Diffusion of E-Learning as an Educational Innovation

2011 ◽  
pp. 2234-2244
Author(s):  
Petek Askar ◽  
Ugur Halici
Keyword(s):  
Distance Learning ◽  
Educational Innovation ◽  
Technological Innovations ◽  
Educational Settings ◽  
Technology And Learning ◽  
The World ◽  
Innovation And Technology ◽  
E Learning ◽  
Agent Of Change ◽  
Future Vision

Most of the discussions related to education are about technological innovations. Indeed as Rogers (1995) stated, we often use the word “innovation” and “technology” as synonyms. Technology is regarded as an agent of change in educational settings, and a quick analysis of the educational projects all over the world shows us that it is not possible to define a future vision of education without technology, especially e-learning, which brings two important concepts together: technology and learning. Therefore as a form of distance learning, e-learning has become a major instructional force in the world.

Diffusion of E-Learning as an Educational Innovation

2005 ◽  
pp. 849-852
Author(s):  
Petek Askar ◽  
Ugur Halici
Keyword(s):  
Distance Learning ◽  
Educational Innovation ◽  
Technological Innovations ◽  
Educational Settings ◽  
Technology And Learning ◽  
The World ◽  
Innovation And Technology ◽  
E Learning ◽  
Agent Of Change ◽  
Future Vision

Most of the discussions related to education are about technological innovations. Indeed as Rogers (1995) stated, we often use the word “innovation” and “technology” as synonyms. Technology is regarded as an agent of change in educational settings, and a quick analysis of the educational projects all over the world shows us that it is not possible to define a future vision of education without technology, especially e-learning, which brings two important concepts together: technology and learning. Therefore as a form of distance learning, e-learning has become a major instructional force in the world.

Diffusion of E-Learning as an Educational Innovation

2011 ◽  
pp. 1097-1100 ◽  
Author(s):  
Petek Askar ◽  
Ugur Halici
Keyword(s):  
Learning Environment ◽  
Social System ◽  
Real Life ◽  
Educational Innovation ◽  
New Paradigm ◽  
Technology And Learning ◽  
The World ◽  
Life Issues ◽  
Innovation And Technology ◽  
E Learning

Most of the discussions related to education are about technological innovations. Indeed as Rogers (1995) stated, we often use the word “innovation” and “technology” as synonyms. Technology is regarded as an agent of change in educational settings, and a quick analysis of the educational projects all over the world shows us that it is not possible to define a future vision of education without technology, especially e-learning, which brings two important concepts together: technology and learning. Therefore as a form of distance learning, e-learning has become a major instructional force in the world. Besides the technological developments, the last two decades have brought a tremendous increase in knowledge in education, particularly in learning. The emerging views of learning which should be taken into consideration for every learning environment could be stated as follows: personalized, flexible, and coherent (learning is connected to real-life issues); not bounded by physical, geographic, or temporal space; rich in information and learning experiences for all learners; committed to increasing different intelligences and learning styles; interconnected and collaborative; fostering interorganizational linkages; engaged in dialogue with community members; accountable to the learner to provide adaptive instructional environments (Marshall, 1997). WWW is an environment that fits the new paradigm of learning and facilitates “e-learning” which faces a challenge of diffusion. Diffusion is defined by Rogers (1995) as the process by which an innovation is communicated through certain channels over time among the members of a social system. Therefore the adoption of WWW as a learning environment is influenced by the following set of factors: 1) the individuals’ perception of the attributes of e-learning, 2) the nature of the communication channels, 3) the nature of the social system, and 4) the extent of the change agents’ efforts in the e-learning. These are the variables that affect the diffusion of e-learning in the schools and countries.

scholarly journals Facing Challenges of Covid-19: The Perspective of China and Ethiopia Educational Institutions

2021 ◽  
Vol 6 (1) ◽  
pp. 62
Author(s):  
Chen Chang ◽  
Getaye Aytenew
Keyword(s):  
Distance Learning ◽  
Review Paper ◽  
Review Literature ◽  
Educational Institutions ◽  
Academic Institutions ◽  
Learning Challenges ◽  
The World ◽  
The Status ◽  
E Learning ◽  
Learning Platforms

<p>Concerning the fast spread of COVID-19, countries all over the world have closed academic institutions to stop the pandemic. It is now apparent that students and teachers require other options that have to be more versatile, easily accessible, and support the current technologies and conditions to face the unpredictable future. From the review, literature disclosed that universities throughout the globe are establishing and implementing electronics learning platforms as a basic need in academic institutions. This manuscript aimed to assess the status of electronics learning in China and Ethiopian educational institutions to counter the challenges of the closure of schools because of the outbreak of the pandemic. The paper highlights concerning e-learning in the sense of China and Ethiopia, e-learning challenges, and successful experiences. This review paper also suggests educators use e-learning and distance learning as a necessity to advance learning, particularly during this pandemic season.</p>

E-Learning as a Catalyst for Educational Innovation

2004 ◽  
pp. 196-207
Author(s):  
Petek Askar ◽  
Ugur Halici
Keyword(s):  
Learning Environments ◽  
Diffusion Theory ◽  
Educational Innovation ◽  
School Management ◽  
Future Trends ◽  
Key Points ◽  
The World ◽  
E Learning ◽  
Related Individuals ◽  
Technological Improvements

