Metaphors in Interface Design of E-Learning

2016 ◽  
pp. 190-205 ◽  
Author(s):  
Mehmet Firat ◽  
Işıl Kabakçi Yurdakul
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Interface Design ◽  
Self Control ◽  
Learning Tools ◽  
Student Centered ◽  
Concept System ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Interface Designs

It is quite important to effectively benefit from e-learning tools and environments which have dynamic structures in order to meet the learning needs of distance learners. E-Learning provides independence of time and space, student-centered, learner-controlled, flexible learning environments and equal educational opportunities. However, this flexibility has increased learners' self-cognition, self-control and self-responsibility for learning. In order for learners to cope with these issues, it is important to use metaphorical interfaces made up of metaphors as structures that provide clues to understand a new and complex concept, system or model. In this study, three main issues are discussed. These issues are e-learning and distance education, interface designs for distance education and metaphors in interface design. In the last part of the study, the advantages and disadvantages of metaphorical interface design in distance education are discussed. Based on these discussions, some important recommendations provided. The main purpose of this study is to discuss three main issues. These issues are e-learning and distance education, interface designs for distance education and metaphors in interface design. In the last part of the study, the advantages and disadvantages of the metaphorical interface design in distance education and e-learning environments will be discussed. Based on these discussions, some important recommendations will be provided.

Problems of Distance Education

2018 ◽  
Vol 7 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Rostislav Fojtík
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Computer Science ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

e-Learning in the Cloud

2012 ◽  
pp. 10-19 ◽  
Author(s):  
Niall Sclater
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Learning Tools ◽  
It Services ◽  
Institutional Policies ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Levels Of Service

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the “walled garden” of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 services they find most useful. Cloud computing offers new opportunities for institutions to provide dynamic and up-to-date Internet-based, e-learning applications while ensuring high levels of service, and compliance with institutional policies and legislation. The cloud is rapidly evolving in its architecture, the services offered and the logistics of deployment. It brings with it risks but also possibilities for learners and for educational institutions to reduce costs and enhance services. It is likely to severely disrupt the business model developed by existing vendors of VLEs who provide an integrated suite of e-learning tools, installed and maintained by the institution’s IT services department.

eLearning in the Cloud

2010 ◽  
pp. 661-670
Author(s):  
Niall Sclater
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Learning Tools ◽  
It Services ◽  
Institutional Policies ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Levels Of Service

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the “walled garden” of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 servicesthey find most useful. Cloud computing offers new opportunities for institutions to provide dynamic and up-to-date Internet-based, e-learning applications while ensuring high levels of service, and compliance with institutional policies and legislation. The cloud is rapidly evolving in its architecture, the services offered and the logistics of deployment. It brings with it risks but also possibilities for learners and for educational institutions to reduce costs and enhance services. It is likely to severely disrupt thebusiness model developed by existing vendors of VLEs who provide an integrated suite of e-learning tools, installed and maintained by the institution’s IT services department.

Computers Can Feel Too

2011 ◽  
pp. 188-205
Author(s):  
K. Chatzara ◽  
C. Karagiannidis ◽  
D. Stamatis
Keyword(s):  
Learning Environments ◽  
Emotional Reactions ◽  
Academic Problems ◽  
Academic Difficulties ◽  
Architecture Model ◽  
Advantages And Disadvantages ◽  
Efficient Communication ◽  
E Learning ◽  
General Architecture ◽  
Emotional Agents

The introduction of emotional reactions to e-Learning environments might offer a more efficient and effective communication between the user and the machine; a more natural and realistic computer interface. Embodied Intelligent Emotional Agents (IEAs) which are highly expressive and show empathy for the users may help learners overcome academic difficulties and may contribute positively to the pedagogical procedure by making it more efficient and enjoyable. IEAs can be programmed to “show” the correct social behaviour and through them a channel of communication might open to serve for better interaction among learners. This could contribute to increase student’s self esteem, help them recover from negative emotions as well as encourage learners to overcome academic problems. In this chapter the authors review existing systems that use emotional agents and analyze their specific characteristics, their advantages and disadvantages. Finally, based on this analysis they enumerate specific requirements for efficient communication between agents and users and we use them to propose a general architecture model upon which the development of future IEAs could be based.

scholarly journals Competency Based Approach: Modeling and Implementation

2020 ◽  
Vol 15 (02) ◽  
pp. 230 ◽  
Author(s):  
Malika Sedra ◽  
Samir Bennani
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environments ◽  
Computer Networks ◽  
Business Process ◽  
Learning Systems ◽  
Educational Content ◽  
E Learning ◽  
Competency Based

The expansion of computer networks has at the same time given impetus to the distance learning environments. E-learning systems are also advanced and more efficient. However, these platforms offer such complex teaching functionalities that designers find themselves poorly equipped to succeed in their engineering processes. This article presents a tool that makes it easier for designers to produce educational content according to the Competency-Based Approach (CBA). We propose an implementation of the CBA after its modeling via ontology. Our module can be grafted to any author system oriented pedagogy based skills. We have advocated for Service for Oriented Architecture as a software solution to model our business process that consists of a set of interconnected services that are modeled and implemented. The proposed system is the result of a coordina-tion of, services, incorporating the order of competences explained by a distance education, which integrates and interacts according to an orchestration plan.

Interface Design

2011 ◽  
pp. 157-172
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Technological

2011 ◽  
pp. 71-85
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

scholarly journals Postural Risks and User Experience of 3D Interface Designs for Virtual Reality-based Learning Environments

2019 ◽  
Vol 63 (1) ◽  
pp. 2313-2317 ◽  
Author(s):  
Yilu Sun ◽  
Gourab Kar ◽  
Andrea Stevenson Won ◽  
Alan Hedge
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
User Experience ◽  
Interface Design ◽  
Design Guidelines ◽  
Future Research ◽  
Task Completion ◽  
Significant Difference ◽  
Medium Level ◽  
Interface Designs

Virtual Reality-based Learning Environments (VRLEs) are an emerging tool for classroom teaching. While VRLEs are increasingly in use, little attention has been paid to ergonomic challenges in use of VRLEs. This study compared two 3D interface designs of a VRLE created to teach the phases of the Moon. Participants ( N = 16) were randomly assigned to either a Hand or Toggle interface design. The interface designs were compared in terms of postural risk (REBA score), task completion time, user experience and environmental presence. Results indicate no significant difference between the Hand and Toggle interface designs for the outcome variables; however, environmental presence was marginally higher in the Hand interface. REBA scores for Hand (3.56 ± 0.89) and Toggle (3.79 ± 1.14) indicate low to medium level of postural risks. Future research should focus on development of 3D interface design guidelines to ensure safe, comfortable and effective use of VRLEs.

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