Asynchronous Content Design for Flexible Learning

2011 ◽  
pp. 116-125
Author(s):  
Gülsün Kurubacak ◽  
T. Volkan Yuzer
Keyword(s):  
Dynamic Change ◽  
Virtual Learning ◽  
Learning Opportunities ◽  
Flexible Learning ◽  
Online Programs ◽  
Long Period ◽  
E Learning ◽  
Micro Level ◽  
Content Design ◽  
Educational Contents

Gradually, more institutions around the globe are becoming involved in dynamic change over a long period to provide time- and location-independent asynchronous e-learning opportunities. With the potential of network-based technologies, asynchronous e-learning has become a powerful, global, interactive, economic, and dynamic as well as democratic tool of virtual learning (Khan, 1997). Asynchronous e-learning provides an opportunity to build flexible online programs for sharing knowledge with virtual educational contents. To generate cogent asynchronous e-learning opportunities, however, it is important to analyze the principles, ethics, and pitfalls of sharing knowledge online between professionals and community. Therefore, asynchronous content must be designed carefully based on macro- and micro-level frameworks, which provide us with elaborating open, flexible, and distributed virtual learning milieus.

Designing and Implementing Views on Competencies

2007 ◽  
pp. 221-233 ◽  
Author(s):  
Marcel van der Klink ◽  
Kathleen Schlusmans ◽  
Jo Boon
Keyword(s):  
Learning Process ◽  
Learning Opportunities ◽  
Specific Function ◽  
Flexible Learning ◽  
Five Dimensions ◽  
Personal Learning ◽  
Fuzzy Concept ◽  
E Learning ◽  
Competency Based ◽  
Learning Plans

In education as well as in Human Resource Management the concept of competency is becoming more and more important. However competency is a fuzzy concept that lacks coherent terminology and is used in many different meanings. In the first part of this chapter competency is defined as a multi-dimensional construct with five dimensions: specificity, coherency, durability, activity and trainability. Then two approaches are presented to establish the competencies organisations or educational institutes should address :the function-based approach which focuses requirements for good performance in a specific function and the employee based approach which focuses on individual competencies for excellent performers. Finally it is argued that a competency based curriculum should move towards self-directed competency-based learning (SDCBL), using personal learning plans and adopting the flexible learning opportunities of e-learning. However SDCBL can only be successful when learners can be taught to be responsible managers and owners of their own learning process.

Promoting Hybrid Learning through an Open Source EBook Approach

2010 ◽  
Vol 14 (3) ◽  
Author(s):  
Xin Bai ◽  
Michael B. Smith
Keyword(s):  
Open Source ◽  
Building Blocks ◽  
Educational Technologies ◽  
Just In Time ◽  
Learning Modules ◽  
Learning Content ◽  
Long Run ◽  
E Learning ◽  
Teaching Efficiency ◽  
Content Design

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide excellent blended learning curriculum with minimal geographical restraints. We proactively explore ways to maximize the power of educational technologies to increase enrollment, reduce failure rates, improve teaching efficiency, and cut costs without sacrificing high quality or placing extra burden on faculty. This mission is accomplished through open source learning content design and development. We developed scalable, shareable, and sustainable e-learning modules as book chapters that can be distributed through both computers and mobile devices. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student’s strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This will encourage faculty from different disciplines to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefit all the discipline, and promote learning.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
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.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

scholarly journals E-Learning through social media in the virtual learning environment

2018 ◽  
Vol 420 ◽  
pp. 012110 ◽  
Author(s):  
Wang Gunawan ◽  
Engelina Prisca Kalensun ◽  
Ahmad Nurul Fajar ◽  
Sfenrianto
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
E Learning

scholarly journals Examining the Design of Microlearning for Korean Adult Learners

2020 ◽  
Author(s):  
Hyo-Jeong So ◽  
Hyeran Lee ◽  
Seak-Zoon Roh
Keyword(s):  
Adult Learners ◽  
Informal Learning ◽  
Learning Opportunities ◽  
Content Areas ◽  
Learning In Context ◽  
Computer Based Learning ◽  
Korean Adult ◽  
E Learning ◽  
Computer Based ◽  
Increasing Demand

