From E-Learning to Games-Based E-Learning

The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.

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From E-Learning to Games-Based E-Learning

Gaming and Simulations ◽

10.4018/978-1-60960-195-9.ch706 ◽

2011 ◽

pp. 1763-1773 ◽

Cited By ~ 1

Author(s):

Thomas Connolly ◽

Mark Stansfield

Keyword(s):

Higher Education ◽

Mobile Phones ◽

Drop Out ◽

The Internet ◽

New Approach ◽

Approach To Learning ◽

Face To Face ◽

Internet Gaming ◽

E Learning ◽

New Form

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Factors affecting students’ engagement with online content in blended learning

Kybernetes ◽

10.1108/k-10-2018-0559 ◽

2019 ◽

Vol 48 (7) ◽

pp. 1500-1515 ◽

Cited By ~ 3

Author(s):

Alka Dwivedi ◽

Prasoom Dwivedi ◽

Samo Bobek ◽

Simona Sternad Zabukovšek

Keyword(s):

Higher Education ◽

Blended Learning ◽

Holistic Approach ◽

Strategic Decision ◽

Online Content ◽

Content Type ◽

Factors Affecting ◽

Approach To Learning ◽

Face To Face ◽

E Learning

PurposeIncreasing use of information and communication technology (ICT) in education has, along with other consequences, shifted the context from teacher-centric to student-centric. These changes pose fresh challenges to the prevalent education systems all over the world, which already have fallen short of the expectations. The purpose of this study is to show that e-learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and teacher’s actions in ICT-enabled learning environment. This study investigates the importance of engagement of students and teachers in blended learning with a focus on factors which affect this engagement.Design/methodology/approachBased on systems theory and socio-technological approach to e-learning, the paper documents an experiment which was carried out in a higher education institution. Postgraduate students of one course were divided into two groups. Instructor of the first group was not required to engage with the online content and had to deliver his course in a traditional face-to-face format. Instructor of the second group continuously spent time on the learning management system (LMS), developing more content, participating in online discussions and responding to students. LMS tracked the online activity of both the instructors, and semi-structured interviews of students were conducted.FindingsBased on behaviour of 152 students of a postgraduate programme, students’ time spent online is directly proportional to the instructor’s online time, promptness of instructor’s response to online activities queries of students increased student engagement, the students’ engagement increases if the online content is related to the syllabus but engagement is not the same as the face-to-face lectures in the class.Research limitations/implicationsThe research was conducted in India and is based on the behaviour of instructors and students in India. It was focussed on engagement issues of blended learning, while other issues of blended learning have not been in the focus of the research.Practical implicationsThe research is important for the practice of higher education, and the result of the study can be taken into consideration while developing online courses for students enrolled in higher education.Social implicationsIf higher education institutions take a strategic decision to use ICT in e-learning, engagements of participants and factors affecting engagement are crucial for the better quality of education. In such a way, blended learning fulfils requirements of a holistic approach to learning.Originality/valueDespite the fact that e-learning as a way to deliver academic content has been extensively researched, there are not many studies focussed on engagement issues in blended learning, and even fewer studies have been conducted in an experimental way which allow in-depth research.

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eLEARNING APPROACH eBIG3 : DEVELOPMENT , DELIVERY , AND EVALUATION

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2014vol2.657 ◽

2015 ◽

Vol 2 ◽

pp. 379

Author(s):

Bruno Žuga ◽

Kristaps Kapenieks ◽

Ieva Vītoliņa ◽

Līga Mangusa ◽

Atis Kapenieks

Keyword(s):

Blended Learning ◽

Mobile Phones ◽

Course Delivery ◽

The Internet ◽

New Approach ◽

Life Long Learning ◽

E Learning ◽

Closing The Gap ◽

Popular Television ◽

Effective Integration

In this report in addition to previous results we present the evaluation results of multi-screen e-learning courses – eBig3. It is a new approach and technology to lifelong learning embodying effective integration of popular television, Internet, and mobile phones technologies. We present the results of ten eBig3 pilot courses delivered in 2013 in Latvia. The target group of eBig3 courses was society at large. It demonstrates radical increase of registration in eBig3 courses compared with the traditional registration in the Internet. The course delivery was more successful than that of blended learning courses. The new approach strongly increases the availability of e-courses, and contributes to closing the gap between the expectations for future life-long-learning and real achievements. We didn’t observe connection between learner’s age and attitude towards the usage of SMS in the eBig3 approach.

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Analisis Keefektivitasan Pemanfaatan E-Learning Sebagai Media Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Corona (Covid-19)

SALAM Jurnal Sosial dan Budaya Syar i ◽

10.15408/sjsbs.v7i10.17371 ◽

2020 ◽

Vol 7 (10) ◽

pp. 875-894

Author(s):

Yeni Yuliana

Keyword(s):

Distance Learning ◽

Religious Education ◽

Computer Technology ◽

Learning Process ◽

Teaching And Learning ◽

Quality Standards ◽

Internet Technology ◽

The Internet ◽

Face To Face ◽

E Learning

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat memungkinkan proses pembelajaran melalui komputer di tempat mereka masing– masing tanpa harus secara fisik pergi mengikuti pelajaran atau pun perkuliahan di kelas, Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning sebagai media pembelajaran khususnya mata kuliah PAI memberikan peran sangat penting dan fungsi yang besar pada mata kuliah tersebut karena selama ini terdapat banyak kekurangan dan kelemahan seperti keterbatasan ruang dan waktu dalam proses belajar mengajar melalui E-learning yang mengedepankan keefisienan dalam belajar sehingga mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja, sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan batas waktu yang di tentukan. Pengembangan pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan, E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian pembelajaran serta jangkauannya yang luas. E-learning juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci : Keefektifitas, Pemanfaatan, Pendidikan Agama Islam, E-Learning, Covid 19.

