scholarly journals Bridging the Gap between Instructional Design and Double-Loop Learning

2011 ◽  
pp. 305-315
Author(s):  
Howard Spoelstra ◽  
Ellen Rusman ◽  
Jan van Bruggen ◽  
Rob Koper
Keyword(s):  
Instructional Design ◽  
Building Blocks ◽  
Learning Systems ◽  
Educational Institutions ◽  
Double Loop ◽  
Atomic Actions ◽  
Double Loop Learning ◽  
Dynamic Workflow ◽  
Instructional Processes ◽  
E Learning

The implementation of double-loop-learning-based educational scenarios in instructional design in workflow-like e-learning systems appears to be showing a gap; whereas the former assumes that processes can be reflected upon and can be modified or amended by the learners, the latter only predefines a limited set of rigid instructional processes. However, an important advantage of instructional designs implemented in workflow-like e-learning systems using modeling standards is the ease with which they can be exchanged with other (educational) institutions. The workflow environment described here aims to make learner reflection and change to instructional processes feasible while maintaining portability. We present a description of the implementation of the educational scenario of the virtual company in our workflow environment that makes use of dynamic workflow processes. Learners are provided with process building blocks, called “atomic actions,” which they can use to create and revise processes on the fly, thus supporting double-loop learning.

scholarly journals Students’ Satisfaction with e-Learning Systems During the COVID-19 Pandemic—An International Comparative Study

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
◽  
Seongcheol Kim
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Course Design ◽  
Teaching Style ◽  
Learning Systems ◽  
Educational Institutions ◽  
Design Quality ◽  
Related Factors ◽  
E Learning ◽  
Students Satisfaction

t In response to the global COVID-19 situation, quarantine measures have been implemented at the educational institutions around the world. This paper aims to determine the antecedent factors predicting the university students’ satisfaction with e-learning systems during the COVID-19 situation. We used structural equation modelling (SEM) and evaluated a conceptual model on the basis of a sample of university students from Finland (n = 131) and South Korea (n = 114). The SEM results showed that the COVID-19 related factors, i.e., COVID19 awareness, perceived challenges during COVID-19 and the educational institutions’ preparedness indirectly influence the satisfaction with e-learning systems. Moreover, we found a statistically significant moderating effect of course design quality, and instructor’s teaching style between the COVID-19 related factors and the satisfaction with e-learning systems. The implications of these results for the management of e‐learning systems are discussed.

Differences of E-Learning Systems With the Focus on Moodle and Blackboard Systems

2021 ◽  
Vol 13 (1) ◽  
pp. 15-30
Author(s):  
Krešimir Buntak ◽  
Maja Mutavdžija ◽  
Matija Kovačić
Keyword(s):  
Literature Review ◽  
Education System ◽  
New Technologies ◽  
Virtual Learning Environment ◽  
Learning Systems ◽  
Educational Institutions ◽  
Blackboard Systems ◽  
Technological Concepts ◽  
E Learning

With the development of new technologies and their implementation in all areas of life, especially education, it is important to understand and accept all the new educational/technological concepts and their benefits. Through the concept of virtual learning environment, educational institutions can improve the quality of the learning process, reduce costs, but also improve communication between students and lecturers. The main objective of this paper is to present characteristics of two most used e-learning systems (Moodle and Blackboard) and provide results of the literature review on the differences of these two systems. Based on the results of literature review, a comparison between Moodle and Blackboard based on ISO 25010 framework is made. Through this secondary research, it was concluded that Moodle is the best solution for introducing a learning management system, but there are numerous opportunities for improving the education system at all levels.

Standards? What and Why?

2011 ◽  
pp. 3433-3448
Author(s):  
Phil Long ◽  
Frank Tansey
Keyword(s):  
Systems Design ◽  
Building Blocks ◽  
Learning Systems ◽  
Next Generation ◽  
Complex Learning ◽  
E Learning ◽  
Learning Software

Specifications define the nature of the interconnections between the distinct parts of complex learning systems, but not their boundaries.  Next generation CMS tools are emerging from standards discussions that challenge current e-learning systems design boundaries. They raise the prospect of a complex but smoothly functioning set of components and services that aggregate in ways that best serve individual communities of users. Users need to engage in the process to express their requirements for e-learning software. These building blocks, produced by a small number of organizations, are establishing the framework that will enable CMS environments to become vastly different than the CMS you might now be using.

