Communication Tools in Asynchronous Mode of e-Learning

2015 ◽  
pp. 4128-4817
Author(s):  
Marie Pavlis-Korres
Keyword(s):  
Asynchronous Mode ◽  
Communication Tools ◽  
E Learning

scholarly journals Teaching and Learning in Higher Education: E-Learning as a Tool

2019 ◽  
Vol 9 (1) ◽  
pp. 458-463 ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Internet ◽  
Full Time ◽  
Online Classes ◽  
New Paradigm ◽  
Education Students ◽  
Communication Tools ◽  
Modern Education ◽  
E Learning

Recently, the market of E-Learning is soaring and is known as a new paradigm in modern education. E-Learning acts as a medium, consisting of several types of computers and electronic media that are communication tools as well as the Internet, which provides training and informative access on certain subjects. By using E-Learning students can attend online classes anywhere, regardless of time and place. Generally, E-Learning is more geared towards self-training and is ideal for individuals who work full-time but desire to further their studies. Thus, this study has been developed and integrated with factors leading towards the effectiveness of E-Learning as a tool in Teaching and Learning (T&L) approach. A quantitative approach was applied by using a self-administered distribution of questionnaire targeted at higher education students. Therefore, the outcomes of this research will help to provide insightful information to the current education system in Malaysia, particularly in crafting strategies to enhance the learning education for the country in general.

E-Pod: E-learning System for Improving Student Engagement in Asynchronous Mode

2021 ◽  
Author(s):  
Sachini Tennakoon ◽  
Thathsarani Wickramaarachchi ◽  
Ridmi Weerakotuwa ◽  
Piumi Sulochana ◽  
Anuradha Karunasena ◽  
...  
Keyword(s):  
Student Engagement ◽  
Learning System ◽  
Asynchronous Mode ◽  
E Learning

Learners’ preferences for online resources, activities, and communication tools: A comparative study of Turkey and Kyrgyzstan

2020 ◽  
Vol 17 (2) ◽  
pp. 148-166 ◽  
Author(s):  
Gülgün Afacan Adanır ◽  
Gulshat Muhametjanova ◽  
Mehmet Ali Çelikbağ ◽  
Asan Omuraliev ◽  
Rita İsmailova
Keyword(s):  
Mixed Methods Research ◽  
Online Courses ◽  
Online Resources ◽  
First Year ◽  
Communication Tool ◽  
Communication Tools ◽  
Online Resource ◽  
E Learning ◽  
Social Media Tools ◽  
Study Participants

The progresses in technology lead to advances in e-learning as well as lead to increase in number of learners participating in e-learning courses. Richness of online resources, activities, and communication tools presented in online courses can be one of the factors that influence learners’ attendance to e-learning. In this regard, the initial purpose of this study was to identify online resource, activity and communication tool preferences of learners studying in two public universities: one located in Turkey and one located in Kyrgyzstan. At the second stage, comparison of Turkish and Kyrgyz learners’ preferences was carried out to explore differences in two countries. The participants are first-year undergraduate learners enrolled in first-year courses in the online environment. The total number of participants is 370, which involves 185 Turkish learners and 185 Kyrgyz learners. In the context of this study, participants’ submissions to the questionnaire were collected as quantitative data; while participants’ opinions toward online resources, activities, and communication tools were obtained as qualitative data. Thus, the study was designed as a mixed methods research that quantitative and qualitative methods were applied for the data analysis. The results demonstrated that Turkish learners perceive communication tools, online exams, and text-based course notes to be the most useful for e-learning, whereas perceive online group activities and wiki pages as not useful enough. On the other hand, Kyrgyz learners perceive interactive materials, online exams, and social media tools to be the most useful for e-learning, whereas perceive online chats and pages as not useful enough. The participants’ opinions cover important points for the improvement of current online materials. In addition, learners from Turkey and Kyrgyzstan showed both similarities and differences in terms of their preferences toward online resources, activities, and communication tools, which are explained through this paper.

