Integrating E-Learning Technology

2006 ◽  
pp. 193-211
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Learning Technology ◽  
Global Learning ◽  
Communication Interface ◽  
Programmed Learning ◽  
Consistent Manner ◽  
E Learning ◽  
On Line ◽  
The Uk ◽  
Teaching Learning ◽  
Vital Element

Information technology has been used in teaching, learning, and assessment for many years, from programmed learning and on-line tutorials, which are teaching-centred, at one end of the spectrum, to computer-supported collaborative environments, which are learning-centred. The term e-learning has developed over recent years to subsume these and related terms. The UK Joint Information Systems Committee (JISC) provides the following useful explanation: E-Learning can cover a spectrum of activities from supporting learning, to blended learning (the combination of traditional and e-learning practices), to learning that is delivered entirely online. Whatever the technology, however, learning is the vital element. (JISC, n.d.) A number of specifications and standards are starting to emerge around e-learning. For example, relating to the Communication Interface: how resources communicate with other systems or meta-data; how to describe e-learning resources in a consistent manner and packaging; and how to gather resources into useful bundles. Organisations such as the IMS Global Learning Consortium 1 help contribute specifications in this area.

scholarly journals Enhancement of prosthetics and orthotics learning and teaching through e-Learning technology and methodology

2004 ◽  
Vol 28 (1) ◽  
pp. 55-59 ◽  
Author(s):  
M. S. Wong ◽  
E. D. Lemaire ◽  
A. K. L. Leung ◽  
M. F. Chan
Keyword(s):  
Clinical Training ◽  
Easy Access ◽  
Learning Technology ◽  
Interactive Approach ◽  
Learning And Teaching ◽  
Qualitative Feedback ◽  
E Learning ◽  
On Line ◽  
Demonstration Video ◽  
The University

A Write-Once Publish-Everywhere model was used to create and deliver on-line clinical training and education for undergraduate prosthetics and orthotics students. This project consisted of three phases: developing multimedia learning and teaching tools, integrating these tools into the curriculum (combination of e-Leaming and live practical sessions), and evaluating the outcomes. Video-based multimedia contents were captured and integrated with graphic, audio and text into a PowerPoint presentation software format. The web-based content was integrated into the WebCT platform for course management. Questionnaires were used to obtain student feedback on this e-Learning approach. Results were compared within the prosthetics and orthotics (P&O) programme, with other Health Sciences programmes, and overall with the University. P&O student responses were significantly higher than other groups for career relevance and problem solving. Qualitative feedback indicated that students appreciated the easy access, integrated and interactive approach of the text materials, concise PowerPoint presentation, demonstration video and the online case discussion via the WebCT platform. Educators appreciated the ability easily to maintain contents and publish the modules across multiple media without recreating the contents.

scholarly journals Adapting to PSTs’ Pedagogical Changes in Sustainable Mathematics Education through Flipped E-Learning: Ranking Its Criteria with MCDA/F-DEMATEL

Mathematics ◽  
2020 ◽  
Vol 8 (5) ◽  
pp. 858 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez
Keyword(s):  
Sustainable Development ◽  
Mathematics Education ◽  
Learning System ◽  
Fuzzy Decision Making ◽  
Mathematical Education ◽  
Learning Technology ◽  
Positive Perception ◽  
E Learning ◽  
Teaching Learning ◽  
Pedagogical Changes

Mathematics education for sustainable development is perceived as a core keystone, although its concept is related to its typical issue of ecology and economy in the educational realm. Thus, through current information and communication technology (ICT) impacts, altering pedagogy is highly conflicted in teaching/learning mathematics. This research attempted to classify and investigate criteria for mathematics education with a multi-criteria decision analysis/fuzzy-decision-making trial and evaluation laboratory (MCDA/F-DEMATEL) method in the context of the system of flipped e-learning. In particular, the sustainable development of this research focus is in mathematics education in view of pre-service teachers (PSTs) adapting to their pedagogical changes. With the MCDA/F-DEMATEL, the main criteria and sub-criteria were selected after the consultation of a group of experts as follows: mathematics education, sustainable development, and flipped-e-learning technology criteria. Then, with fifteen sub-criteria, the definitive analyses results were gauged with simple additive weighting (SAW) along with their weight coefficients’ calculation, sensitivity analysis (i–v scenarios), and a professional survey. The results described as the most important criteria for adapting to PSTs pedagogical changes in sustainable mathematical education through a flipped e-learning system were the flipped e-learning technology criteria (scenario i), with an 83% positive perception by professionals’ survey; among its sub-criteria, information technology usage contents (0.43) was the most affected variable, with a 42% very likely perception. Scenario iii, which was the slightly more preferred criteria than mathematics education, got a 78% positive perception from professionals’ survey. Therefore, this proposed methodology could be employed to validate the most important sustainable mathematics with flipped e-learning criteria for adapting to PSTs’ pedagogical changes with corresponding education contexts in more long-term learning.

