Games-Based E-Learning

2009 ◽  
pp. 910-924 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Learning Experiences ◽  
Education And Training ◽  
Learning Technologies ◽  
Future Trends ◽  
Substantial Benefit ◽  
E Learning ◽  
And Training ◽  
The Way

This chapter introduces games-based e-learning as a means of providing enriching and stimulating learning experiences within higher education and training. It highlights how e-learning has evolved and the developments that have opened the way for games-based e-learning, giving examples of specific applications. The authors hope that through gaining a better understanding of the implications, challenges and barriers to games-based e-learning, educators, practitioners and developers will be able to make better use of and gain substantial benefit from these exciting learning technologies. Finally, the chapter will identify what the authors believe to be future trends in relation to e-learning and games-based e-learning.

Games-Based E-Learning

2011 ◽  
pp. 42-56 ◽  
Author(s):  
T. Connolly
Keyword(s):  
Higher Education ◽  
Learning Experiences ◽  
Education And Training ◽  
Learning Technologies ◽  
Future Trends ◽  
Substantial Benefit ◽  
E Learning ◽  
And Training ◽  
The Way

This chapter introduces games-based e-learning as a means of providing enriching and stimulating learning experiences within higher education and training. It highlights how e-learning has evolved and the developments that have opened the way for games-based e-learning, giving examples of specific applications. The authors hope that through gaining a better understanding of the implications, challenges and barriers to games-based e-learning, educators, practitioners and developers will be able to make better use of and gain substantial benefit from these exciting learning technologies. Finally, the chapter will identify what the authors believe to be future trends in relation to e-learning and games-based e-learning.

scholarly journals “We just disagree:” Using deliberative inquiry to seek consensus about the effects of e-learning on higher education

2008 ◽  
Vol 33 (3) ◽  
Author(s):  
Jennifer H. Kelland ◽  
Heather Kanuka
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Subject Matter ◽  
Epistemological Beliefs ◽  
Learning Experiences ◽  
Learning Technologies ◽  
Learning Activities ◽  
Il Y A ◽  
E Learning ◽  
Deliberative Inquiry

Building on the results of a prior study, the purpose of this qualitative study was to further explore where there is agreement on the effects of e-learning technologies in higher education learning experiences. The results confirm that (1) there are many varied and polarized perspectives about e-learning, and each position should be carefully considered by policymakers and administrators concerned with implementing e-learning technologies; (2) it is unlikely that e-learning experts will ever reach consensus on the effects of e-learning technologies within educational contexts; and, (3) the use of e-learning technologies in higher education will continue to vary based on subject matter, instructors, institutions, contexts, availability of technology and various other factors—not the least of which are the purpose of the learning activities and the epistemological beliefs about higher education. The diversity of opinions that currently exist does not make one view more correct or superior to another. Résumé: Construisant sur les résultats d’une étude antérieure, le but de cette étude qualitative était d’explorer plus à fond s’il y avait consensus sur les effets des technologies de l’eLearning dans les expériences d’apprentissage aux cycles supérieurs. Les résultats confirment que 1) il y a plusieurs perspectives variées et polarisées sur le eLearning, et chaque point de vue devrait être sérieusement considéré par les administrateurs et les rédacteurs de politiques concernés par l’implantation des technologies du eLearning, 2) il est peu probable que les experts en eLearning en arriveront jamais à un consensus sur les effets des technologies du eLearning dans un contexte éducationnel, et 3) l’utilisation des technologies du eLearning aux cycles supérieurs continuera de varier en fonction de la matière, des formateurs, des institutions, des contextes, de la disponibilité de la technologie et d’autres facteurs. Le moindre de ces facteurs n’est pas le but des activités d’apprentissage et les croyances épistémologiques à propos de l’éducation universitaire. La diversité des opinions qui existent présentement ne privilégie pas un point de vue en particulier.

