Successful Self-Funding E-Learning Programs

2011 ◽  
pp. 1703-1709
Author(s):  
Yair Levy ◽  
Michelle M. Ramim
Keyword(s):  
Learning Experience ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Traditional Schools ◽  
Degree Programs ◽  
Certificate Programs ◽  
The Past ◽  
Declining Enrollment ◽  
Learning Programs ◽  
E Learning

The Greek philosopher Aristotle indicated that learning is the outcome of both teaching and practice. Clearly, learning is not confined to classroom lectures exclusively. In the past several decades, educators explored the possibility of providing learning experience to remote students. With improvement in technology and the growing popularity of Internet usage, e-learning caught the attention of both corporations and educational institutions. However, traditional learning methodology began transforming when elite universities embraced the Internet as a vehicle for their degree programs (Forelle, 2003). Progress in e-learning has increased its popularity in the past decade (Levy & Murphy, 2002). Consequently, it is carving a new brand of universities, causing traditional schools to rethink their business model. Furthermore, some elite schools have developed specialized online degree and certificate programs. In doing so, these schools strive to compete on this new learning medium and create a new source of revenue, especially due to the declining enrollment and lower government funding resulting from the events on September 11, 2001 (Roueche, Roueche, & Johnson, 2002). This paper provides definitions of the eight key elements any institution should have to successfully implement self-funding e-learning systems.

Successful Self-Funding E-Learning Programs

2011 ◽  
pp. 1966-1972
Author(s):  
Yair Levy ◽  
Michelle M. Ramim
Keyword(s):  
Learning Experience ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Traditional Schools ◽  
Degree Programs ◽  
Certificate Programs ◽  
The Past ◽  
Declining Enrollment ◽  
Learning Programs ◽  
E Learning

The Greek philosopher Aristotle indicated that learning is the outcome of both teaching and practice. Clearly, learning is not confined to classroom lectures exclusively. In the past several decades, educators explored the possibility of providing learning experience to remote students. With improvement in technology and the growing popularity of Internet usage, e-learning caught the attention of both corporations and educational institutions. However, traditional learning methodology began transforming when elite universities embraced the Internet as a vehicle for their degree programs (Forelle, 2003). Progress in e-learning has increased its popularity in the past decade (Levy & Murphy, 2002). Consequently, it is carving a new brand of universities, causing traditional schools to rethink their business model. Furthermore, some elite schools have developed specialized online degree and certificate programs. In doing so, these schools strive to compete on this new learning medium and create a new source of revenue, especially due to the declining enrollment and lower government funding resulting from the events on September 11, 2001 (Roueche, Roueche, & Johnson, 2002). This paper provides definitions of the eight key elements any institution should have to successfully implement self-funding e-learning systems.

Eight Key Elements of Successful Self-Funding E-Learning Programs

2011 ◽  
pp. 2690-2698
Author(s):  
Yair Levy ◽  
Michelle M. Ramim
Keyword(s):  
Educational Institutions ◽  
Traditional Learning ◽  
Traditional Schools ◽  
Degree Programs ◽  
Certificate Programs ◽  
The Past ◽  
Declining Enrollment ◽  
New Learning ◽  
Learning Programs ◽  
E Learning

The Greek philosopher Aristotle indicated that learning is the outcome of both teaching and practice. Clearly, learning is not confined exclusively to classroom lectures. In the past several decades, educators explored the possibilities of providing learning experiences to remote students. With improvement in technology and the growing popularity of Internet usage, e-learning caught the attention of both corporations and educational institutions. However, traditional learning methodology began transforming when elite universities embraced the Internet as a vehicle for their degree programs (Forelle, 2003). Progress in e-learning has increased its popularity in the past decade (Levy & Murphy, 2002). Consequently, it is carving a new brand of universities causing traditional schools to rethink their business model. Furthermore, some elite schools have developed specialized online degree and certificate programs. In doing so, these schools strive to compete on this new learning medium and create a new source of revenue, especially due to the declining enrollment and lower government funding resulting from the events on September 11, 2001 (Roueche, Roueche, & Johnson, 2002, p. 10). This paper provides definitions of the eight key elements any institutions should have in order to successfully implement self-funding e-learning systems.