As a form of distance learning, e-learning has become a major instructional force in the world. In this chapter, initiatives regarding e-learning and its impacts on instructional design, on school management and on the community are described and discussed in order to show different aspects of e-learning environments and their impact on related individuals or institutions. Future trends in e-learning are presented in connection with expected technological improvements and key points needing special care in the development of future e-learning environments are mentioned in the light of diffusion theory.

scholarly journals PEMBUATAN MEDIA PEMBELAJARAN BERBASIS TIK UNTUK PENGEMBANGAN E-LEARNING SISTEM BAGI GURU: STUDI PADA GURU-GURU SMP MUHAMMADIYAH 14 PACIRAN LAMONGAN

2021 ◽  
Vol 5 (1) ◽  
pp. 84
Author(s):  
Philipus Keban ◽  
Yayan Sakti Suryandaru ◽  
Nanang Haryono
Keyword(s):  
Distance Learning ◽  
Community Service ◽  
Visual Learning ◽  
Learning Model ◽  
Knowledge And Skills ◽  
The World ◽  
Innovative Learning ◽  
E Learning ◽  
And Function ◽  
Role And Function

Learning media is an important part of the distance learning process, especially in the midst of the Covid-19 pandemic. Online learning implemented in the midst of a pandemic demands innovation. The process of learning media innovation with the use of information technology is a big part of the progress of education. E-learning as a learning model in education provides a big role and function for the world of education. E-learning as a distance learning model in the education sector provides a big function and role for the world of education, especially since the Indonesian Government since March 2, 2020 (kompas.com) is facing the Covid-19 outbreak where all students at all levels are studying at home. Teachers at all levels of education as the spearhead of the implementation of education need to be empowered by providing knowledge and skills in making innovative learning media using technology. Community service that has been carried out aims to empower teachers in making technology-based learning media. This is based on the special problems faced by teacher partners (SMP Muhammadiyah 14 Paciran), the difficulty in making innovative learning media using technology. After empowerment through lectures on the importance of e-learning, followed by training on innovative learning media with movavi, and direct assistance and use of zoom, it was concluded that (a) teacher partners of SMP Muhammadiyah 14 Pondok Pesantren Karangasem Lamongan have increased knowledge (b) Teachers are capable converting PPT into visual learning media using Movavi software, (c) The teacher is able to take pictures, edit using Movavi on a smartphone. (d) At this stage the teachers are able to make learning media starting from planning by selecting important materials, taking pictures, editing learning media, to rendering so as to produce learning media that attracts students. abstrakMedia pembelajaran menjadi bagian penting dalam proses pembelajaran jarak jauh terlebih ditengah pandemi covid-19. Pembelajaran daring yang diimplementasi ditengah pandemi menuntut inovasi. Proses inovasi media pembelajaran dengan penggunakaan teknologi informasi bagian besar untuk kemajuan Pendidikan. E-learning sebagai model pembelajaran dalam pendidikan memberikan peran dan fungsi yang besar bagi dunia pendidikan. E-learning sebagai model pembelajaran jarak jauh sektor pendidikan memberikan fungsi dan peran yang besar bagi dunia pendidikan lebih-lebih saat ini Pemerintah Indonesia sejak 2 Maret 2020 (kompas.com) menghadapi wabah covid-19 dimana semua siswa pada semua jenjang belajar dirumah. Guru pada semua jenjang pendidikan sebagai ujung tombak pada pelaksanaan Pendidikan perlu diberdayakan dengan memberi bekal pengetahuan, ketrampilan dalam membeuat media pembelajaran yang inovatif dengan pemanfaatan teknologi. Pengabdian masyarakat yang telah dilaksankaan bertujuan untuk pemberdayaan guru dalam membuat media pembelajaran berbasis teknologi. Hal tersebut didasari permasalahan khusus yang dihadapi mitra guru (SMP Muhammadiyah 14 Paciran) kesulitan dalam pembuatan media pembelajaran inovatif dengan penggunaan teknologi. Setelah dilaksankaan pemberdayaan melalui ceramah pentingnya pembelajaran e-learning, dilanjutkan dengan pelatihan inovasi pembaatan media pembelajaran dengan movavi, dan pendampingan baik melalui langsung dan penggunaan zoom disimpulkan (a)  mitra guru SMP Muhammadiyah 14 Pondok Pesantren Karangasem Lamongan  telah bertambah pengetahuannya (b) Guru mampu mengubah PPT menjadi media pembelajaran visual dengan menggunakan software movavi, (c) Guru mampu untuk pengambilan gambar, editing menggunakan movavi pada smartphone. (d) Pada tahap ini guru-guru mampu membuat media pembelajaran mulai dari perencanaan dengan memilih materi penting, pengambilan gambar, melaksanakan editing media pembelajaran, sampai rendering sehingga menghasilkan media pembelajaran menarik siswa.

