Improvement of Engineering Students Education by E-learning

Teaching And Learning ◽

Success Factors ◽

Engineering Students ◽

Essential Elements ◽

Distributed Structure ◽

Meaningful Context ◽

Traditional education for engineers has shifted towards new methods of teaching and learning through the proliferation of Information and Communication Technologies. The continuous advances in technology enable the realization of a more distributed structure of knowledge transfer. Virtual Learning Environment has become an increasingly ambiguous term in recent years because of essential elements facilitating a consistent environment for learners. It has the potential to position the learner within a meaningful context to a much greater extent than traditional interactive multimedia environments. The 3D environment acquaints students with features of different shapes and objects, and can be particularly useful in teaching younger students different procedures and mechanisms for carrying out specific tasks. This case explains the key issues and success factors regarding the e-Learning for engineering education especially in developing countries.

Improvement of Engineering Students Education by E-learning

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch414 ◽

2012 ◽

pp. 870-883

Author(s):

George. A. Sorial ◽

Babak Noroozi

Keyword(s):

Teaching And Learning ◽

Success Factors ◽

Engineering Students ◽

Essential Elements ◽

Distributed Structure ◽

Meaningful Context ◽

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.

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.

Cloud Computing Enabled Virtual Learning Environment

International Journal of Knowledge Society Research ◽

10.4018/ijksr.2013070105 ◽

2013 ◽

Vol 4 (3) ◽

pp. 52-65

Author(s):

Rabindra Ku Jena

Keyword(s):

Cloud Computing ◽

Learning Environment ◽

Teaching And Learning ◽

Cost Effective ◽

Virtual Learning ◽

Technological Advancement ◽

Learning And Teaching ◽

Recent advances in Information and Communication Technology (ICT) provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment (VLE) is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.

Organization of Educational Process for Students of Humanitarian and Electrical Engineering Majors on Basis of Moodle Environment

SHS Web of Conferences ◽

10.1051/shsconf/20185001067 ◽

2018 ◽

Vol 50 ◽

pp. 01067

Author(s):

Diliara Iakovets ◽

Yulia Kusnetsova ◽

Rustem Zainutdinov

Keyword(s):

Electrical Engineering ◽

Educational Process ◽

Learning Tools ◽

Engineering Majors ◽

Student Preparation ◽

The authors of the article draw attention to the relevance of the use of e-learning tools to improve the quality of student preparation, as well as they consider the specifics of pedagogical communication within the framework of the information and educational environment. The language of education changes: there is a transition from written forms to audiovisual ones. In addition to traditional actors of the educational process (a teacher and a student), the third actor appears. It is learning tools that operate on the basis of information and communication technologies. The use of e-learning resources in the learning process allows to provide flexible forms of students’ interaction with a teacher and educational content; to organize interactive learning, follow-up and final assessment; to facilitate the management of the educational process for a teacher. The combination of in-class and online (extramural) forms of attendance is most effective. Also, it is necessary to include a cooperative learning approach in the e-learning model. The article describes the experience of using the virtual learning environment (Moodle) in organization of the educational process in a number of subjects (“Psychology of Lying”, “Ergonomics”, etc.) for the students of humanitarian and electrical engineering majors.

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.

E-Learning and Semantic Technologies

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch115 ◽

2011 ◽

pp. 810-816

Author(s):

Konstantinos Markellos ◽

Penelope Markellou

Keyword(s):

Semantic Web ◽

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).

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.

3D Virtual Learning Environment for Engineering Students

Web-Based Engineering Education ◽

10.4018/978-1-61520-659-9.ch004 ◽

2011 ◽

pp. 42-52

Author(s):

M. Valizadeh ◽

B. Noroozi ◽

G. A. Sorial

Keyword(s):

Virtual Reality ◽

Engineering Students ◽

Three Dimensional ◽

Virtual Learning ◽

3D Models ◽

Essential Elements ◽

Meaningful Context ◽

3D Environments ◽

Different Shapes

Virtual Reality and Virtual Learning Environments have become increasingly ambiguous terms in recent years because of essential elements facilitating a consistent environment for learners. Three-dimensional (3D) environments have the potential to position the learner within a meaningful context to a much greater extent than traditional interactive multimedia environments. The term 3D environment has been chosen to focus on a particular type of virtual environment that makes use of a 3D model. 3D models are very useful to make acquainted students with features of different shapes and objects, and can be particularly useful in teaching younger students different procedures and mechanisms for carrying out specific tasks. This chapter explains that 3D Virtual Reality is mature enough to be used for enhancing communication of ideas and concepts and stimulate the interest of students compared to 2D education.

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.