Eight Key Elements of Successful Self-Funding E-Learning Programs

2005 ◽  
pp. 995-1000
Author(s):  
Yair Levy ◽  
Michelle M. Ramim
Keyword(s):  
Educational Institutions ◽  
Traditional Learning ◽  
Traditional Schools ◽  
Degree Programs ◽  
Certificate Programs ◽  
The Past ◽  
Declining Enrollment ◽  
New Learning ◽  
Learning Programs ◽  
E Learning

The Greek philosopher Aristotle indicated that learning is the outcome of both teaching and practice. Clearly, learning is not confined exclusively to classroom lectures. In the past several decades, educators explored the possibilities of providing learning experiences to remote students. With improvement in technology and the growing popularity of Internet usage, e-learning caught the attention of both corporations and educational institutions. However, traditional learning methodology began transforming when elite universities embraced the Internet as a vehicle for their degree programs (Forelle, 2003). Progress in e-learning has increased its popularity in the past decade (Levy & Murphy, 2002). Consequently, it is carving a new brand of universities causing traditional schools to rethink their business model. Furthermore, some elite schools have developed specialized online degree and certificate programs. In doing so, these schools strive to compete on this new learning medium and create a new source of revenue, especially due to the declining enrollment and lower government funding resulting from the events on September 11, 2001 (Roueche, Roueche, & Johnson, 2002, p. 10). This paper provides definitions of the eight key elements any institutions should have in order to successfully implement self-funding e-learning systems.

scholarly journals VARIOUS APPROACHES TO E-LEARNING CONTINUE TO EVOLVE

World Science ◽  
2018 ◽  
Vol 2 (10(38)) ◽  
pp. 29-32
Author(s):  
Gurbanova Gulay
Keyword(s):  
Educational Institutions ◽  
Traditional Learning ◽  
Motivation To Learn ◽  
Learning Methods ◽  
Learning Conditions ◽  
Learning Programs ◽  
E Learning ◽  
And Function ◽  
Role And Function ◽  
Do So

E-learning has made its entrance into educational institutions. Compared to traditional learning methods, e-learning has the benefit of enabling educational institutions to attract more students. E-learning not only opens up for an increased enrollment, it also gives students who would otherwise not be able to take the education to now get the possibility to do so. This paper introduces Axel Honneth’s theory on the need for recognition as a framework to understand the role and function of interaction in relation to e-learning. The paper argues that an increased focus on the dialectic relationship between recognition and learning will enable an optimization of the learning conditions and the interactive affordances targeting students under e-learning programs. The paper concludes that the engagement and motivation to learn are not only influenced by but depending on recognition.

A Case Study Exploring Quality Standards for Quality E-Learning

2011 ◽  
pp. 232-240
Author(s):  
Colla J. MacDonald ◽  
Terrie Lynn Thompson
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Quality Standards ◽  
Critical Issue ◽  
Educational Institutions ◽  
Online Programs ◽  
Learning Programs ◽  
E Learning

In order to satisfy the needs of growing numbers of adult learners, the availability of well-designed, effectively implemented, and efficiently delivered online courses is essential (MacDonald, Stodel & Casimiro, 2006; Palloff & Pratt, 2001). Despite the demand and prevalence of e-learning, there are still concerns regarding the quality and effectiveness of education offered online (Carstens & Worsfold, 2000; Noble, 2002). Too often, in an “effort to simply get something up and running” (Dick, 1996, p. 59), educators have been forced to compromise quality and design. Intensive competition among educational institutions has resulted in quality assurance becoming a critical issue for promoting learning and learning programs. Within this economically motivated environment, online learning has not escaped the scrutiny of quality standards. Quality in online programs is generally defined in terms of the design of the learning experience, the contextualized experience of learners, and evidence of learning outcomes (Jung, 2000; Salmon, 2000). However, the plethora of online learning courses and programs with few standards to ensure the quality of content, delivery, and/or service creates a challenge. The resulting variance in quality makes it difficult for an organization or learner to choose a program that meets their needs and is also of high quality.

