A Hybrid Analysis of E-Learning Types and Knowledge Sharing Measurement Indicators

2016 ◽  
pp. 395-405
Author(s):  
Davood Qorbani ◽  
Iman Raeesi Vanani ◽  
Babak Sohrabi ◽  
Peter Forte
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Learning Environments ◽  
Hybrid Analysis ◽  
Different Types ◽  
E Learning ◽  
Social Organizational ◽  
Learning Types

E-learning as a method of effective transference of knowledge is being widely used. This chapter introduces a conceptual model that shows administrators/directors of e-learning environments how to recognize and utilize different sets of knowledge sharing indicators (a combination of individual, social, organizational, and technical indicators) to enhance the quality of learning in e-learning environments. A model in which different types of e-learning can be employed is introduced and elaborated. Then, several knowledge-sharing indicators that have the potential of facilitating and enhancing the e-learning environment are presented. Finally, the conceptual model of knowledge sharing indicators to facilitate different types of e-learning environments is provided and discussed.

A Hybrid Analysis of E-Learning Types and Knowledge Sharing Measurement Indicators

2014 ◽  
pp. 60-70
Author(s):  
Davood Qorbani ◽  
Iman Raeesi Vanani ◽  
Babak Sohrabi ◽  
Peter Forte
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Learning Environments ◽  
Hybrid Analysis ◽  
Different Types ◽  
E Learning ◽  
Social Organizational ◽  
Learning Types

E-learning as a method of effective transference of knowledge is being widely used. This chapter introduces a conceptual model that shows administrators/directors of e-learning environments how to recognize and utilize different sets of knowledge sharing indicators (a combination of individual, social, organizational, and technical indicators) to enhance the quality of learning in e-learning environments. A model in which different types of e-learning can be employed is introduced and elaborated. Then, several knowledge-sharing indicators that have the potential of facilitating and enhancing the e-learning environment are presented. Finally, the conceptual model of knowledge sharing indicators to facilitate different types of e-learning environments is provided and discussed.

Cloud-Based Learning

2018 ◽  
pp. 183-212
Author(s):  
Luc Zwartjes
Keyword(s):  
Social Context ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Paradigm ◽  
Personal Learning ◽  
Personalised Learning ◽  
Personal Learning Environment ◽  
Different Types ◽  
E Learning

The chapter initially presents styles and types of education, clarifying the differences between differentiation, individualisation and personalisation. To implement personalised learning the learning paradigm must be adopted. According to research we can distinguish different types: e-learning, i-learning, m-learning and u-learning. Many organizations have developed a virtual learning environment (VLE) as a supplement to the traditional type of education. So the existing VLE should be adjusted to a personal learning environment (PLE) that places the focus on the appropriation of different tools and resources by the learner, whereby the learner is situated within a social context which influences the way in which they use media, participate in activities and engage in communities. Finally, a checklist with criteria has been used to weigh the quality of personalised learning courses. This work was realized in the context of the “School on the Cloud” Project.

THE PROCESS OF DIGITALIZATION OF EDUCATIONAL INSTITUTIONS

2020 ◽  
Author(s):  
Муса Увайсович Ярычев
Keyword(s):  
Learning Environment ◽  
Education System ◽  
New Teacher ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Necessary Condition ◽  
Teacher Competencies ◽  
Important Condition ◽  
E Learning

В статье рассматривается вопрос о цифровизации школы, как важном условии повышения качества образования. Организованная при помощи электронных форм среда обучения предоставляет ученикам большую самостоятельность. Необходимым условием совершенствования системы образования выступает создание новых, необходимых для цифровой экономики компетенций педагога. The article considers the issue of school digitalization as an important condition for improving the quality of education. The e-learning environment provides students with greater independence. A necessary condition for improving the education system is the creation of new teacher competencies necessary for the digital economy.

scholarly journals Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

2021 ◽  
Vol 8 (3) ◽  
pp. 1026-1044
Author(s):  
Martha Nandari Santoso
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Online Classes ◽  
Online Class ◽  
Face To Face ◽  
Closed Group ◽  
E Learning ◽  
Group A ◽  
Display Quality

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class. 

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

scholarly journals Technical Quality of a Mobile SPOC

2018 ◽  
Vol 12 (5) ◽  
pp. 140
Author(s):  
Naima Belarbi ◽  
Abdelwahed Namir ◽  
Nadia Chafiq ◽  
Mohammed Talbi
Keyword(s):  
Learning Environments ◽  
Online Courses ◽  
Mobile App ◽  
Technical Quality ◽  
Quality Factors ◽  
Computer Based Learning ◽  
E Learning ◽  
Computer Based ◽  
Windows Phone

