New Skills and Ways of Working

Diffusion Of Innovation ◽

Teaching And Learning ◽

Critical Mass ◽

Skills Acquisition ◽

Learning Context ◽

E Learning

This chapter analyzes approaches to faculty development for e-learning in post-compulsory institutions. Everett Rogers’ (2003) diffusion of innovation theory provides the framework for a review of faculty development strategies adopted by institutions to foster the adoption of information and communication technologies (ICTs) by mainstream faculty into everyday teaching and learning practices. Using examples as illustration, the chapter reviews different approaches to faculty development aimed at achieving a critical mass of staff who are competent working in the e-learning context. These strategies include focusing on the characteristics of innovation; adopting a staged approach to skills acquisition; embedding skills and processes associated with teaching and learning in the e-learning context in formal, accredited courses; fostering peer learning; framing faculty development as project-based learning; and using the online environment to deliver faculty development. The chapter concludes with practical advice concerning faculty development for e-learning practice across institutions.

Outlooks and Opportunities in Blended and Distance Learning - Advances in Mobile and Distance Learning ◽

Acknowledging the Distance Learner

10.4018/978-1-4666-4205-8.ch017 ◽

2013 ◽

pp. 242-254

Author(s):

Trish Andrews

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

Learning Experience ◽

Effective Learning ◽

Distance Learner ◽

E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

Handbook of Research on Faculty Development for Digital Teaching and Learning - Advances in Educational Technologies and Instructional Design ◽

E-Transformation in Higher Education and What It Coerces for the Faculty

10.4018/978-1-5225-8476-6.ch018 ◽

2019 ◽

pp. 355-378

Author(s):

Ela Akgün-Özbek ◽

Ali Ekrem Özkul

Keyword(s):

Higher Education ◽

Faculty Development ◽

Teaching And Learning ◽

Digital Age ◽

Development Programs ◽

Global Trends ◽

The Impact

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.

Designing of E-learning for Engineering Education in Developing Countries

Web-Based Engineering Education ◽

10.4018/978-1-61520-659-9.ch001 ◽

2010 ◽

pp. 1-19

Author(s):

B. Noroozi ◽

M. Valizadeh ◽

G. A. Sorial

Keyword(s):

Developing Countries ◽

Engineering Education ◽

Teaching And Learning ◽

Success Factors ◽

Distributed Structure ◽

E Learning ◽

Key Issues

Traditional education for engineers has shifted towards new methods of teaching and learning through the proliferation of Information and Communication Technologies (ICT). The continuous advances in technology enable the realization of a more distributed structure of knowledge transfer. This becomes critically important for developing countries that lack the resources and infrastructure for implementing engineering education practices. The two main themes of technology in designing e-Learning for engineering education in developing countries focus either on aspects of technological support for traditional methods and localized processes, or on the investigation of how such technologies may assist distance learning. Commonly such efforts are threefold, relating to content delivery, assessment and provision of feedback. This chapter is based on the authors ‘10 years’ experience in e-Learning, and reviews themost important key issues and success factors regarding the design of e-Learning for engineering education in developing countries.

E-Learning and Semantic Technologies

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch115 ◽

2011 ◽

pp. 810-816

Author(s):

Konstantinos Markellos ◽

Penelope Markellou

Keyword(s):

Semantic Web ◽

Teaching And Learning ◽

Modern Society ◽

Semantic Web Technologies ◽

Web Based ◽

E Learning ◽

Knowledge Intensive

Traditional teaching and learning methods have had to adapt to keep up with Information and Communication Technologies (ICTs) in modern society. E-learning stands for all forms of Web-based learning and uses computer and computer networks to create, store, deliver, manage and support online learning courses to anyone, anytime and anywhere. It provides a configurable infrastructure that can integrate learning materials, tools, and services into a single solution to create and deliver training or educational materials quickly, effectively, and economically. Recently, emerging Semantic Web technologies have changed the focus of e-learning systems from task-based approaches to knowledge-intensive ones. The Semantic Web is a W3C initiative and according to Berners-Lee et al. (2001) comprises “an extension of the current Web in which information is given welldefined meaning, better enabling computers and people to work in cooperation”. The capability of the Semantic Web to add meaning to information, stored in such way that it can be searched and processed, as well as recent advances in Semantic Web-based technologies provide the mechanisms for semantic knowledge representation, exchange and collaboration of e-learning applications (Anderson & Whitelock, 2004).