Navigational Paths and Didactical Patterns

2011 ◽  
pp. 170-179 ◽  
Author(s):  
Stefan Iske
Keyword(s):  
Learning Processes ◽  
The Other ◽  
Homogeneous Groups ◽  
E Learning ◽  
On Line ◽  
The One ◽  
Teaching Learning ◽  
On Line Learning ◽  
The Relationship ◽  
Deductive Theory

This chapter focuses on a specific field of e-learning: the relationship between general didactical patterns to design teaching/learning processes on the one hand and empirical behavioral patterns of users (navigational paths) on the other hand. It is based on empirical research on the usage of a hypertextual on-line learning environment. The analyzed dataset consists of about 1500 paths containing about 4700 pages. These empirical navigational paths are analyzed in order to identify similar paths (patterns, structures and regularities), following a heuristic and inductive approach. This approach is based on the method of sequence analysis (optimal matching). The aggregation of similar paths into homogeneous groups will be discussed, as well as the identification of patterns within these aggregated groups. The inductively identified empirical patterns will be compared to deductive, theory-driven patterns. Empirical results will be presented which show the variety and complexity of empirical navigational paths and their relation to theory-driven patterns. These results will be located and discussed in a pedagogical-didactical context.

Accessibility, Digital Libraries and Semantic Web Standards in an E-Learning Architecture

2008 ◽  
pp. 137-153
Author(s):  
Sean W.M. Siqueira ◽  
Maria Helena L.B> Braz ◽  
Rubens N. Melo
Keyword(s):  
Semantic Web ◽  
Digital Libraries ◽  
Learning Technology ◽  
Learning Tools ◽  
Global Learning ◽  
Technical Standards ◽  
Semantic Web Technologies ◽  
Use Of Technology ◽  
E Learning ◽  
Learning Architectures

As people have come to realize that the use of technology can improve the learning process, so e-learning has increased in importance. However e-learning tools are not usually developed to interoperate with each other, making the creation of a fully functional environment a difficult task. Aware of this problem, organizations such as IMS Global Learning Consortium, Advanced Distributed Learning and IEEE Learning Technology Standards Committee are working to develop technical standards, recommended best practices and guides for learning technology. There are also proposals for e-learning architectures which try to structure and describe the fundamental components to be included in this kind of environment. The main aim of this chapter is to provide an overview of existing standards and e-learning architectures, discussing their evolution and presenting the most significant results and initiatives. In addition, accessibility, digital libraries and semantic web technologies are discussed within this context.

scholarly journals Enhancing the IMS QTI to Better Support Computer Assisted Marking

2011 ◽  
pp. 174-189
Author(s):  
Damien Clark ◽  
Penny Baillie-de Byl
Keyword(s):  
Learning Management Systems ◽  
Instructional Materials ◽  
Educational Institutions ◽  
Computer Assisted ◽  
Learning Technology ◽  
Global Learning ◽  
Multiple Choice Questions ◽  
Computer Aided ◽  
Teaching Learning ◽  
Current Systems

Computer aided assessment is a common approach used by educational institutions. The benefits range into the design of teaching, learning, and instructional materials. While some such systems implement fully automated marking for multiple choice questions and fill-in-the-blanks, they are insufficient when human critiquing is required. Current systems developed in isolation have little regard to scalability and interoperability between courses, computer platforms, and learning management systems. The IMS Global Learning Consortium’s open specifications for interoperable learning technology lack functionality to make it useful for computer assisted marking. This article presents an enhanced set of these standards to address the issue.