E-Learning Service Delivery Quality

2013 ◽  
pp. 89-127 ◽  
Author(s):  
Ahmed Younis Alsabawy ◽  
Aileen Cater-Steel ◽  
Jeffrey Soar
Keyword(s):  
Service Delivery ◽  
User Satisfaction ◽  
Structural Equation ◽  
Critical Role ◽  
Learning Systems ◽  
Equation Modeling ◽  
Educational Institutions ◽  
E Learning ◽  
Electronic Channels

E-learning systems have received considerable attention from researchers, educational institutions, and organisations for their anticipated benefits. The objective of e-learning systems is to provide students with educational services via electronic channels. User dissatisfaction is considered the main issue facing universities in regards to e-learning systems. Service Delivery Quality (SDQ) can be deemed an essential concern for management and customers. This research investigates the role of SDQ on user satisfaction on two levels: the effect of SDQ on user satisfaction, and the effect of each sub-dimension of SDQ on user satisfaction. This paper reports on a study which surveyed 720 external students at an Australian university. The findings highlight the critical role of SDQ on user satisfaction. Based on the results of structural equation modeling and content analysis, a set of recommendations was formulated. The aim was to help improve service delivery quality, user satisfaction, and greater overall success of e-learning systems.

Cost Estimation in E-Learning Design Project Management

2013 ◽  
pp. 234-247
Author(s):  
Mediha Tezcan
Keyword(s):  
Instructional Design ◽  
Project Management ◽  
Cost Estimation ◽  
Industrial Revolution ◽  
Learning Systems ◽  
The Internet ◽  
Design Project ◽  
Management Plans ◽  
E Learning ◽  
Education Design

The Internet is a revolutionary development of dimensions equivalent to those of the Industrial Revolution. All aspects of life are being radically influenced by this, sectors are being re-structured, professions are being re-defined, and modes of handling business, economy, education, public administration, politics, entertainment, and culture are being changed. Inclusion of the internet in the education technologies has led to radical changes in both formal education and also in remote education. E-learning, instructional design, and project management are three important concepts of increasing significance. In this chapter, the cost estimations aimed for the preparation of project management plans of e-learning systems, including education design, are discussed. Cost estimations aimed for project management, cost management, e-learning, education design, organization characteristics of e-learning systems, issues to be taken into consideration in e-learning project management, and preparation of e-learning project management plan preparation are made. The economic impacts of e-learning instructional design project management are discussed.

The Preliminary Investigation of the Factors that Influence the E-Learning Adoption in Higher Education Institutes

2010 ◽  
Vol 8 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Maen Al-hawari ◽  
Sanaa Al-halabi
Keyword(s):  
High Performance ◽  
Preliminary Investigation ◽  
Learning Systems ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Web Content ◽  
Analysis Software ◽  
E Learning ◽  
And Performance ◽  
Learning Factors

Creativity and high performance in learning processes are the main concerns of educational institutions. E-learning contributes to the creativity and performance of these institutions and reproduces a traditional learning model based primarily on knowledge transfer into more innovative models based on collaborative learning. In this paper, the authors focus on the preliminary investigation of factors that influence e-learning adoption in Jordan. As a pioneer country for e-learning systems in the Middle East, an investigation has been completed for one of Jordan’s universities that has implemented e-learning. Factors are defined through the analysis of unstructured interviews with developers and users of the e-learning systems, and Leximancer content analysis software is used to analyze the interview’s content. Main factors include Internet, legislations, human factors, and Web content.

scholarly journals Shifting focus to online learning during the COVID-19 pandemic in Saudi Universities: Challenges and opportunities

2021 ◽  
pp. 1-15
Author(s):  
Nouf Aljohani
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Systems ◽  
Educational Institutions ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Integrate Technology ◽  
The Impact