Optimizing Student Engagement in Online Learning Environments

Intelligent Systems ◽

10.4018/978-1-5225-5643-5.ch026 ◽

2018 ◽

pp. 671-702

Author(s):

Mukta Goyal ◽

Rajalakshmi Krishnamurthy

Keyword(s):

Teaching And Learning ◽

Learning System ◽

Learning Material ◽

Learning Materials ◽

Efficient Manner ◽

Course Content ◽

E Learning

In today's scenario, e-learning has become a significant part of the academic environment as well as of the corporate training sectors. Advancement in Information and Communication Technologies (ICTS) has brought new intersection of education, teaching, and learning that defines e-learning. E-learning systems deliver information for education at any time and at any place in an efficient manner. E-learning system consists of course content or learning materials in the form of nodes. These nodes are linked such that users can traverse the other nodes in the hypermedia environment. These learning concepts are available synchronously and asynchronously in different ways of representation. This presents learning materials in a disorganized manner to the learners. Due to this, learners may decline to adapt the learning material or may deviate from their goals. This requires a user model to respond to different needs of a learner. To handle the uncertainty of learner's mind while learning the concepts an intuitionistic fuzzy approach is used.

Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities - Advances in Educational Technologies and Instructional Design ◽

Re-Envisioning and Restructuring E-Learning Through Engagement With Underprivileged Communities

10.4018/978-1-7998-6940-5.ch004 ◽

2021 ◽

pp. 66-87

Author(s):

Nomvula J. Ndhlovu ◽

Leila Goosen

Keyword(s):

Teaching And Learning ◽

Positive Impact ◽

Reliability And Validity ◽

Theoretical Frameworks ◽

Development Agenda ◽

E Learning ◽

The Impact

The purpose of this study was answering questions regarding the impact of effectively using information and communication technologies (ICTs) in classrooms on re-envisioning and restructuring e-learning through engagement with schools in underprivileged communities. Its importance is justified regarding positioning disrupted pupils' education towards the development agenda in South Africa. It draws on the latest findings and is located within relevant conceptual/theoretical frameworks on ICTs for teaching and learning. In quantitative aspects of the research design, issues of reliability and validity were considered, while in qualitative aspects, issues of dependability and interpretation were important. Results presented showed that laptops, smartboards, projectors, cell phones, desktops, printers, and iPads were used effectively in classrooms. A discussion of the results suggests solutions and making recommendations that are applicable and useful. In conclusion, ICTs had a positive impact on pupils' education, by helping them to concentrate and understand difficult concepts.

A Shift Towards Visualization in eLearning

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.20211101.oa11 ◽

2021 ◽

Vol 16 (6) ◽

pp. 1-12

Author(s):

Wei Wu ◽

Gulmira Bakirova ◽

Ivan Trifonov

Keyword(s):

Public Opinion ◽

Teaching And Learning ◽

Educational Institutions ◽

Learning Content ◽

E Learning ◽

Online Distance Learning ◽

Online Distance

The purpose of the study is to investigate the movement towards visualization in e-learning. The study methods include a survey and a theoretical modeling method. The study focuses on analyzing data from the 2020 public opinion survey “School graduates and students expressed their opinion on distance education” by the Russian Public Opinion Research Center (VCIOM) and develops a four-tier framework model for e-learning content visualization that integrates four theories of learning, namely behaviorism, cognitivism, constructivism, and activism. The results indicate that visualization in e-learning as a trend is strongly associated with global information and communication technologies (ICTs) development. The survey by VCIOM found that 38% of surveyed students in Russia viewed their educational institutions as averagely equipped for online distance learning, 22% - well-equipped, 26% - rather well-equipped, 12% - rather poorly equipped, and 7% - poorly equipped. This study offers content visualization framework that will make it possible to organize the teaching and learning process.

