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.

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. 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.

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.

Pluralistic Coordination

2011 ◽  
pp. 416-431
Author(s):  
Peter J. Denning ◽  
Fernando Flores ◽  
Gloria Flores
Keyword(s):  
Learning Environment ◽  
Cultural Differences ◽  
Real World ◽  
Social System ◽  
World Of Warcraft ◽  
Reflective Learning ◽  
The Real ◽  
Core Set ◽  
The World ◽  
Working Together

Two questions are examined. Why is coordination hard to achieve when teams are diverse? Are there conditions under which players of MMOGs can learn skills of effective coordination and transfer these skills to real teams? A pluralistic network is a social system in which people are committed to working together effectively despite cultural differences. A core set of eight practices enables a network to be pluralistic. An experiment with the World of Warcraft game confirmed that the game can significantly accelerate learning of those practices. To enable the skills to be transferred to the real world, the game must be augmented with a reflective learning environment.

Multi-Agent Based Dynamic E-Learning Environment

2011 ◽  
pp. 142-158 ◽  
Author(s):  
Saleh AlZahrani ◽  
Aladdin Ayesh ◽  
Hussein Zedan
Keyword(s):  
Learning Environment ◽  
Learning Objects ◽  
Agent Based ◽  
Development Framework ◽  
The World ◽  
E Learning ◽  
Multi Agent ◽  
The Subject ◽  
And Training ◽  
Agent Development

Grids are increasingly being used in applications, one of which is e-learning. As most of business and academic institutions (universities) and training centres around the world have adopted this technology in order to create, deliver and manage their learning materials through the Web, the subject has become the focus of investigate. Still, collaboration between these institutions and centres is limited. Existing technologies such as grid, Web services and agents are promising better results. In this article the authors support building our architecture Regionally Distributed Architecture for Dynamic e-Learning Environment (RDADeLE) by combining those technologies via Java Agent DEvelopment Framework (JADE). By describing these agents in details, they prove that agents can be implemented to work well to extend the autonomy and interoperability for learning objects as data grid.

Peda.net: a learning portal for lifetime

2018 ◽  
Vol 26 (1) ◽  
pp. 9-16
Author(s):  
Mari Erika Koskela
Keyword(s):  
Learning Environment ◽  
Physical Environment ◽  
Design Methodology ◽  
Use Cases ◽  
Ict Skills ◽  
Content Type ◽  
The World ◽  
Working Together ◽  
E Learning ◽  
Skill Requirements

Purpose The purpose of this paper is to give an overall image of how Finnish-developed Peda.net can help educators teach their students according to the ICT skill requirements set by Finnish national curricula. Design/methodology/approach In the paper, two different Peda.net use cases are introduced. These cases can give important practical tips on how to involve more ICT in schools for educators worldwide. The use cases are evaluated and agree with Finnish National Curricula requirements. Findings Peda.net is an e-learning environment. However, using it as part of teaching is a good way of introducing ICT skills in students regardless of whether working together in the same physical environment or remotely from different locations. Originality/value This paper can open up a global discussion of best ICT teaching practices and give some practical ICT teaching tips for teachers all around the world.

scholarly journals Deciphering the Self and the World Through Fantasy in Neil Gaiman’s Coraline

2021 ◽  
Vol 19 (1) ◽  
pp. 116-128
Author(s):  
Tuğçe Alkiş
Keyword(s):  
Sense Of Belonging ◽  
Sense Of Self ◽  
Real Life ◽  
The Self ◽  
Alternative Methods ◽  
Fantasy Fiction ◽  
The World ◽  
Life Issues ◽  
Self Discovery

The aim of this paper is to show how contemporary children’s fantasy fiction offers alternative methods to children and teenagers for confronting real-life issues, such as self-discovery, sense of belonging and the process of individuation, through the analysis of Neil Gaiman’s Coraline. In his contemporary children’s fantasy book, Gaiman empowers his protagonist to explore her sense of self, overcome her insecurities and fears in a fantastic mirror-like home. This paper argues that fantasy is an effective device for explaining the complexities and dilemmas of the self and examining a child’s quest for self-discovery in the process of maturation and individuation.

scholarly journals FOREIGN LANGUAGE TEACHING WITH E-LEARNING ONLINE SYSTEM: FAR EASTERN FEDERAL UNIVERSITY’S EXPERIENCE

2021 ◽  
pp. 7-17
Author(s):  
Наталья Александровна Глушко ◽  
Екатерина Алексеевна Карцева
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Educational Process ◽  
Language Classes ◽  
E Learning ◽  
The University

