E-Learning for All? Maximizing the Impact of Multimedia Resources for Learners with Disabilities

2009 ◽  
pp. 154-179 ◽  
Author(s):  
Morag Munro ◽  
Barry McMullin
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Learning Technologies ◽  
Technical Detail ◽  
Practical Advice ◽  
Educational Multimedia ◽  
Multimedia Resources ◽  
E Learning ◽  
Accessibility Issues ◽  
The Impact

This chapter examines some of the tensions that may exist between e-learning and accessibility in higher education, and aims to redress the balance between them. The chapter necessarily involves some significant technical detail. It examines and reports on the accessibility issues associated with particular e-learning technologies that are either current or emerging in this dynamic field. Nonetheless, the discussion attempts to provide practitioners with practical advice that will assist them in designing multimedia-based e-learning that is both innovative and inclusive. Integral to this is a framework for best practice for the development of accessible educational multimedia.

scholarly journals Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education

1969 ◽  
Vol 38 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Heather Kanuka ◽  
Jennifer Kelland
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Learning Technologies ◽  
Learning Technology ◽  
Canadian Higher Education ◽  
Education Leaders ◽  
E Learning ◽  
Higher Education Leaders ◽  
The Impact

The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The findings of this study indicate that the value of e-learning requires further research before higher education leaders and teacher-practitioners are willing to incorporate them in teaching practices and policy documents.  

scholarly journals Teaching methods matched with TEL tools to improve higher education within AduLeT project

E-methodology ◽  
2020 ◽  
Vol 6 (6) ◽  
pp. 119-127
Author(s):  
ILDIKÓ SZABÓ
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Teaching Method ◽  
Teaching Quality ◽  
Faculty Training ◽  
Learning Technologies ◽  
Higher Learning ◽  
Self Confidence ◽  
E Learning ◽  
Training And Support

Concepts discussed. E-learning has become a common way to teach and learn. Thenumber of technologies for a variety of educational purposes is already quite large and constantlyrising. Nevertheless, there is still a lack of formal training and support of digital skillswithin faculty training. The European ERASMUS+ project AduLeT (Advanced Use of Technologiesin Higher Education) wants to improve the teaching quality of lecturers by enhancingtheir skills concerning the use of technologies in an advanced way. It also aims at trainingthe lecturer on how a specifi c teaching method can be combined with a certain technology inaddition to providing guidelines, best practice and strategy concepts for lecturers and universities.AduLeT has the primary target group of lectures at the partners’ universities.Results and conclusions. The analysis of multiple studies before the project identifi ed:the following barriers concerning the advanced use of learning technologies in higher learning:(1) time, (2) motivation, (3) institutional/cultural factors and (4) self-effi cacy/self-confidence. As higher education lecturers face almost the same barriers to a different extend inmany different countries, the aim of AduLeT is to provide lecturers an environment withhelpful information for their teaching. A support system is implemented as a community ofpractice (CoP) with all the results of the project and driven by pedagogical aspects.Original approach. This article gives an insight into the project, and discusses the barriersthat were identifi ed within the scope of the project among the Hungarian participants.

scholarly journals USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (12) ◽  
pp. 805-810
Author(s):  
Alka Sharma ◽  
◽  
Hina Jain Gupta ◽  
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
E Learning ◽  
Higher Educational ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

Is E-Learning a Pro-Active Response to, or Reaction to, Changes in Educational Policy and Patterns of Educational Demand?

2014 ◽  
pp. 253-267
Author(s):  
Allan M. Lawrence ◽  
Peter J. Short ◽  
Deborah Millar
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
Quality Factors ◽  
Student Work ◽  
Factors Affecting ◽  
Educational Demand ◽  
E Learning ◽  
The Impact

This chapter reviews and investigates the models and acceptability of E-Learning to the emerging students markets for Higher Education Institutions (HEIs) from the More Developed Countries (MDCs) and seeks to evaluate the differing models of delivery from a practical and a socio-economic perspective. The research also investigates the impact of the shifts in population growth and the subsequent impact upon the levels of demand from students in Less Developed Countries (LDCs) for higher education. In addition, the logistical and quality factors affecting E-Learning are evaluated, looking at the aspects of academic rigour, plagiarism, and the methods of managing the originality and authenticity of student work. Similarly, the research looks at the viability of situations where the education provider may never physically meet the students through the exclusive use of VLEs, and the possible credibility issues that this may present to institutional and awarding body reputations.

The E-Learning Phenomenon

2011 ◽  
pp. 161-181
Author(s):  
Lalita Rajasingham
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Competitive Advantage ◽  
Best Practice ◽  
Educational Television ◽  
Knowledge Society ◽  
The Internet ◽  
Fiscal Constraints ◽  
Virtual Classes ◽  
E Learning

This chapter contributes to the ongoing discussion on current best practice and trends in e-learning and virtual classes in higher education. With the increasing importance of knowledge as competitive advantage and engine of economic growth in an increasingly interconnected, multicultural and multilingual world, modern universities based on building and transport technologies are assuming virtual dimensions to address the pressures of rising enrolments, increasing fiscal constraints and rapid technological advancements. The Internet and globalisation are changing how we bank, shop, play, and learn. Can universities adapt, or is e-learning going to be an educational fad like educational television of the 1970s? Based on international research, this chapter examines some signposts using pilot projects as a key pedagogical method in the journey from idea to execution and the factors leading to success or failure of e-learning initiatives. Will the e-learning phenomenon represent a new and sustainable university paradigm for the emerging knowledge society?

A Preliminary Look at the Development on Websites of Higher Education Institutions

2011 ◽  
pp. 414-429
Author(s):  
Harrison Hao Yang ◽  
Na Yao ◽  
Pinde Chen
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Web 2.0 ◽  
Higher Education Institutions ◽  
Online Communication ◽  
Digital Citizenship ◽  
Multimedia Resources ◽  
Self Service ◽  
The Impact ◽  
Social Networking Tools

This chapter provides an overview of websites of higher education institutions. It then discusses the impact of emergent Web 2.0 technologies and social media on the online communication and society, and presents a study focusing on trends and issues of the development on websites of higher education institutions. The results of the study in this chapter indicates that under the influence of Web 2.0 and social media, websites of higher education institutions have been developed on: building a strong sense of community via embedding social networking tools, endorsing open education via sharing multimedia resources, and enriching users’ experience via offering self-service. The study also indicates that in order to develop effective websites, authenticity and digital citizenship should be considered and managed by administrators and technologists of higher education institutions.

E-Technologies in Higher Education Provision

2011 ◽  
pp. 35-51
Author(s):  
Petros Ieromonachou ◽  
Nola Stair
Keyword(s):  
Higher Education ◽  
Relevant Literature ◽  
Learning Technologies ◽  
Future Planning ◽  
Web Based ◽  
Assessment And Evaluation ◽  
Use Of Technology ◽  
E Learning ◽  
Global And Local ◽  
Local Levels

Technology is always advancing; furthermore, the economy and demographics, both at global and local levels dictate changes that businesses need to consider for future planning. Like all businesses, most academic institutions need to follow trends and offer new and up-to-date learning initiatives. This chapter discusses the assessment and evaluation of Web-based postgraduate and undergraduate programmes, at the Business School of a London-based university. The study reviews relevant literature, investigates student and staff views on the use of technology in learning, and reflects on the planning and management of two Supported Open Learning (SOL) programmes. It also offers suggestions for future programmes and courses designed for use with e-learning technologies.

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