Development and Implementation of an E-Portfolio of Languages in the Moroccan University

RA Journal Of Applied Research ◽

10.47191/rajar/v7i3.05 ◽

2021 ◽

Vol 07 (03) ◽

Author(s):

QEZBOUR Mohamed-Aymane ◽

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

French Language ◽

Learning Technology ◽

University Courses ◽

E Learning ◽

Addie Model

This article will deal with the problem linked to the difficulties encountered in teaching and learning languages at the Moroccan university, a problem which can influence all disciplines, the French language being a major example given its importance in university courses, this language which has known a lot of changes throughout history, and which knows important strategies proposed in recent years, one of which is the integration of information and communication technologies in education, using distance learning technology called E-Learning, we will offer the E-Portfolio tool as a rigorous choice and a solution to the problem, the methodology followed is based on the ADDIE model.

ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences ◽

BASIC VISUAL DISCIPLINES IN HERITAGE CONSERVATION: OUTLINE OF SELECTED PERSPECTIVES IN TEACHING AND LEARNING

10.5194/isprs-archives-xlii-2-w5-459-2017 ◽

2017 ◽

Vol XLII-2/W5 ◽

pp. 459-465 ◽

Cited By ~ 1

Author(s):

A. Lobovikov-Katz

Keyword(s):

Teaching And Learning ◽

Heritage Conservation ◽

Freehand Sketch ◽

E Learning ◽

Ict Development ◽

Community Of Researchers ◽

Insight Into

Acknowledgement of the value of a basic freehand sketch by the information and communication community of researchers and developers brought about the advanced developments for the use of sketches as free input to complicated processes of computerized visualization, so as to make them more widely accessible. However, a sharp reduction and even exclusion of this and other basic visual disciplines from education in sciences, technology, engineering and architecture dramatically reduces the number of future users of such applications. The unique needs of conservation of cultural heritage pose specific challenges as well as encourage the formulation of innovative development tasks in related areas of information and communication technologies (ICT). This paper claims that the introduction of basic visual disciplines to both communities is essential to the effectiveness of integration of heritage conservation needs and the advanced ICT development of conservation value, and beyond. It provides an insight into the challenges and advantages of introducing these subjects in a relevant educational context, presents some examples of their teaching and learning in the modern environment, including e-learning, and sketches perspectives to their application.

Using E-Learning Technologies in Teaching and Learning Process

International Journal of Social Learning (IJSL) ◽

10.47134/ijsl.v1i1.1 ◽

2020 ◽

Vol 1 (1) ◽

pp. 15-23

Author(s):

Lina Lafta Jassim

Keyword(s):

Teaching And Learning ◽

Learning Technologies ◽

Extensive Literature ◽

Processing Information ◽

E Learning ◽

Learning Platforms ◽

The Government

The Information and Communication Technologies (ICTs) use has become a major driving force in transforming education worldwide. Similarly, in the last ten years, the usage of Information and Communication Technologies and e-learning approach in Iraq has increased. Whereas, the latest educational policy of the Government of Iraq has focused on using Information and Communication Technologies and e-learning in schools and universities. The national professional standards for teachers have also suggested teachers to integrate Information and Communication Technologies in their classrooms and develop e-Learning Platforms for teaching and learning processes. However, in this study the effectiveness of Information and Communication and e-learning Technologies integration in teaching and learning has been assessed. The context selected for this research study is University of Baghdad Iraq. The research gap, which has been founded through the extensive literature review indicated that most of the students are not able to utilize Information and Communication Technologies effectively. The first objective of this study is to enable students to gain wider range of knowledge and make them enable to access internet for developing a global outlook. Moreover, the second objective of this study is to develop students’ capabilities of processing information more effectively and efficiently for teaching and learning.