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

scholarly journals The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

2021 ◽  
Vol 17 (1) ◽  
pp. 92-102
Author(s):  
Donatella Rita Petretto ◽  
Stefano Mariano Carta ◽  
Stefania Cataudella ◽  
Ilaria Masala ◽  
Maria Lidia Mascia ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Distance Learning ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Negative Effects ◽  
School Closures ◽  
Advantages And Disadvantages ◽  
The World ◽  
Open Debate ◽  
E Learning

Even if the use of distance learning and E-learning has a long tradition all over the world and both have been used to keep in contact with students and to provide lessons, support and learning materials, there is an open debate on the balance between advantages and disadvantages in the use of distance learning. This debate is even more central in their use to support students with Learning Disabilities (LDs), an overarching group of neurodevelopmental disorders that affect more than 5% of students. The current COVID-19 outbreak caused school closures and the massive use of E-learning all over the world and it put higher attention on the debate of the effects of E-learning. This paper aims to review papers that investigated the positive and negative effects of the use of Distance Learning and E-learning in students with LDs. We conducted a literature review on the relationship between Distance Learning, E-learning and Learning Disabilities, via Scopus, Eric and Google Scholar electronic database, according to Prisma Guidelines. The findings are summarized using a narrative, but systematic, approach. According to the data resulting from the papers, we also discuss issues to be analyzed in future research and in the use of E-learning during the current pandemic of COVID-19.

Postgraduate Degree by Distance Learning

2011 ◽  
pp. 1651-1659
Author(s):  
Tiong Kung-Ming
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Higher Learning ◽  
Degree Programs ◽  
The United Kingdom ◽  
The World ◽  
Learning Programs ◽  
E Learning ◽  
Open And Distance Learning ◽  
Learning Institutions

Distance learning provides a wide opportunity for learners to access postgraduate qualifications. With the establishment of such open and distance learning (ODL) institutions like open universities and e-learning programs by higher learning institutions around the world, more learners are getting into postgraduate degree programs. In the United Kingdom, for example, a group of reputable institutions have established the UKeU (UK e-Universities). This article looks at the types of programs offered (master’s and doctorate) and their characteristics in contrast to traditional on-campus study. We will look into the challenges and issues faced by distance learning postgraduate-degree providers, as well as those faced by the learners. Among the issues are accreditation and recognition, curriculum and assessment, instructional methods, factors influencing learners’ choice of postgraduate programs, and institutional support for learners. Finally, we discuss the effects of postgraduate distance learning programs in the education landscape as a whole.

A Conversational Framework for Self-Organised Learning

2008 ◽  
pp. 308-342 ◽  
Author(s):  
Sheila Harri-Augstein ◽  
Laurie Thomas
Keyword(s):  
Distance Learning ◽  
Organizational Learning ◽  
Education System ◽  
Organizational Growth ◽  
Making Sense ◽  
Life Long Learning ◽  
Self Organized ◽  
The World ◽  
E Learning ◽  
Personal Skill

People learn by making sense of the world for themselves, thereby constructing personal meaning. Effective learners are aware of how they do this and can actively organize this process for themselves. They engage in a reflective conversational process called Self-Organised-Learning (SOL). In Western Cultures the education system inhibits SOL because it is founded on the outmoded belief that all knowledge is objective and that learners are expected to absorb what is given. Teachers and trainers are expected to treat learners as ‘objects’ to be manipulated and they are prevented from developing their capacity to learn. They become ‘other-organized-learners’ and often suffer from life-long learning pathologies, which constrain their growth. This chapter describes conversational techniques for supporting SOL, plus the science and philosophy behind them. The techniques are practiced within a Learning Conversation Methodology designed to empower individual, team, and organizational growth, and have been proven effective in many educational and commercial situations. Fundamental changes and a paradigm shift is essential in education policy to enable many more to become life-long Self-Organized-Learners and through their effective activities transform our cultures. SOL empowers personal skill, competence and creativity and is of value in tutoring, coaching, team learning, e-learning, and distance learning. SOL has implications for teacher training, management development, and organizational learning.

Students' perceptions of e-learning and its effects on student outcomes amid the Covid 19 outbreak

2021 ◽  
Vol 12 (2) ◽  
pp. 2390-2396
Author(s):  
AHMED Al-GHANIMI , Et. al.
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Student Outcomes ◽  
Traditional Method ◽  
Traditional Education ◽  
Educational Tool ◽  
Educational Facilities ◽  
Emergency Condition ◽  
The World ◽  
E Learning

The worldwide incidence of COVID-19 disease has risen significantly, as COVID-19 was declared a pandemic disease by WHO on March 11, 2020. Iraq declared the emergency condition, followed by the curfew, in response to the COVID-19 crisis. As a result, after the COVID-19 pandemic, educational facilities were closed and distance learning emerged as a new educational tool to ensure the continuity of education in universities. With the emergence of the (Covid-19) epidemic in the world today, it has become difficult to collect students in one semester, so higher education in Iraq has become dependent on e learning in all its lessons. Therefore, this study was designed to know the student's outcomes after relying on e-learning and comparing it to the traditional method in education  and As well as to see the extent of students' acceptance of e-learning and whether it is considered a successful alternative to traditional education in light of COVID-19.

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