Application of E-Learning in Teaching, Learning and Research in East African Universities

2011 ◽  
pp. 914-927
Author(s):  
Michael Walimbwa
Keyword(s):  
Learning Environments ◽  
Eastern Africa ◽  
Learning Assessment ◽  
Digital Learning ◽  
Mediated Learning ◽  
East African ◽  
Makerere University ◽  
Curriculum Assessment ◽  
E Learning ◽  
Teaching Learning

The challenges of an increasingly borderless world, as seen in the advancements in information technology, have brought reform in universities and re-conceptualized what constitutes learning, teaching, and research. E-learning is often implemented as a response to increasing educational demand and an increasingly networked community. E-learning is considered as an interactive means to provide an alternative environment that stimulates practical learning and equips learners with the skills to manage technological change and innovations. This chapter evaluates the initial phase of e-learning, the importance of a rightful attitude, context, and instructional design in digital learning environments in Makerere University, Uganda, University of Nairobi, Kenya and University of Dar es Salaam, Tanzania. The increase in enrollment in these universities brings in many challenges in service provision, negatively affecting instruction, learning, assessment and research services. A crisis-solving approach is presented as stimulating a creative context for the meaningful introduction of e-learning. It is also discussed whether the environment created so far through computer-mediated learning motivates institutions to integrate e-learning further. The sample involved instructors and learners from three universities in three different countries of Eastern Africa. Findings conclude that an e-learning environment must be introduced by creating relevant awareness to change attitude and empower users with an authentic approach without too much technological complexity. Review of curriculum, assessment and training around e-learning environments are also imperative as these interrelated factors form part of the e-learning process.

Application of E-Learning in Teaching, Learning and Research in East African Universities

2010 ◽  
pp. 360-372
Author(s):  
Michael Walimbwa
Keyword(s):  
Learning Environments ◽  
Eastern Africa ◽  
Learning Assessment ◽  
Digital Learning ◽  
Mediated Learning ◽  
East African ◽  
Makerere University ◽  
Curriculum Assessment ◽  
E Learning ◽  
Teaching Learning

The challenges of an increasingly borderless world, as seen in the advancements in information technology, have brought reform in universities and re-conceptualized what constitutes learning, teaching, and research. E-learning is often implemented as a response to increasing educational demand and an increasingly networked community. E-learning is considered as an interactive means to provide an alternative environment that stimulates practical learning and equips learners with the skills to manage technological change and innovations. This chapter evaluates the initial phase of e-learning, the importance of a rightful attitude, context, and instructional design in digital learning environments in Makerere University, Uganda, University of Nairobi, Kenya and University of Dar es Salaam, Tanzania. The increase in enrollment in these universities brings in many challenges in service provision, negatively affecting instruction, learning, assessment and research services. A crisis-solving approach is presented as stimulating a creative context for the meaningful introduction of e-learning. It is also discussed whether the environment created so far through computer-mediated learning motivates institutions to integrate e-learning further. The sample involved instructors and learners from three universities in three different countries of Eastern Africa. Findings conclude that an e-learning environment must be introduced by creating relevant awareness to change attitude and empower users with an authentic approach without too much technological complexity. Review of curriculum, assessment and training around e-learning environments are also imperative as these interrelated factors form part of the e-learning process.

Teaching and Learning With Artificial Intelligence

2021 ◽  
pp. 73-98
Author(s):  
Libi Shen ◽  
Irene Chen ◽  
Anne Grey ◽  
Anchi Su
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Modern World ◽  
Learning And Teaching ◽  
Curriculum Assessment ◽  
Education Major ◽  
Fast Speed ◽  
Artificial Intelligence In Education ◽  
Teaching Learning

Artificial intelligence (AI) is developing at a fast speed and has incessantly impacted the modern world for decades. AI technologies are beneficial for all kinds of industries, including businesses, economics, transportation, hospitals, schools, universities, and so forth. Many researchers have investigated the development of artificial intelligence in education (AIEd), specifically on how AI assists teaching, learning, assessment, references, and collaboration. Several questions arise. What impact do AI technologies have on education? How do AI technologies assist teaching (e.g., curriculum, assessment, student learning, and teaching practices)? How do teachers cope with AI Technologies in education? What are the ethical concerns of AI technologies? What are the barriers of AI-based learning in education? The purpose of this chapter is to explore the evolution and the challenges of AI technologies in education. Major research on AI from 1999 to 2019 will be reviewed. Problems with AI in education will be raised and solutions for solving the issues will be recommended.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

Understanding Web 2.0 and its Implications for E-Learning

2010 ◽  
pp. 21-42 ◽  
Author(s):  
Tony Bates
Keyword(s):  
Learning Environments ◽  
New Technologies ◽  
Digital Learning ◽  
Workplace Training ◽  
Learning Materials ◽  
Web Based ◽  
Personal Learning ◽  
Knowledge Based ◽  
E Learning ◽  
And Training

A whole new range of web-based tools and services now provides learners with the opportunity to create their own digital learning materials, personal learning environments, and social networks. What are the implications for the design of learning materials, workplace training, and accreditation of learners? This chapter focuses on integrating educational principles of virtual learning with the application of these new technologies. The argument is made that these tools provide an opportunity for new design models for education and training that will better prepare citizens and workers for a knowledge-based society. It rejects, though, the notion that these tools of themselves will revolutionize education and make formal institutions redundant.