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.

Impact of E-Learning on Adult Education

2009 ◽  
pp. 286-296 ◽  
Author(s):  
Royce Ann Collins ◽  
Jeff Zacharakis
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Adult Students ◽  
Virtual Environment ◽  
Learning Experience ◽  
Educational Institutions ◽  
Course Development ◽  
E Learning ◽  
Educational Market ◽  
Quality Learning

In the present consumer educational market, educational institutions are rapidly incorporating more online opportunities. The various issues that learners and instructors cope with are addressed from the literature and our adult students. The key issue is creating a quality learning experience for adult students. Not only does the instructor need to incorporate what we already know about adult learning, but they must also approach the course development with a constructivist mindset. The major force in creating a quality learning experience is the discussion generated. Instructors must assist students in creating their own knowledge and develop the ability to discuss in a virtual environment.

Understanding Different Categories of Attrition in Distance Education Program

2011 ◽  
pp. 1917-1925
Author(s):  
Seung Youn (Yonnie) Chung
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational Institutions ◽  
Or Education ◽  
Internet Technologies ◽  
Service Companies ◽  
Learning Programs ◽  
E Learning ◽  
Research Findings ◽  
The U.S

Distance learning is often referred to as taking training or education courses that are either synchronously or asynchronously delivered via various media such as audio, video, or computer, especially Internet technologies in recent years. The number of corporate training programs delivered via Internet technologies (a.k.a., e-learning) has dramatically increased over the last several years. According to ASTD reports (2002, 2003), the percentage of e-learning programs delivered in the Benchmark Service companies in the U.S. increased from 8.8% of total training hours in 2000 to 10.5% in 2001. The number of distance programs offered at degree-granting educational institutions in the U.S. has also gradually increased each year. According to the National Center for Education Statistics (2003), 56% of two-year or four-year degree-granting educational institutions offered distance education (DE) courses during the 12-month 2000-2001 academic year, and during the time period, about 2.8 million students were enrolled in college-level credit-granting DE courses, the majority of which were Internet-based courses. Internet-delivered instruction has gained credibility during recent years as well. Research has shown that there seems to be no significant difference in terms of the effectiveness of instruction delivered in traditional classroom settings and the effectiveness of instruction delivered via the Internet (van Schaik, Barker & Beckstrand, 2003). Such research findings, coupled with potential benefits such as cost-effectiveness and convenience, have likely contributed to the increasing popularity of Internet-delivered distance learning programs.

scholarly journals Factors of the Use of E-learning during COVID-19 Lockdown among the College Students of Nepal: A Cross-Sectional Study

2022 ◽  
Vol 10 (1) ◽  
pp. 89-93
Author(s):  
Poonam Pokhrel Sapkota ◽  
Dr. Shyam Prasad Sedai ◽  
Megha Raj Sapkota
Keyword(s):  
College Students ◽  
Sampling Method ◽  
Human Life ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Educational Institutions ◽  
Learning Needs ◽  
Cross Sectional ◽  
E Learning ◽  
Teaching Paradigm

Background: COVID-19 Pandemic had affected all sectors of human life around the globe. Education is one of them where traditional method of teaching had to be shift to virtual learning all of sudden in both developed and developing countries. Therefore, the article reflects the associated factors of E-learning among college students of Nepal during emergency shift of teaching paradigm due to COVID -19. Methodology: Convenient sampling method through social media and Google form was used to collect 385 data from college students of Nepal during COVID-19 lockdown. Results: The result showed that only 30% of the Nepalese students had all the required resources all the time for the use of E-learning however, 85% of the student had engaged in in E-learning during COVID-19 pandemic lockdown. The study found that gender, marital status, training on the use of E-learning, experience of E-learning prior to pandemic were statistically significant with the future use of E-learning. Conclusions: Educational institutions need be responsive towards the challenges faced by students during E learning, so that learning needs of the students will be fulfilled even in pandemic situation.

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