A Survey of Distance Education Challenges and Technologies

2007 ◽  
pp. 1-26 ◽  
Author(s):  
Timothy K. Shih ◽  
Jason C. Hung ◽  
Jianhua Ma ◽  
Qun Jin
Keyword(s):  
Distance Education ◽  
Information Technologies ◽  
Computer Hardware ◽  
Communication Tools ◽  
Virtual University ◽  
Research Issues ◽  
Educational Professionals ◽  
Academic Researchers ◽  
E Learning ◽  
New Research

Distance education, e-learning, and virtual university are similar terms for a trend of modern education. It is an integration of information technologies, computer hardware systems, and communication tools to support educational professionals in remote teaching. This chapter presents an overview of distance education from the perspective of policy, people, and technology. A number of questions frequently asked in distance learning panel discussions are presented, with the suggested answers from the authors. The survey presented in this chapter includes communication, intelligent, and educational technologies of distance education. Readers of this chapter are academic researchers and engineers who are interested in new research issues of distance education, as well as educators and general participants who are seeking for new solutions.

scholarly journals PROBLEM KEDISIPLINAN MAHASISWA PROGRAM STUDI MANAJEMEN PENDIDIKAN ISLAM DALAM KULIAH DARING MENGHADAPI PANDEMIK CORONA VIRUS DESEASE-2019 DI FAKULTAS TARBIYAH INSTITUT AGAMA ISLAM NEGERI MADURA

2020 ◽  
Vol 3 (2) ◽  
pp. 129-142
Author(s):  
Halimatus Sa'adah ◽  
Ali Nurhadi
Keyword(s):  
Qualitative Approach ◽  
Learning System ◽  
Islamic Education ◽  
Communication Tools ◽  
Study Program ◽  
Education Management ◽  
Inhibiting Factors ◽  
Online Lectures ◽  
E Learning ◽  
Internet Networks

Discipline character should be created from all aspects of the activities carried out, including the discipline in following lecture activities carried out online by students of the Islamic Education Management Study Program at IAIN Madura. This research includes a qualitative approach with a descriptive type, the results of the study show that: first, the strategies used to discipline students in online lectures include clarifying pre-course contracts or course objectives, providing subject matter with the discussion method, giving assignments as material to evaluate the material presented and collecting tasks using deadlines. The two supporting factors are so that discipline in online lectures includes communication tools such as cellphones, laptops, and other applications as a medium for conveying information between students and lecturers, and the three inhibiting factors are not facilitated by internet networks and internet quota packages that are owned and the absence of tools. Other communications and solutions that should be provided are buying internet quotas and using Wi-fi and IAIN Madura providing a learning system with the IAIN Madura e-learning website.

Investigating Asynchronous Interaction Between MOOC Learners Through Forum Use and Peer Review

2019 ◽  
pp. 97-119 ◽  
Author(s):  
Alexandros Chavdoulas ◽  
Maria Pavlis Korres ◽  
Piera Leftheriotou
Keyword(s):  
Peer Review ◽  
Learning Outcomes ◽  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Online Course ◽  
Asynchronous Mode ◽  
Asynchronous Interaction ◽  
Process And Outcome ◽  
E Learning

Designers, developers, and educators in an online course, where the risk of learners feeling isolated is of greater concern, should consider including learning activities that engage students with content and with each other in order to promote multiple ways of interaction and communication between learners and higher learners' engagement in the course. Interaction could be developed both in synchronous and asynchronous mode, in a direct or/and indirect (vicarious) way within the e-learning process. This chapter focuses on the development of asynchronous interaction between learners in a MOOC on personal development, provided in 2016 via a popular educational platform and how interaction affected the learning outcomes. The ways that learners asynchronously interact with each other through forum and peer review are identified and research proved that learners interact in a direct and indirect way and that the development of interaction returns multiple benefits to the learning process and outcome.

Ontology-Based Software Component Aggregation

2010 ◽  
pp. 263-277
Author(s):  
Gilbert Paquette ◽  
Anis Masmoudi
Keyword(s):  
Software Development ◽  
Learning Technologies ◽  
Software Components ◽  
Object Management Group ◽  
Communication Tools ◽  
Web Documents ◽  
Management Group ◽  
E Learning ◽  
Digital Components ◽  
The Web

The topic of Component-Based Software Development (CBSD) has become very important in industry and research in the last 10 years (Allen & Frost 1998; Object Management Group, 2003). In e-learning, an increasing number of organizations have recognized the importance of building learning technologies by aggregating existent pedagogical software components. To support training processes, Web portals and digitized resources need to be provided to actors in each process. This can be done by aggregating, in a process workflow, different kinds of resources accessible on the Web: documents, simulations, videos, software tools, as well as persons interacting through communication tools and services. These resources are all represented by digital components that need to be aggregated in a proper manner.

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