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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.

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MOOCs as Disruptive Innovation in Higher Education

Asian Higher Education Chronicles ◽

10.9744/ahec.1.1.10-12 ◽

2018 ◽

Vol 1 (1) ◽

pp. 10-12

Author(s):

Kamarudin Hussin

Keyword(s):

Higher Education ◽

Learning Environment ◽

Flipped Classroom ◽

Higher Education Institutions ◽

Disruptive Innovation ◽

Virtual Learning Environment ◽

The Internet ◽

Free Access ◽

Access To Higher Education ◽

E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).

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Crowdsensing – a new approach to road quality assessment

Put i saobraćaj ◽

10.31075/pis.67.01.03 ◽

2021 ◽

Vol 67 (1) ◽

pp. 19-30

Author(s):

Ivana Grujić ◽

Marijana Petrović ◽

Nataša Bojković

Keyword(s):

Data Collection ◽

Quality Assessment ◽

Mobile Phones ◽

Road Traffic ◽

Embedded Sensors ◽

Smart Devices ◽

The Internet ◽

New Approach ◽

Mobile Crowdsourcing ◽

Vibration Data

The continuous development of information and telecommunication technologies has led to the possibility of transferring data and information between people in real time, in just a few seconds, which has led to the emergence of new approaches to data collection. An example is crowdsourcing (networked mass of people), which involves collecting a large amount of defined data from a large number (mass) of people through the Internet, that is, embedded sensors in smart devices. These are most often mobile phones and then it is about the concept of mobile crowdsourcing – which is more widely accepted under the term crowdsensing. This paper shows how smart devices (mobile phones or tablets) can collect vibration data that occur while driving in road traffic – and still be used to detect irregularities in road infrastructure (potholes, bumps, etc.) in real conditions.

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Teaching and Learning in Higher Education: E-Learning as a Tool

International Journal of Innovative Technology and Exploring Engineering - Special Issue ◽

10.35940/ijitee.a4188.119119 ◽

2019 ◽

Vol 9 (1) ◽

pp. 458-463 ◽

Cited By ~ 1

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

The Internet ◽

Full Time ◽

Online Classes ◽

New Paradigm ◽

Education Students ◽

Communication Tools ◽

Modern Education ◽

E Learning

Recently, the market of E-Learning is soaring and is known as a new paradigm in modern education. E-Learning acts as a medium, consisting of several types of computers and electronic media that are communication tools as well as the Internet, which provides training and informative access on certain subjects. By using E-Learning students can attend online classes anywhere, regardless of time and place. Generally, E-Learning is more geared towards self-training and is ideal for individuals who work full-time but desire to further their studies. Thus, this study has been developed and integrated with factors leading towards the effectiveness of E-Learning as a tool in Teaching and Learning (T&L) approach. A quantitative approach was applied by using a self-administered distribution of questionnaire targeted at higher education students. Therefore, the outcomes of this research will help to provide insightful information to the current education system in Malaysia, particularly in crafting strategies to enhance the learning education for the country in general.

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Attrition in the Digital Age

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

10.4018/978-1-4666-4205-8.ch020 ◽

2013 ◽

pp. 279-293

Author(s):

Kate Reed ◽

Nathan Wise ◽

Belinda Tynan ◽

Carina Bossu

Keyword(s):

Higher Education ◽

Distance Education ◽

Information Exchange ◽

Digital Age ◽

Drop Out ◽

Attrition Rates ◽

Learning And Teaching ◽

Face To Face ◽

Distance Learner ◽

Holistic Understanding

Distance education (learning and teaching by distance modes of information exchange) is often characterised by having higher attrition rates (often labelled as “drop-out” or “withdrawal”) compared to traditional face-to-face (or “on-campus”) education. It has been claimed that no area of research in distance education has received more attention; such is the concern surrounding attrition. This chapter suggests that a holistic understanding of the numerous, complex, and interlinked factors that may contribute to a learner choosing to discontinue their studies continues to elude researchers. Furthermore, attrition may not always be a negative outcome; for example, a learner may have achieved the desired skill set from their studies. In the current higher education climate it is imperative for universities to maintain student enrolments. Attrition directly impacts upon wasted expenditure and loss of revenue for an institution. Additionally, withdrawing from tertiary studies can have consequences for the distance learner. This chapter explores underlying concerns and identify key questions and gaps regarding attrition in distance education for the digital age.

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The E-Learning Phenomenon

Virtual Communities ◽

10.4018/978-1-60960-100-3.ch112 ◽

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?

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