<p class="0papertitle">Computer based Learning Environments are mainly shaped by emerging environments such as Massive Open Online Courses (MOOCs), SPOCS (Small Private Online Courses) and Mobile learning. This variety challenges the quality of the content delivered in these various environments. In Moroccan higher education, SPOCS is a trending topic widely used in its context of blended learning. The present work focuses on an SPOC delivered as a hybrid mobile app and on factors that define its technical quality. The objective is to propose a set of technical quality factors which are defined following a study of literature, focusing on frameworks, labels, practices that are used to assess the quality of e-learning environments, MOOCs, SPOCs and mobile applications. ISO standards for the quality software and the guidelines for the most dominant Mobile Operating Systems (Android/IOS/Windows phone) are also considered when defining these criteria. The proposed criteria can be twofold used: 1) to assess the technical quality of an existing mobile SPOC; 2) constitutes guidelines to increase the technical quality of a new mobile SPOC</p>

Interactive E-Textbook Platform Based on Block Editing Model in Crowdsourcing E-Learning Environments

2021 ◽  
Vol 17 (1) ◽  
pp. 50-66
Author(s):  
Ja-Ryound Choi ◽  
Soon-Bum Lim
Keyword(s):  
Programming Languages ◽  
Learning Environments ◽  
Visual Programming ◽  
Student Feedback ◽  
Feedback Information ◽  
Feedback Analysis ◽  
Digital Textbooks ◽  
E Learning ◽  
Visual Programming Language

Instructors can now work with students to create various textbooks based on crowdsourcing. In particular, as feedback provided by students is essential for determining the quality and direction of classes, instructors should interact with students who are currently participating in classes by exchanging feedback. This paper proposes a block editing model that can reflect student feedback. The block editing model is an interactive e-textbook editing model that is dynamically updated based on the feedback provided by students in real time without modifying the structure of digital textbooks. In particular, in order for even non-developers who do not know web programming languages to be able to produce interactive digital textbooks easily, the authors developed an editor that could help implement them based on Blockly, a visual programming language. This paper enables instructors to improve the direction and quality of classes depending on the learning achievement of students and understanding based on feedback information provided by students and feedback analysis.

A Conceptual Framework for E-Assessment in Higher Education

2014 ◽  
pp. 652-673 ◽  
Author(s):  
Luís Tinoca ◽  
Alda Pereira ◽  
Isolina Oliveira
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Four Dimensions ◽  
Assessment Culture ◽  
Digital Assessment ◽  
E Learning ◽  
Assessment In Higher Education ◽  
Assessment Strategies

The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, naturally implying the resource to a variety of assessment strategies. Within this context, we have seen the emergence of what has been called by several authors, the Assessment Culture. Furthermore, Higher Education e-learning environments have also promoted the use of new e-assessment strategies. Therefore, it is important to reconsider the concept of quality assessment in Higher Education online contexts, and particularly how to develop it in the present learning landscapes. In this chapter, the authors present a new conceptual framework for digital assessment in Higher Education supported by four dimensions—authenticity, consistency, transparency, and practicability—each composed by a set of criteria, aimed at promoting the quality of the assessment strategies being used. This framework was developed based on the expansion of the concept of validity supported by edumetric qualities.

Securing the Infrastructure for Service-Based E-Learning Environments

2011 ◽  
pp. 1-24
Author(s):  
Simon Schwingel ◽  
Gottfried Vossen ◽  
Peter Westerkamp
Keyword(s):  
Web Services ◽  
Learning Environment ◽  
Learning Environments ◽  
User Authentication ◽  
Learning Objects ◽  
Learning System ◽  
Learning Material ◽  
Single Sign On ◽  
User Data ◽  
E Learning

E-learning environments and their system functionalities resemble one another to a large extent. Recent standardization efforts in e-learning concentrate on the reuse of learning material only, but not on the reuse of application or system functionalities. The LearnServe system, under development at the University of Muenster, builds on the assumption that a typical learning system is a collection of activities or processes that interact with learners and suitably chosen content, the latter in the form of learning objects. This enables us to divide the main functionality of an e-learning system into a number of stand-alone applications or services. The realization of these applications based on the emerging technical paradigm of Web services then renders a wide reuse of functionality possible, thereby giving learners a higher flexibility of choosing content and functionalities to be included in their learning environment. In such a scenario, it must be possible to maintain user identity and data across service and server boundaries. This chapter presents an architecture for implementing user authentication and the manipulation of user data across several Web services. In particular, it demonstrates how to exploit the SPML and SAML standards so that cross-domain single sign-on can be offered to the users of a service-based learning environment. The chapter also discusses how this is being integrated into LearnServe.

Online Learning Environments

2011 ◽  
pp. 678-685 ◽  
Author(s):  
Riu Hu ◽  
Shuyan Wang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Communication Systems ◽  
The Internet ◽  
Electronic Communications ◽  
Online Learning Environments ◽  
Computer Communication ◽  
E Learning ◽  
The Web

Online learning, which was defined as a learning environment using computer communication systems for learning delivery and interaction (Harasim, 1990), has been involved into all facets of society’s education. Online learning can be considered as a subset of the category of e-learning because it refers specifically to learning that is occurring via the Internet or Intranet. Online learning environment normally refers to learning via electronic communications, coursework, and/or information posted on the Web, and through other instructional activities by using Internet.

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