E-Learning and Semantic Technologies

Teaching And Learning ◽

Modern Society ◽

Semantic Web Technologies ◽

Web Based ◽

E Learning ◽

Knowledge Intensive

Traditional teaching and learning methods have had to adapt to keep up with Information and Communication Technologies (ICTs) in modern society. E-learning stands for all forms of Web-based learning and uses computer and computer networks to create, store, deliver, manage and support online learning courses to anyone, anytime and anywhere. It provides a configurable infrastructure that can integrate learning materials, tools, and services into a single solution to create and deliver training or educational materials quickly, effectively, and economically. Recently, emerging Semantic Web technologies have changed the focus of e-learning systems from task-based approaches to knowledge-intensive ones. The Semantic Web is a W3C initiative and according to Berners-Lee et al. (2001) comprises “an extension of the current Web in which information is given welldefined meaning, better enabling computers and people to work in cooperation”. The capability of the Semantic Web to add meaning to information, stored in such way that it can be searched and processed, as well as recent advances in Semantic Web-based technologies provide the mechanisms for semantic knowledge representation, exchange and collaboration of e-learning applications (Anderson & Whitelock, 2004).

THE „CLOUDY“ CLASSROOM

Education and Technologies Journal ◽

10.26883/2010.202.2362 ◽

2020 ◽

Vol 11 (2) ◽

pp. 347-352

Author(s):

Atanaska Peneva ◽

Keyword(s):

Mobile Communications ◽

Teaching And Learning ◽

Web Based ◽

Modern Approach ◽

Building Information ◽

Practical Guidelines ◽

Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

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

Acknowledging the Distance Learner

10.4018/978-1-4666-4205-8.ch017 ◽

2013 ◽

pp. 242-254

Author(s):

Trish Andrews

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

Learning Experience ◽

Effective Learning ◽

Distance Learner ◽

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

A Pliant-Based Software Tool for Courseware Development

Handbook of Research on E-Learning Methodologies for Language Acquisition ◽

10.4018/978-1-59904-994-6.ch011 ◽

2011 ◽

pp. 166-185

Author(s):

Marcus Vinicius dos Santos ◽

Isaac Woungang ◽

Moses Nyongwa

Keyword(s):

Software Tool ◽

Technology Enhanced Learning ◽

Web Based ◽

Universal Usability ◽

New Information ◽

Learning Capabilities ◽

The increasing importance of e-learning has been a boosting element for the emergence of Internet-based educational tools. As we move into the information age, tremendous efforts are made in the development of new information and communication technologies for educational purposes. The ultimate goal is to facilitate e-learning methodologies and acquisition. The chapter’s contribution is in the area of open source software for technology-enhanced learning. First, we report on the capabilities of Pliant, a novel software framework for Web-based courseware development. Pliant’ design features upon which e-learning capabilities are built are presented, showing that Pliant has some advantages over existing software, including flexibility, efficiency, and universal usability. A case study of the use of Pliant in the project “Multilanguage Database for Localization” developed at the CUSB School of Translation is presented. Second, we present Academia,3 a Pliant-based courseware development Web portal, and its use in translation studies at CUSB.

Designing of E-learning for Engineering Education in Developing Countries

Web-Based Engineering Education ◽

10.4018/978-1-61520-659-9.ch001 ◽

2010 ◽

pp. 1-19

Author(s):

B. Noroozi ◽

M. Valizadeh ◽

G. A. Sorial

Keyword(s):

Developing Countries ◽

Engineering Education ◽

Teaching And Learning ◽

Success Factors ◽

Distributed Structure ◽

E Learning ◽

Key Issues

Traditional education for engineers has shifted towards new methods of teaching and learning through the proliferation of Information and Communication Technologies (ICT). The continuous advances in technology enable the realization of a more distributed structure of knowledge transfer. This becomes critically important for developing countries that lack the resources and infrastructure for implementing engineering education practices. The two main themes of technology in designing e-Learning for engineering education in developing countries focus either on aspects of technological support for traditional methods and localized processes, or on the investigation of how such technologies may assist distance learning. Commonly such efforts are threefold, relating to content delivery, assessment and provision of feedback. This chapter is based on the authors ‘10 years’ experience in e-Learning, and reviews themost important key issues and success factors regarding the design of e-Learning for engineering education in developing countries.

Handbook of Research on Estimation and Control Techniques in E-Learning Systems - Advances in Educational Technologies and Instructional Design ◽

Development and Support of E-Learning Systems in Tomsk State Pedagogical University

10.4018/978-1-4666-9489-7.ch025 ◽

2016 ◽

pp. 350-364 ◽

Cited By ~ 1

Author(s):

Timur Gazizov ◽

Tatyana Prishepa ◽

Mikhail Chervonnyy

Keyword(s):

Distance Learning ◽

Modern Society ◽

Professional Activity ◽

Learning Support ◽

State Pedagogical ◽

E Learning ◽

Case Application

Processes of IT development in modern society and closely related processes of IT development in all forms of educational activities are characterized by the process of improvement and mass distribution of up-to-date information and communication technologies (ICT). Similar technologies are used extensively for communication and collaboration between the teacher and the student in modern open and distance learning. A modern teacher must not only have knowledge of ICT but also must be an expert on their application in his/her professional activity. In this case, application of such technology is closely related to distance learning and e-learning. In this paper, we intend to simulate and show outcomes of the development of e-learning support systems on the example of Tomsk State Pedagogical University (TSPU).