Reusable Resources and Authentic Learning Environments

2006 ◽  
pp. 244-261 ◽  
Author(s):  
Ron Oliver
Keyword(s):  
Learning Environments ◽  
Authentic Learning ◽  
Development Strategies ◽  
Learning Resources ◽  
Digital Learning ◽  
Design And Development ◽  
E Learning ◽  
Potential Impact ◽  
High Degree ◽  
Digital Learning Resources

There is currently a high degree of energy and enthusiasm in the e-learning world being given to developing strategies and systems that support the reuse of digital learning resources. The activity involves a number of processes including the development of specifications and standards for the design and development of reusable learning resources, the storage and access of these resources, and systems for delivering the resources to students. This chapter explores the potential impact this area will have for teachers developing authentic learning environments, and argues the advantages that teachers employing such learning settings will derive from the developments. The chapter suggests design and development strategies that are needed to ensure that potential advantages are realised.

Introduction

2006 ◽  
pp. 1-11
Author(s):  
Yair Levy
Keyword(s):  
Learning Environments ◽  
Learning Systems ◽  
Mediated Learning ◽  
Perceived Effectiveness ◽  
Effective Factors ◽  
Systems Research ◽  
Information Systems Research ◽  
E Learning ◽  
Broad Framework ◽  
Private Corporations

Many universities and private corporations are investing significant capital in e-learning systems. Full understanding of the factors contributing to learners’ perceived effectiveness of e-learning systems will help institutions channel funding to effective factors and redesign or eliminate non-effective factors. However, learners’ perceived effectiveness of such systems has not been fully explored in prior studies. Piccoli, Ahmad, and Ives (2001) argue that interest in e-learning environments is growing rapidly; however, “a broad framework identifying the theoretical constructs and relationships in this domain has yet to be developed” (p. 403). Alavi and Leidner (2001b) concluded that “research that helps uncover the important attributes of VLS [virtual learning systems]…will be critical to our understanding of VLS effectiveness” (p. 30). In prior study, Alavi and Leidner (2001a) also concluded that: “most of the recent attempts at studying TML [technology mediated learning] in IS [information systems] research tended to adopt an overly simplistic view of this phenomenon” (p. 9).

scholarly journals The digital Dalton Plan: Progressive education as integral part of web-based learning environments

2018 ◽  
pp. 25-52 ◽  
Keyword(s):  
Learning Environments ◽  
Concept Maps ◽  
Progressive Education ◽  
Transformation Process ◽  
Learning Processes ◽  
Digital Learning ◽  
Self Regulated Learning ◽  
Self Organized ◽  
E Learning ◽  
Learning Platforms

e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept) mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing progressive learning support features.

scholarly journals Enhanced eBooks in the teaching/learning process of electronics

2016 ◽  
Author(s):  
Cecilia Gimeno ◽  
Carlos Sánchez-Azqueta ◽  
Santiago Celma ◽  
Concepción Aldea
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environments ◽  
Traditional Teaching ◽  
Information And Communications Technologies ◽  
Teaching Methodologies ◽  
Multimedia Resources ◽  
Communications Technologies ◽  
Invaluable Tool ◽  
E Learning ◽  
Teaching Learning

Information and communications technologies (ICTs) are an invaluable tool to facilitate and promote meaningful learning. Numerous higher education institutions have already adopted the use of virtual learning environments, incorporating e-learning along with traditional teaching methodologies as part of a mixed learning. M-learning maintains all the advantages of e-learning while adding the possibility of learning anywhere and anytime. This work presents an enhanced book in Electronics that contains a set of multimedia resources (images, videos, and apps) that have been specifically created to stimulate an adapted and interactive learning. The material presented in this work has been designed to be downloadable to mobile devices (smartphones and tables) running iOS and Android.

Technodiscursive Affordances in Innovative E-Learning Ecologies

2021 ◽  
pp. 149-164
Author(s):  
Jailine Farias
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Methodological Approach ◽  
Theoretical Framework ◽  
Digital Learning ◽  
Language Practices ◽  
E Learning ◽  
Digital Language ◽  
Digital Learning Environments ◽  
Learning Ecologies

This chapter investigates the discursive dimension of digital learning environments with a focus on emergent digital language practices and new text architectures. Thus, in order to reflect and characterize these digital language practices afforded by e-learning environments, the authors ground their reflections on the theoretical framework proposed by Paveau to define and analyze technodiscursive practices. How do the platform's algorithmic patterns and affordances shape the way meaning is made in digital texts and online technolanguage activities? Guided by this key question, this chapter will characterize and analyze one e-learning environment—CGScholar—based on the platform's technodiscursive practices. Through a qualitative methodological approach, the author investigates and illustrates how digital learning ecologies designs/programs support the nature and complexity of technolanguage activities, based on Paveau's work on technodiscourse.

Considering Students' Emotions in Computer-Mediated Learning Environments

2006 ◽  
pp. 122-138 ◽  
Author(s):  
Patrícia A. Jaques ◽  
Rosa M. Viccari
Keyword(s):  
Artificial Intelligence ◽  
Human Computer Interaction ◽  
Learning Environments ◽  
State Of The Art ◽  
Learning Systems ◽  
New Work ◽  
Mediated Learning ◽  
Current State ◽  
Computer Mediated ◽  
E Learning

This text aims to present the current state of the art of the e-learning systems that consider the student’s affect. It presents the perspectives adopted by researchers for the solution of problems (for example, which kind of tools we might use to recognize users’ emotions) and also some better-known works in order to exemplify. It also describes the necessary background to understand these studies, including some concepts in the fields of Artificial Intelligence, Computers in Education, and Human-Computer Interaction, and a brief introduction on the main theories about emotion. The authors conclude the chapter by presenting challenges and the main difficulties of research in affectivity in e-learning systems and ideas on some new work on the matter.

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