Variables en el Blended Learning y la Educación

2021 ◽  
Author(s):  
Jairit Garavit
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Blended Learning ◽  
Education And Training ◽  
International Perspective ◽  
Pedagogical Practices ◽  
Distance Learners ◽  
E Learning ◽  
Learning Platforms ◽  
And Training

The in-depth purpose of this research expressed as a chapter is to show a specific and very current description of the existing pedagogical practices and the forms of distribution for blended or distance education, also called Blended Learning in e-learning platforms with a focus on lifelong learning. In such a way that, the concepts of distance education and training and mixed learning of the student in the same training are clarified. The chapter also outlines the most important challenges for future and current distance learners and provides suggestions for possible measures for states and governmental and non-governmental entities in charge of higher education and training to address these challenges. However, they also present examples based on experience and research of working methods and measures that work well for qualitative distance education. This part is followed by an international perspective, from a more visionary perspective, there are discussions of how to find ways and alternatives to organize higher education and how they could potentially offer new paths to higher education throughout the country. Finally, a series of conclusions and recommendations.

scholarly journals Transformative Research Paradigm: A Response to SDG 4 by Intensifying Support Scholarships for Deaf and Hard-of-Hearing Students at an Open Distance and E-Learning University

2021 ◽  
Author(s):  
Tonny Matjila ◽  
Petro van der Merwe
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Hard Of Hearing ◽  
Education And Training ◽  
Training System ◽  
Policy Framework ◽  
Research Paradigm ◽  
Transformative Research ◽  
E Learning ◽  
And Training

The landscape of higher education in South Africa is beset with numerous challenges including accommodating students who are Deaf and hard of hearing. The reasonable accommodation in place does not seem to redress the daily challenges faced by these students at an open distance e-learning university despite the policies and legislature in place. The Department of Higher Education and Training in South Africa, through its initiatives such as the Strategic Disability Policy Framework on Disability for the Post-School Education and Training System, aims to fast track and respond to Sustainable Developmental Goal4. This paper argues how the transformative research paradigm may be a response to this mandate. Firstly, the paradigm suggests theories such as the critical disability theory and the transactional distance theory and discusses their relevance in promoting scholarships for disability in open distance e-learning. Secondly, it highlights the transformative assumptions on ontology, epistemology, axiology, and a methodology which are often ignored when developing interventions on disability issues. The ontology helps to understand the reality through the lenses of students who are Deaf and hard of hearing, epistemology deals with acquiring knowledge of the subjects and literature, and axiology deals with the ethical considerations for the said cohort. The transformative mixed-method research deals with the inequalities and makes provisions to include, deal with, and guarantee the integration of qualitative and quantitative data sets.

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.

scholarly journals Introduction of New Forms of Education in Modern Higher and Vocational Education and Training

2020 ◽  
Vol 9 (7) ◽  
pp. 107
Author(s):  
Liudmyla I. Berezovska ◽  
Galyna D. Kondratska ◽  
Anna A. Zarytska ◽  
Kateryna S. Volkova ◽  
Taras M. Matsevko
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education System ◽  
Comparative Method ◽  
Developed Countries ◽  
Education And Training ◽  
Educational Process ◽  
Vocational Education And Training ◽  
National Education ◽  
And Training

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

scholarly journals Integrating International Student Mobility in Work-Based Higher Education

2017 ◽  
Vol 21 (2) ◽  
pp. 156-169 ◽  
Author(s):  
Lukas Graf ◽  
Justin J. W. Powell ◽  
Johann Fortwengel ◽  
Nadine Bernhard
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Current State ◽  
Study Programs ◽  
Incoming Students ◽  
And Training

Dual study programs are hybrid forms of work-based higher education that have expanded very rapidly in Germany—a country traditionally considered a key model in both higher education (HE) and vocational education and training (VET). The continued expansion of these hybrid programs increasingly raises questions if, how, and why they may be internationalized. Although comparative research suggests that this could be challenging due to the uniqueness of the German education and training system, strong forces support internationalization. This study examines the current state and the future prospects of internationalization of such innovative dual study programs by focusing on student mobility, a key dimension of internationalization. We find growing interest in but still relatively little mobility related to dual study programs, whether among German (outgoing) or international (incoming) students. Based on expert interviews and document analysis, we extend existing typologies of student mobility regarding specific features of work-based HE programs. Furthermore, we discuss opportunities—at home and abroad—for increasing student mobility in this rapidly expanding sector.

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