New Skills and Ways of Working

Making the Transition to E-Learning ◽

10.4018/978-1-59140-950-2.ch008 ◽

2011 ◽

pp. 121-138 ◽

Cited By ~ 2

Author(s):

Gail Wilson

Keyword(s):

Faculty Development ◽

Diffusion Of Innovation ◽

Teaching And Learning ◽

Critical Mass ◽

Skills Acquisition ◽

Learning Context ◽

This chapter analyzes approaches to faculty development for e-learning in post-compulsory institutions. Everett Rogers’ (2003) diffusion of innovation theory provides the framework for a review of faculty development strategies adopted by institutions to foster the adoption of information and communication technologies (ICTs) by mainstream faculty into everyday teaching and learning practices. Using examples as illustration, the chapter reviews different approaches to faculty development aimed at achieving a critical mass of staff who are competent working in the e-learning context. These strategies include focusing on the characteristics of innovation; adopting a staged approach to skills acquisition; embedding skills and processes associated with teaching and learning in the e-learning context in formal, accredited courses; fostering peer learning; framing faculty development as project-based learning; and using the online environment to deliver faculty development. The chapter concludes with practical advice concerning faculty development for e-learning practice across institutions.

Optimizing Student Engagement in Online Learning Environments

Intelligent Systems ◽

10.4018/978-1-5225-5643-5.ch026 ◽

2018 ◽

pp. 671-702

Author(s):

Mukta Goyal ◽

Rajalakshmi Krishnamurthy

Keyword(s):

Teaching And Learning ◽

Learning System ◽

Learning Material ◽

Learning Materials ◽

Efficient Manner ◽

Course Content ◽

In today's scenario, e-learning has become a significant part of the academic environment as well as of the corporate training sectors. Advancement in Information and Communication Technologies (ICTS) has brought new intersection of education, teaching, and learning that defines e-learning. E-learning systems deliver information for education at any time and at any place in an efficient manner. E-learning system consists of course content or learning materials in the form of nodes. These nodes are linked such that users can traverse the other nodes in the hypermedia environment. These learning concepts are available synchronously and asynchronously in different ways of representation. This presents learning materials in a disorganized manner to the learners. Due to this, learners may decline to adapt the learning material or may deviate from their goals. This requires a user model to respond to different needs of a learner. To handle the uncertainty of learner's mind while learning the concepts an intuitionistic fuzzy approach is used.

Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities - Advances in Educational Technologies and Instructional Design ◽

Re-Envisioning and Restructuring E-Learning Through Engagement With Underprivileged Communities

10.4018/978-1-7998-6940-5.ch004 ◽

2021 ◽

pp. 66-87

Author(s):

Nomvula J. Ndhlovu ◽

Leila Goosen

Keyword(s):

Teaching And Learning ◽

Positive Impact ◽

Reliability And Validity ◽

Theoretical Frameworks ◽

Development Agenda ◽

E Learning ◽

The Impact

The purpose of this study was answering questions regarding the impact of effectively using information and communication technologies (ICTs) in classrooms on re-envisioning and restructuring e-learning through engagement with schools in underprivileged communities. Its importance is justified regarding positioning disrupted pupils' education towards the development agenda in South Africa. It draws on the latest findings and is located within relevant conceptual/theoretical frameworks on ICTs for teaching and learning. In quantitative aspects of the research design, issues of reliability and validity were considered, while in qualitative aspects, issues of dependability and interpretation were important. Results presented showed that laptops, smartboards, projectors, cell phones, desktops, printers, and iPads were used effectively in classrooms. A discussion of the results suggests solutions and making recommendations that are applicable and useful. In conclusion, ICTs had a positive impact on pupils' education, by helping them to concentrate and understand difficult concepts.

A Shift Towards Visualization in eLearning

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.20211101.oa11 ◽

2021 ◽

Vol 16 (6) ◽

pp. 1-12

Author(s):

Wei Wu ◽

Gulmira Bakirova ◽

Ivan Trifonov

Keyword(s):

Public Opinion ◽

Teaching And Learning ◽

Educational Institutions ◽

Learning Content ◽

E Learning ◽

Online Distance Learning ◽

Online Distance

The purpose of the study is to investigate the movement towards visualization in e-learning. The study methods include a survey and a theoretical modeling method. The study focuses on analyzing data from the 2020 public opinion survey “School graduates and students expressed their opinion on distance education” by the Russian Public Opinion Research Center (VCIOM) and develops a four-tier framework model for e-learning content visualization that integrates four theories of learning, namely behaviorism, cognitivism, constructivism, and activism. The results indicate that visualization in e-learning as a trend is strongly associated with global information and communication technologies (ICTs) development. The survey by VCIOM found that 38% of surveyed students in Russia viewed their educational institutions as averagely equipped for online distance learning, 22% - well-equipped, 26% - rather well-equipped, 12% - rather poorly equipped, and 7% - poorly equipped. This study offers content visualization framework that will make it possible to organize the teaching and learning process.

Development and Implementation of an E-Portfolio of Languages in the Moroccan University

RA Journal Of Applied Research ◽

10.47191/rajar/v7i3.05 ◽

2021 ◽

Vol 07 (03) ◽

Author(s):

QEZBOUR Mohamed-Aymane ◽

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

French Language ◽

Learning Technology ◽

University Courses ◽

E Learning ◽

Addie Model

This article will deal with the problem linked to the difficulties encountered in teaching and learning languages at the Moroccan university, a problem which can influence all disciplines, the French language being a major example given its importance in university courses, this language which has known a lot of changes throughout history, and which knows important strategies proposed in recent years, one of which is the integration of information and communication technologies in education, using distance learning technology called E-Learning, we will offer the E-Portfolio tool as a rigorous choice and a solution to the problem, the methodology followed is based on the ADDIE model.