Generational Learners & E-Learning Technologies

2010 ◽  
pp. 76-92 ◽  
Author(s):  
Ke Zhang ◽  
Curtis J. Bonk
Keyword(s):  
Learning Preferences ◽  
Learning Technologies ◽  
Learning Design ◽  
Learner Characteristics ◽  
Attitudes Towards Technology ◽  
E Learning ◽  
Practical Implications

This chapter reviews the characteristics of learners of different generations. In particular, it compares their differences in terms of learning preferences as well as their typical skills and attitudes towards technology in e-learning. In addition, it discusses the impacts of these shared and varied learner characteristics on e-learning and provides suggestions and recommendations on how to address generational learning diversity in e-learning design and delivery. In responding to the emerging learning technologies, this chapter specifically analyzes generational learners’ preferences and characteristics regarding learning technologies, and the practical implications for designers and educators working on e-learning for highly diversified audiences representing various generations.

scholarly journals Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

2020 ◽  
Author(s):  
Rajabalee Yousra Banoor ◽  
Santally Mohammad Issack
Keyword(s):  
Student Satisfaction ◽  
Information And Communication Technologies ◽  
Learning By Doing ◽  
Learning Technologies ◽  
Student Feedback ◽  
First Year ◽  
Learning Design ◽  
Learner Achievement ◽  
Information And Communication ◽  
E Learning

Abstract There has been much debate on the issue of whether online learning was better than traditional education and vice-versa over the past decade. Over time, the concept of blended learning became quite the norm, especially within traditional universities who could no longer turn a blind eye to the educational revolution brought about by information and communication technologies. While the pace of technology integration in universities generally varies in pace, the world has recently experienced a massive uptake, albeit in an unplanned and mostly disorganized manner, of e-learning technologies due to the Covid-19 pandemic. Researchers have emphasized on the quality of online courses from a perspective of learner achievement in terms of student satisfaction, engagement and performances. In this paper, we analyze student feedback and report the findings of a study of the relationships between student satisfaction and their engagement in an online course with their overall performances. The module was offered online to 844 university students in the first year across different disciplines, namely Engineering, Science, Humanities, Management and Agriculture. It was assessed mainly through continuous assessments and was designed using a learning-by-doing pedagogical approach. The focus was on the acquisition of new skills and competencies, and their application in authentic mini-projects throughout the module. Student feedback was coded and analyzed both from a quantitative and qualitative perspective. The association between satisfaction and engagement was significant and positively correlated. On the other hand, there was a weak but positive and significant correlation between satisfaction or engagement with their overall performances. We further observed that students were generally very satisfied with the learning design philosophy, irrespective of their performance levels. Students, however, reported issues related to lack of tutor support and experiencing technical difficulties across groups. The findings raise important implications for institutional e-learning policy making. The factors that are important relate to the object of such policies, learning design models, personalized support, distributed virtual learning through synchronous interaction, and learning analytics.

scholarly journals INTEGRATING SEMANTIC SEARCH IN E-LEARNING TECHNOLOGIES: THE ELSE SYSTEM

2020 ◽  
Vol 78 (4) ◽  
pp. 237-248
Author(s):  
Анна Форміка ◽  
Алессія Барбагалло
Keyword(s):  
Semantic Web ◽  
Health Professionals ◽  
Learning Objects ◽  
Learning Preferences ◽  
Learning Technologies ◽  
Semantic Search ◽  
Medical Education Program ◽  
User Request ◽  
E Learning ◽  
Definition Of

The integration of semantic web methodologies and e-learning technologies is a challenge that has attracted a lot of attention for a decade. Given this, the purpose of this paper is the definition of a new e-learning semantic web methodology for the development of courses for health professionals in both distance and residential learning modes. ELSE is an ontology-based system which allows the construction of customized e-learning courses according to the needs and learning preferences of the user. It integrates semantic search methodologies and e-learning technologies. The underlying methodology relies on a reference domain ontology and teaching multimedial interactive modules, referred to as Reusable Learning Objects (RLOs), which are annotated according to the concepts of the ontology. The user can specify his/her training needs by selecting a set of concepts from the ontology, and the SemSim semantic search engine allows the identification of the set of RLOs that satisfy the user request at best, in efficient way. SemSim is a semantic similarity method which has been extensively experimented with and shows a higher correlation with human judgment with respect to the most relevant similarity methods defined in the literature. The set of RLOs is successively reorganized according to the learning preferences of the user. ELSE has been developed within a project of the CME (Continuing Medical Education) program - ECM for Italian participants - whose goal is the introduction of new methodologies and tools to keep updated health professionals and, in particular, medical specialists, in order to ensure effectiveness, safety, and efficiency of the national health service. ELSE has been tested and validated in the domain of osteoporosis, and the overall judgment about the system is very positive, both in terms of usability and effectiveness of customization. The system has been developed in cooperation with the ECM provider SPES S.c.p.A., accredited by the Italian Ministry of Health.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

Creative Introductory Test in a Remote Format: Experience of Planning Within the Framework of a Competence-Based Approach

2020 ◽  
Vol 19 (3) ◽  
pp. 93-101
Author(s):  
N.V. Tretyakova ◽  
◽  
O.E. Krayukhina ◽  
E.Zh. Shupletsova ◽  
L.E. Shmakova ◽  
...  
Keyword(s):  
Objective Assessment ◽  
Test Procedure ◽  
Educational Programs ◽  
Learning Technologies ◽  
Educational Process ◽  
Creative Work ◽  
Examination Committee ◽  
Educational Organizations ◽  
E Learning ◽  
Distance Learning Technologies

the article presents the experience of planning the content, forms, conditions and procedure for conducting entrance tests of the admission campaign of 2020 for educational programs of a creative orientation in the context of preventing the spread of a new coronavirus infection – in a remote format. This format of the introductory tests is new for educational organizations and requires detailed study. As a methodological tool for solving the problem, a competent-oriented approach was made, which made it possible to determine the content and provide for an objective assessment of special competencies that ensure the incoming success of the educational program of a creative orientation. Within the framework of this approach, it is proposed to divide the creative test procedure into two periods, allowing the applicant to do creative work offline without interaction with members of the examination committee and in real time online, with indirect (at a distance) interaction between applicants and members of the examination committee. The results of this work enrich the experience in the implementation of the educational process using e-learning and distance learning technologies and can be used during the period of intermediate certification in the implementation of educational programs of any level related to the implementation of creative work.

Sign in / Sign up

Export Citation Format

Share Document