Since 2020, Saudi administrations have provisionally closed educational institutions to mitigate the spread of COVID-19. At the time, employing technology was imperative to accelerate learning efforts and offer methods of enhancing interactions between learners and among learners and tutors. In this review, I first describe the e-learning systems that were used in higher education before the pandemic. Then, I investigate the impact of COVID-19 on Saudi higher education and how universities and public educational institutions responded to the pandemic. In the conclusion, I argue that policymakers, university sectors, and syllabi developers should unify national e-learning strategies, integrate technology in a systematic way, and design e-learning curricula to meet the needs of an ever-advancing world and revolutionise the learning process.

scholarly journals The Effects of E-Learning on Students’ Motivation to Learn in Higher Education

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Elgilani Elshareif ◽  
Elfadil Abdalla Mohamed
Keyword(s):  
Higher Education ◽  
Internal Consistency Reliability ◽  
Learning Systems ◽  
Educational Institutions ◽  
Motivation To Learn ◽  
Strongly Correlated ◽  
Parametric Methods ◽  
E Learning ◽  
Key Aspects ◽  
Strength Of Association

The recent COVID-19 pandemic has forced educational institutions worldwide to adopt e-learning. UAE higher education institutions have implemented e-learning systems and programs to cope with this unprecedented situation. This paper measured the strength of association between key aspects of e-learning systems and programs and students’ motivation to learn in Ajman University (AU). Cronbach’s coefficient alpha was used to test the internal consistency reliability of key aspects of e-learning (EL-8) and students’ motivation to learn (SML-16). Exploratory factor analysis was used to test the validity of, and coherence of patterns in, the data. Parametric and non-parametric methods were used to investigate the strength of association between key aspects of e-learning and students’ motivation to learn in AU. The results indicated that motivation variables were more strongly correlated with both e-teaching materials and e-assessments key aspects relative to others such as e-discussion, and e-grade checking and feedback.

scholarly journals E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives

2020 ◽  
Vol 10 (9) ◽  
pp. 216 ◽  
Author(s):  
Ammar Y. Alqahtani ◽  
Albraa A. Rajkhan
Keyword(s):  
Critical Success Factors ◽  
Success Factors ◽  
Educational Institution ◽  
Educational Process ◽  
Learning Systems ◽  
Learning System ◽  
Educational Institutions ◽  
Process Data ◽  
Critical Success ◽  
E Learning

During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal of this paper was to identify the critical success factors for E-learning during COVID-19 using the multi-criteria Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) techniques to enhance the educational process. Data were generated by interviewing 69 E-learning managers in educational institutions during COVID-19 based on defined evaluation criteria and E-learning approaches through several channels. We found that technology management, support from management, increased student awareness to use E-learning systems, and demanding a high level of information technology from instructors, students, and universities were the most influential factors for E-learning during COVID-19. Among the five learning systems, blended learning was the most suitable learning system to practice. These results demonstrated that, regardless of how extraordinary the technology is in an educational institution, the readiness of E-learning execution played a large role in boosting the educational process during the COVID-19 pandemic.

scholarly journals Web application for recording learners’ mouse trajectories and retrieving their study logs for data analysis

2012 ◽  
pp. 37-50 ◽  
Keyword(s):  
Data Analysis ◽  
Web Application ◽  
Learning Processes ◽  
Learning Systems ◽  
Educational Institutions ◽  
E Learning ◽  
Mouse Movements ◽  
The Relationship

With the accelerated implementation of e-learning systems in educational institutions, it has become possible to record learners’ study logs in recent years. It must be admitted that little research has been conducted upon the analysis of the study logs that are obtained. In addition, there is no software that traces the mouse movements of learners during their learning processes, which the authors believe would enable teachers to better understand their students’ behaviors. The objective of this study is to develop a Web application that records students’ study logs, including their mouse trajectories, and to devise an IR tool that can summarize such diversified data. The results of an experiment are also scrutinized to provide an analysis of the relationship between learners’ activities and their study logs.

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