scholarly journals Percepções de Tutores a Distância Sobre o Uso de Tecnologias de Informação e Comunicação em suas Atividades Profissionais

2017 ◽  
Vol 18 (2) ◽  
pp. 155
Author(s):  
Thaís Tenório ◽  
Fabiana Aparecida Rodrigues ◽  
Juliana Alcova Silva ◽  
Marcos Cesar Cantini ◽  
Maria Alice Venturi ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Monitoring And Evaluation ◽  
Communication Technologies ◽  
Learning Tools ◽  
Student Autonomy ◽  
Information And Communication ◽  
E Learning ◽  
On Line ◽  
Teaching Learning ◽  
Use Of Internet

A educação a distância contemporânea depende de tecnologias de informação e comunicação baseadas na internet. A partir delas, o educador conduz o processo de ensino-aprendizagem, promove a autonomia do aluno e estimula a colaboração entre cursistas. Assim, é interessante conhecer quais são as principais ferramentas usadas na educação a distância dentro e fora de ambientes virtuais de aprendizagem. Neste estudo de caso qualitativo, o objetivo foi identificar as ferramentas utilizadas, em cursos de formação continuada de professores, oferecidos por duas instituições brasileiras. O escopo teórico, ao realizar a pesquisa, foi conhecer as ferramentas usadas na atividade tutorial, em diferentes momentos de ensino-aprendizagem – interação, acompanhamento e avaliação. Para isso, as percepções de 88 tutores a distância foram obtidas por questionário on-line. O trabalho justifica-se pela necessidade contínua de fornecer ao leitor dados recentes sobre o emprego das tecnologias na educação a distância, o que possibilita reconhecer a evolução do uso delas. Diversas ferramentas, de dentro e fora do ambiente virtual, eram usadas pelos tutores em suas atividades. A interação entre tutor e cursista, tão importante nessa modalidade, em geral, ocorria por fórum ou mensagem. Para acompanhamento, notas e relatórios eram mais empregados. Já fórum e tarefas eram as principais tecnologias usadas na avaliação. Ao comparar os resultados obtidos com o de outros estudos, no âmbito da amostra pesquisada, notou-se uma evolução lenta no emprego das tecnologias baseadas na internet, talvez, pelos tutores priorizarem as ferramentas tradicionais existentes no ambiente virtual.Palavras-chave: Educação a Distância. Tecnologias de Informação e Comunicação. Tutor.AbstractE-learning depends on information and communication technologies based on internet. The educator can use them to lead the teachinglearning process, promote student autonomy and encourage collaboration. So, knowing what the main e-learning tools are used in and out of virtual learning environments is interesting. In this qualitative case study, the aim was to identify the tools utilized in teacher’s training courses offered by two Brazilian institutions. The research theoretical scope was to know the tools used in the tutorial activity in different teaching-learning moments – interaction, monitoring and evaluation. Perceptions of 88 tutors were obtained by on-line questionnaire. This work is justified by the continuous need to provide recent data on the use of technologies in e-learning, which makes it possible to recognize the evolution in their use. Several internal and external virtual environment tools were used by tutors in their activities. The interaction between tutor and student, very important in e-learning, takes place through forum or message. Marks and reports were usually employed to student monitoring. The most common evaluation tools were forum and tasks. Comparing the work’s results with other studies, in the sample’s scope, there was little evolution in the use of internet-based technologies, perhaps by tutors prioritizing the traditional tools existing in the virtual environment.Keywords: E-learning. Information and communication technologies. Tutor.

scholarly journals Blended Distance Learning: Search for an Optimal Format

2020 ◽  
pp. 50-58
Author(s):  
I. V. Tsarenko
Keyword(s):  
Distance Learning ◽  
Academic Learning ◽  
Learning Technology ◽  
Learning Program ◽  
Face To Face ◽  
Learning Technique ◽  
E Learning ◽  
On Line ◽  
Blended Distance Learning ◽  
On Line Learning

