Harnessing the Tiger of Emerging E-Learning Platforms

2018 ◽  
pp. 147-170
Author(s):  
Theresa Neimann ◽  
Victor X. Wang
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
New Technology ◽  
Program Completion ◽  
Future Technology ◽  
E Learning ◽  
Learning Platforms ◽  
Key Drivers ◽  
The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

Harnessing the Tiger of Emerging E-Learning Platforms

2021 ◽  
pp. 29-52
Author(s):  
Theresa Neimann ◽  
Victor X. Wang
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
New Technology ◽  
Program Completion ◽  
Future Technology ◽  
E Learning ◽  
Learning Platforms ◽  
Key Drivers ◽  
The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

Online Education Programs for Adult Learners in Higher Education

2014 ◽  
pp. 250-274
Author(s):  
Victor X. Wang ◽  
Valerie A. Storey
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Education Programs ◽  
Future Technology ◽  
E Learning ◽  
Technology Trends

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners, such as policy, access, completion, and equity, are addressed in this chapter. The purpose of this chapter is to identify future technology trends, and then show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs, especially among adult learners. Policy, access, completion, and equity must be well addressed if online adult education is to be employed effectively and efficiently.

scholarly journals The analysis of Iranian students' persistence in online education

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Mahdi Mahmodi ◽  
Issa Ebrahimzade
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Persistence ◽  
Instructional System ◽  
Persistence Rate ◽  
E Learning ◽  
Research Findings ◽  
Iranian Students ◽  
Instructional Interaction ◽  
The Relationship

<p>In the following research, the relationship between instructional interaction and student persistence in e-learning has been analyzed. In order to conduct a descriptive- analytic survey, 744 undergraduate e-students were selected by stratified random sampling method to examine not only the frequency and the methods of establishing an instructional interaction, but also the barriers to the student persistence in e-learning. The research findings confirmed the relationship between the instructors’ and the students’ application of two interaction methods including the discussion forum and email (asynchronous method), as well as the relationship between the frequency of instructional interaction and the student persistence in e-learning. According to the findings, family and job commitment, loss of instructional motivation and economic problems constitute the most important barriers to the student persistence in e-learning. The research results can help reduce one of the primary concerns of online learning, that is the student persistence rate, if they would be implemented in various instructional systems such as higher instructional system, for the purpose of providing favorable condition in e-learning, facilitating online learning interactions and, eventually, increasing the student persistence in e-learning.</p>

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

scholarly journals NEW TRAINING TECHNOLOGIES AND THEIR USE IN TRAINING AND DEVELOPMENT ACTIVITIES: SURVEY EVIDENCE FROM LITHUANIA

2008 ◽  
Vol 9 (2) ◽  
pp. 155-159 ◽  
Author(s):  
Vilmantė Kumpikaitė ◽  
Ramunė Čiarnienė
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
New Technologies ◽  
Resistance To Change ◽  
New Technology ◽  
Mediating Effects ◽  
Management And Development ◽  
E Learning ◽  
Development Processes ◽  
The Relationship

There is emerging evidence that new technologies are related to improvements in productivity. Nevertheless, in considering the relationship between new technology and productivity, it is vital to consider human resource management and development issues due to their mediating effects on the relationship between new technology and productivity. This paper focuses on training technologies, especially e‐learning. The increasing use of new technologies to deliver training and to store and communicate knowledge means that trainers must be technologically literate. That is, they must understand the strengths and weaknesses of new technologies and implementation issues such as overcoming users’ resistance to change. The paper reports the findings of a study of 724 Lithuanian employees, which revealed relatively weak usage of new technologies and e‐learning in human resource development processes.

scholarly journals An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

2018 ◽  
Vol 12 (7) ◽  
pp. 70
Author(s):  
Hueyzher Ng ◽  
Sakina Sofia Baharom
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Quantitative Methods ◽  
Online Courses ◽  
Secondary School Teachers ◽  
College Level ◽  
Mixed Methods Design ◽  
Self Regulated Learning ◽  
Students Satisfaction

The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS.  The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

scholarly journals A snapshot of online learners: e-Readiness, e-Satisfaction and expectations

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Hale Ilgaz ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Qualitative Data ◽  
Learning Experience ◽  
Online Learners ◽  
Satisfaction Scale ◽  
Online Programs ◽  
Program Administrators ◽  
Learning Programs ◽  
E Learning

The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An e-readiness scale and an e-satisfaction scale was administered as quantitative measures, with open-ended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.

Educational Platforms for Online Learning in a Cloud Environment

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Neli Kiskinova ◽  
◽  
◽  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Cloud Environment ◽  
Advantages And Disadvantages ◽  
Information And Communication ◽  
E Learning ◽  
Learning Platforms ◽  
Cloud Technologies

This paper presents the types of distance learning platforms with the use of information and communication technologies. It analyses their main functionalities and outlines the advantages and disadvantages of using cloud technologies in e-learning.

Education, “Pointsification,” Empowerment?

2018 ◽  
pp. 635-660
Author(s):  
Stefan Piasecki
Keyword(s):  
E Learning ◽  
Learning Platforms ◽  
Bonus Points ◽  
The Relationship

Gamification as a tool or procedure to add entertaining and motivating elements to usually non-entertaining environments such as schools or workplaces is becoming more and more popular. E-learning platforms like Moodle provide tools and sets of functions to add elements of gamification. An important factor especially in education is technology: individual achievements and progress can be recorded, measured, tracked and visualized and therefore identified and rewarded through bonus points, awards or rankings. This is where gamification can add some challenge and excitement to the learning. But can entertainment and education be combined by technical means at all? What are the possibilities and limits? What implications have to be expected regarding the relationship between teachers, students and a technological – gamified – environment?

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