Введение. Анализируется опыт внедрения дистанционных технологий на занятиях по английскому языку в вузе в условиях вынужденного перехода на удаленный формат работы. Цель – обобщение результатов анкетирования, направленного на выявление отношения студенческого и преподавательского сообществ к переводу образовательного процесса в электронный формат. Материал и методы. Материалом исследования послужили результаты анкетирования, проведенного в первые недели дистанционного обучения английскому языку и по окончании весеннего семестра 2019/20 учебного года. Для решения поставленных задач применялись следующие методы: анализ учебно-методической литературы по вопросам внедрения технологий в образовательный процесс по иностранному языку, анкетирование профессорско-преподавательского состава и студенческого контингента. Результаты и обсуждение. Впервые собраны и обобщены данные опроса об опыте использования электронной среды взамен аудиторной работы при проведении занятий по английскому языку в вузе. Рассматриваются достоинства и недостатки дистанционного обучения иностранным языкам в вузе; выявляется степень удовлетворенности участников образовательного процесса качеством преподавания иностранного языка в новом формате; описываются аспекты и особенности обучения английскому языку в онлайн-среде. Установлено, что основные сложности, с которыми столкнулись преподаватели и студенты на онлайн-занятиях, сопряжены с отсутствием живого общения, при котором задействованы как вербальные, так и невербальные каналы получения информации. В качестве несомненного преимущества удаленного способа работы перед аудиторным выступает организационно-бытовой аспект проведения занятий, что проявляется, прежде всего, в экономии временных затрат. Заключение. Проведение занятий по английскому языку в удаленном формате видится как высококачественная альтернатива традиционным занятиям в тех случаях, когда невозможна организация очной формы обучения в силу различных обстоятельств (пандемия, погодные условия и т. д.). Это обусловлено практической направленностью дисциплины «иностранный язык», при которой особую значимость приобретает живое общение, коммуникация «лицом к лицу». Introduction. The article provides the survey of distance technologies implementation experience in response to forced transition to e-learning environment at the university classes of the English language. The objective of the work is to consolidate and summarize the findings of the questionnaire aimed at identifying students and teachers’ attitude towards the educational process transition to electronic format. Material and methods. Research statistics was taken from the questionnaire conducted in the first couple of weeks of online English classes and at the end of 2019–2020 academic year spring term. In order to solve the task the authors applied the following methods: the analysis of methodological literature on technologies introduction into educational process at English language classes, questionnaire given to university students and teachers. Results and discussion. The paper combines and generalizes the replies to the questionnaire about the very first experience of using e-learning environment fully instead of in-class activities for the English language classes at the university. Advantages and drawbacks of a distance education are mentioned as well as the level of educational process participants’ satisfaction with the language teaching quality within a new format. There are also some special aspects of teaching English online shown. It was defined that during these classes students and teachers had faced the major challenge – the lack of a real-life communication with verbal and nonverbal channels of information exchange. One of the undeniable benefits of a distance education when compared to classroom sessions is organizational aspect, especially time saving. Conclusion. Remote format of the English language classes is considered as a high quality alternative to in-class learning in situations when classroom settings are impossible to be organized due to different circumstances (pandemics, weather conditions, etc.). Practical focus of a “Foreign language” as a subject determines the significance of a real-life face-to-face communication during the classes.

scholarly journals Happy Schools: Perspectives and Matters of Organization-Pedagogy in School’s Building and Development

2021 ◽  
Vol 14 (6) ◽  
pp. 92
Author(s):  
Phạm Minh Giản ◽  
Đặng Quốc Bảo ◽  
Tăng Thái Thụy Ngân Tâm ◽  
Phạm Văn Tặc
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Current Situation ◽  
Teaching And Learning Environment ◽  
The World ◽  
School Innovation ◽  
Teachers And Students ◽  
Cultural Leaders

Building “happy schools” has been one of the key concerns by many countries in recent years with an aim to create a friendly, safe, and happy teaching and learning environment so that teachers and students can have more motivation in improving their teaching and learning achievements, thus bringing forth more happiness to the involved individuals and organizations. The article introduces the concept of a “happy school”, outlined the perspectives on building happy schools by the world and Vietnamese political, cultural leaders, educational researchers as well as organizations so that they can be applied in the process of educational innovation. Thereby, the authors identify the key elements and criteria for such a “happy school” model, clarify the roles of the schools’ headmasters as well as summarize a set of ten messages for a happy school to prepare under the current situation of school innovation.

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