Article is devoted to a search for an optimal format of blended distance learning. The questioning of distance learning students of Sukhoi State Technical University of Gomel was used as a main research method. One discipline from the academic learning program was studied using e-learning technology (on-line classes) whereas (while) others disciplines were studied using traditional classroom face-to-face learning technique. Thus, students using blended distance learning have opportunity to compare and estimate efficiency together with advantages of both educative techniques. On-line classes were held in the period between sessions using BigBlueButton program.It was found that student majority estimate blended distance learning as most efficiency learning technique; half of questioning students consider that the quality of face-to-face and on-line learning is equal. The main advantages and disadvantages of e-learning were analyzed. Highest student attendance of on-line classes between sessions in comparison with face-to-face classes during session time was found. Optimal amount of disciplines for on-line learning to organize blended distance learning were established. Best regime, time and intensity for on-line classes were determined. Results of these investigations may be useful to organize optimal format of blended distance learning as well as to choose subjects for on-line learning and to create comfortable schedule of distance classes.

scholarly journals Addressing A Missing Link In Higher Education On-line Content Development: Toward A Tripartite Collaborative Model

2005 ◽  
Vol 2 (9) ◽  
Author(s):  
Tov Assogbavi ◽  
Maurice Grzeda
Keyword(s):  
Higher Education ◽  
Successful Outcome ◽  
Learning Technology ◽  
Traditional Schools ◽  
Education Experience ◽  
Content Development ◽  
Start Up ◽  
E Learning ◽  
On Line ◽  
The Right

Although more than a dozen methods for developing and offering courses through distance education have been utilized over the years, the offering of on-line courses through the “World Wide Web” is still in its infancy. The number of failures in managing such on-line offerings calls for substantial research to explore why some programs are successful while others fail.  A few years ago, dozens of business schools in the US were trying to position themselves in what was promised to be a lucrative market for on-line education and training.  While some institutions have successfully established internet-based programs, many others have scrapped their on-line projects.  Many reasons account for these failures.  Among these are misinterpretations of the market, problems faced by traditional schools, start-up costs, choice of development/delivery model and faculty skepticism.  While all these reasons have a great impact on the results of the first decade of on-line education experience, this paper focuses on what seems to be the major factor: finding the right on-line model.  The paper suggests that an on-line higher education model based on a partnership between the institution, the content experts and the e-learning technology providers is the most functional.  This model helps each partner clearly determine an appropriate role, increasing the likelihood of a successful outcome.

scholarly journals Supporting sustainable e-learning

2003 ◽  
Vol 11 (3) ◽  
Author(s):  
Allison Littlejohn
Keyword(s):  
Learning Objects ◽  
Support Staff ◽  
Support Network ◽  
Learning Technology ◽  
Support Provision ◽  
Learning And Teaching ◽  
Institutional Practice ◽  
E Learning ◽  
The Uk ◽  
National Forum

This paper draws upon work carried out within phase one of a national forum for support staff, funded by the UK Learning and Teaching Support Network Generic Centre. It sets out themes in current Learning Technology research within the context of institutional practice. It reports the responses of a range of e-learning support staff to new developments in the reuse and sharing of Learning Objects. The article highlights tensions across support units, inconsistencies in support provision and confusion over issues concerning different modes of teaching. It also forewarns a growing gap between institutional practice and research in the development of approaches to sustainable elearning.DOI:10.1080/0968776030110308

Technology Enhanced Learning and Education

2012 ◽  
pp. 642-655
Author(s):  
James Spaulding
Keyword(s):  
Experiential Learning ◽  
Educational Games ◽  
First Century ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Tools ◽  
Disciplinary Practice ◽  
E Learning ◽  
On Line ◽  
Enhanced Learning

PC-games, video-games, serious-games, educational games, and on-line-games share learning technology that depends on a conceptual framework of experiential learning. These are forerunners of Technology-Enhanced Learning (TEL) we will exploit in the future in myriad ways. This article examines these phenomena along with their conceptual frameworks as compared with e-learning and other instructional designs. It also offers ideas on how we can prepare future developers to create more effective and meaningful learning tools by integrating playful experiential learning with inter-disciplinary practice. Finally, it briefly discusses the infrastructure needed to expedite such cross-disciplinary practice in research and educational communities to create tools for twenty-first century learning.

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