Adapting E-Learning Across Cultural Boundaries

Globalized E-Learning Cultural Challenges ◽

10.4018/978-1-59904-301-2.ch013 ◽

2011 ◽

pp. 223-238 ◽

Cited By ~ 7

Author(s):

Catherine McLoughlin

Keyword(s):

Belief Systems ◽

Learning Experiences ◽

Community Of Learners ◽

Learning Resources ◽

Global Community ◽

Constructive Alignment ◽

Cultural Boundaries ◽

E Learning ◽

Pluralistic Approach ◽

Quality Learning

The chapter will, first of all, consider the challenges for educational designers of the need to maximise the opportunities of e-learning by enabling learners to participate in learning experiences, activities, and forms of communication that are congruent with their values, belief systems, and styles of learning. Second, by building on extant research and frameworks, the chapter will propose an integrated framework and set of guidelines for the development of quality learning resources for a global community of learners. The chapter makes a case for the internationalisation of learning resources informed by a flexible and pluralistic approach to design, based on the concept of constructive alignment.

Download Full-text

DESIGNING E-LEARNING RESOURCES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOL WITH ADOBE FLASH AND HTML5 SYSTEMS

Informatics in school ◽

10.32517/2221-1993-2018-17-7-49-57 ◽

2018 ◽

pp. 49-57

Author(s):

N. A. Gluzman

Keyword(s):

Primary School ◽

Web Applications ◽

Special Importance ◽

Learning Resources ◽

Multimedia Presentations ◽

Adobe Flash ◽

E Learning ◽

High Level ◽

And Training ◽

Training Practice

In the modern educational space regarding the realities of the information society special importance is attached to issues related to the provision of a high level of informatization of education, which implies teachers’ mastering the necessary competencies and the ability to introduce e-learning resources into educational and training practice. Adobe Flash as one of the platforms for creating web applications and multimedia presentations enjoys greatest popularity with users including teachers. However, in connection with the announcement of discontinuing Adobe Flash support in 2020, the issue of choosing an analog to create web applications and presentations for use in teaching purposes is becoming particularly relevant. The article provides a comprehensive analysis of developing electronic educational resources by teachers using Adobe Flash and HTML5 for teaching math in primary school.

Download Full-text

COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION

Informatics and Education ◽

10.32517/0234-0453-2018-33-9-5-11 ◽

2018 ◽

pp. 5-11

Author(s):

A. S. Christochevskaya ◽

S. A. Christochevsky

Keyword(s):

Comparative Analysis ◽

Learning Resources ◽

Technical Base ◽

Initial Stage ◽

New Knowledge ◽

Good Material ◽

E Learning ◽

New Material ◽

High Level ◽

Paper Method

Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.

Download Full-text

E-Learning Resources In Language Teacher Training

10.15405/epsbs.2019.09.02.82 ◽

2019 ◽

Author(s):

Marina Scherbakova

Keyword(s):

Teacher Training ◽

Learning Resources ◽

Language Teacher ◽

E Learning

Download Full-text

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/572 ◽

2015 ◽

Vol 37 (1) ◽

pp. 54-67 ◽

Cited By ~ 3

Author(s):

R J Singh

Keyword(s):

Higher Education ◽

South Africa ◽

Distance Learning ◽

Blended Learning ◽

Learning Experiences ◽

Learning Opportunities ◽

Face To Face ◽

E Learning ◽

Face To Face Learning ◽

Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Download Full-text

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

International Journal of Knowledge Management and Practices ◽

10.21863/ijkmp/2015.3.1.002 ◽

2015 ◽

Vol 3 (1) ◽

Author(s):

Oluyinka Titilope Afolayan

Keyword(s):

Undergraduate Students ◽

Survey Design ◽

Virtual Classroom ◽

Learning Resources ◽

Learning Tools ◽

Transfer Of Knowledge ◽

Educational Benefits ◽

E Learning ◽

Main Instrument ◽

Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

Download Full-text