Considering the increasing demand for microlearning in informal learning spaces, the main purpose of this research is to examine the design of microlearning perceived by adult learners and experts in Korea. The research questions include: (1) what modality and content length do adult learners perceive to be relevant for microlearning? (2) what content areas do adult learners perceive to be relevant for microlearning? and (3) what are the expected impacts and future directions of microlearning perceived by the experts? The participants include 11 e-learning experts and 326 adult learners working in the fields of science and technology. Data were collected from the learner survey, focus group interview, and expert survey. Overall, this study found that adult learners tend to have some conflicting opinions about the content areas perceived to be relevant for e-learning and microlearning. The design of content that takes the modality of video consumed within 3-5 minutes was considered to be the most relevant for microlearning. Experts perceived that microlearning is an efficient and effective direction for adult learners to enhance professional knowledge and to broaden informal learning opportunities. However, the experts were less positive about the potential of microlearning for increasing convergence research and learning transfer. There was a considerable gap between desirability and feasibility in the directions toward integrating microlearning with advanced technologies. Based on the key findings, we discuss some implications concerning the design of microlearning for adult learners’ informal learning. Cite as So, H-J., Lee, H., Roh, S-Z. (2020) Examining the Design of Microlearning for Korean Adult Learners. Computer-Based Learning in Context, 2(1), 40-53. DOI: 10.5281/zenodo.4057859

scholarly journals Learning Cultures and Multiculturalism

2014 ◽  
pp. 197-217 ◽  
Author(s):  
Hanna Teräs ◽  
Irja Leppisaari ◽  
Marko Teräs ◽  
Jan Herrington
Keyword(s):  
Learning Environments ◽  
Knowledge Society ◽  
Culture Shock ◽  
Learning Culture ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Cultural Backgrounds ◽  
Online Programs ◽  
Learning Framework ◽  
E Learning

In the rapidly globalizing 21st century knowledge society, multicultural understanding plays a major role. However, what do we mean by “culture” in the educational context, what aspects have or should have an impact on our learning environments, and might some of these assumptions direct the development of our learning environments in an unintended and possibly undesirable way? New learning models that differ from traditional learning approaches might cause a type of a “learning culture shock” for some learners. What are the best ways to avoid and overcome cultural clashes in online learning? This chapter discusses the experiences of two cases from multicultural and multidisciplinary online programs for teacher education and professional development. Both of the programs are based on the principles of authentic e-learning framework described by Herrington, Reeves, and Oliver (2010). The aim of the study was to find out how learners with different cultural backgrounds experience the authentic e-learning process, as well as to find out what impact the authentic e-learning model has on the development of the learning culture.

scholarly journals PEMBUATAN MEDIA PEMBELAJARAN E-LEARNING BERBASIS MOODLE PADA MATAKULIAH PENGANTAR APLIKASI KOMPUTER UNIVERSITAS SERAMBI MEKKAH

2019 ◽  
Vol 19 (2) ◽  
pp. 178
Author(s):  
Syamsul Rizal ◽  
Birrul Walidain
Keyword(s):  
Data Collection ◽  
Computer Applications ◽  
Feasibility Analysis ◽  
General Description ◽  
Technical Feasibility ◽  
E Learning ◽  
Content Design

The article provides a general description of the Learning Application of Moodle-based e-learning and its feasibility to students of the PGSD FKIP at Serambi Mekkah University in the Introduction to Computer Applications subject. Data collection was done through examining questionnaire and interviewing students. There were various problems faced by students based for example students complaint that the access were a little slow when retrieved simultaneously. However, the content, design and technical feasibility analysis were good and it can be used in the Introduction to Application Computer subject for PGSD students at the Serambi Mekkah University.

scholarly journals Over 283 693 Reasons to Elaborate Education Work and Apply E-learning

10.28945/2988 ◽  
2006 ◽  
Author(s):  
Ari Wahlstedt
Keyword(s):  
Economic Growth ◽  
Decision Making ◽  
Educational System ◽  
Labour Force ◽  
Learning Opportunities ◽  
Economic Factors ◽  
Educational Content ◽  
E Learning ◽  
National Databases ◽  
Future Learning

Data from the national databases about the population and education shows that about 283 693 under 5-year old children stepped into the Finnish educational system in 2004. Their future learning, a lifelong interaction amid developing and decision-making people, is supported with the education that promotes understanding the decisions and knowledge related to them. In Europe, the demand for a high educated labour force and the need for elaborating e-learning are emerging. E-learning enhances crossing of distances like space and time between educational content and the learners. By making advanced learning opportunities accessible to potential and motivated learners over cultural and spatial boundaries, e-learning can aid in distributing economic growth. However, we argue that economic factors should not be superior reasons when justifying the further utilizations of e-learning for our children.

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