◽  
Vol 3 (1) ◽  
pp. 50-66
Author(s):  
Katherine Assante Perrotta ◽  
Chara Haeussler Bohan
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Online Faculty ◽  
Teaching Experiences ◽  
Faculty Teaching ◽  
Challenges And Opportunities ◽  
Learning Programs ◽  
E Learning ◽  
Reflective Study

Despite the popularity of online course and degree offerings in higher education, a lack of data persists on the unique challenges and opportunities online faculty face. Gaining insights about these experiences is important to ensure the quality of online teaching as colleges and universities continue expanding e-learning programs. Therefore, the purpose of this study is to examine the online teaching experiences of two faculty members through the implementation of reflective study methods. Major findings show that faculty access to professional development and mentoring, isolation and connectedness to the campus community, and academic freedom and curriculum control have significant implications for online teaching and student learning. In the wake of COVID-19 as colleges across the nation suddenly are faced with moving to exclusively online learning, this study is needed more than ever.

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