Benefits and Challenges of E-Learning

2011 ◽  
pp. 203-215
Author(s):  
Su-Chen Wang
Keyword(s):  
Student Learning ◽  
Time Management ◽  
Tertiary Education ◽  
Student Perspectives ◽  
Face To Face ◽  
Personal Time ◽  
Learning Attitude ◽  
E Learning ◽  
Organizational Ability ◽  
The University

E-learning has altered, and will continue to affect teaching and learning contexts in universities and tertiary education worldwide, including in Taiwan. Many universities in Taiwan have moved to offer courses that include both face-to-face and e-learning but very little research has been undertaken on student perspectives. The issue about whether e-learning can bring benefits to improve student learning or students will face more challenges is a concern of many researchers and educators. This chapter explores the benefits and challenges of e-learning support from student perspectives in a national research-oriented university in Taiwan. An interpretive paradigm with quantitative and qualitative methods was adopted as the basis for the research methodology. This chapter outlines the findings from a survey of nearly 400 different college students and focus group discussions with over thirty students about their perceptions and experiences of e-learning in blended learning courses. SPSS were used to analyze the data of the questionnaires and interviews. The findings suggest that students experience benefits and challenges relating to their personal perception of e-learning, learning attitude, personal expertise with ICT, use and access to the requisite technology. Students perceived the benefits of e-learning as arising from being able to preview and follow up on face-to-face lectures and to discuss ideas and issues with peers and instructors given that class sizes are large, typically over a hundred students. Respondent students indicated e-learning might help them change their learning attitudes to become more active and diligent learners and also improve their personal time management and organizational ability. However, the findings from questionnaires and interviews also identified students face personal and technological challenges. The researcher expects the findings can contribute to enhancing the university e-learning practice and improving instructor teaching and student learning in e-learning. The university and instructors need to identify the perceived benefits and challenges of e-learning and provide practical support for student learning. Students also need to change their perceptions and learning attitude to e-learning.

scholarly journals Attitudes and awareness of regional Pacific Island students towards e-learning

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Joel B. Johnson ◽  
Pritika Reddy ◽  
Ronil Chand ◽  
Mani Naiker
Keyword(s):  
Tertiary Education ◽  
South Pacific ◽  
The Internet ◽  
Access To Education ◽  
The South ◽  
Face To Face ◽  
E Learning ◽  
Course Material ◽  
Internet Connections ◽  
The University

AbstractThe rise of online modes of content delivery, termed e-learning, has increased student convenience and provided geographically remote students with more options for tertiary education. However, its efficacy relies upon student access to suitable technology and the internet, and the quality of the online course material. With the COVID-19 outbreak, education providers worldwide were forced to turn to e-learning to retain their student base and allow them to continue learning through the pandemic. However, in geographically remote, developing nations, many students may not have access to suitable technology or internet connections. Hence it is important to understand the potential of e-learning to maintain equitable access to education in such situations. This study found the majority (88%) of commencing students at the University of the South Pacific owned at least one ICT device and had access to the internet. Similarly, most students had adequate to strong ICT skills and a positive attitude toward e-learning. These attitudes among the student cohort, in conjunction with the previous experience of The University of the South Pacific in distance education, are likely to have contributed to its relatively successful transition from face-to-face to online learning as a result of the COVID-19 pandemic.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

scholarly journals Beyond e-learning: from blended methodology to transmedia education

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Valentina Favrin ◽  
Elisabetta Gola ◽  
Emiliano Ilardi
Keyword(s):  
New Media ◽  
Learning Experience ◽  
Educational Activity ◽  
Dynamic Learning ◽  
Face To Face ◽  
Convergence Culture ◽  
E Learning ◽  
Collaborative Working ◽  
The University ◽  
Traditional Activity

Abstract Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

Promoting Greater Interactivity and Participative Learning through Collaborative and Virtual Learning Space

2017 ◽  
pp. 125-139
Author(s):  
Chee Leong Lim ◽  
Siew Fun Tang
Keyword(s):  
Transformative Learning ◽  
Tertiary Education ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Space ◽  
Learning And Teaching ◽  
E Learning ◽  
Participative Learning ◽  
Effective Use ◽  
The University

With the implementation of various innovations and transformative learning and teaching practices, Taylor's University continues to serve as the torchbearer in the sphere of private tertiary education in Malaysia. Since 2012, Taylor's University has embarked on an ambitious journey to re-define student learning for better academic outcomes. The effective use of LMS (Learning Management System) or better known as TIMeS (Taylor's Integrated Moodle e-learning System) @ Taylor's University has yielded highly engaging learning opportunities for students to learn at anytime and anywhere. It is Taylor's University's aim to be in the cutting edge of technology and to implement the finest learning design for its students as the university realizes that learning space plays an important role in producing work-ready graduates.

Development of E-Learning in Niger

2010 ◽  
pp. 114-125
Author(s):  
Aissetou Drame Yaye
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Course Delivery ◽  
Digital Campus ◽  
Virtual University ◽  
Face To Face ◽  
Official Opening ◽  
E Learning ◽  
Face To Face Learning ◽  
The University

The University Abdou Moumouni (UAM) of Niamey in Niger mainly focused on traditional face to face learning, and even the existence of the African Virtual University since the years 1999 did not change the situation. It is only after the official opening at the University of the Francophone Digital Campus in December 2003 that lecturers and students started overseeing and taking advantages of all the benefits of e-Learning and distance learning. The present paper builds on the author’s personal initiatory experience in e-Learning to highlight some specific challenges that traditional universities such as the UAM face in their efforts to introduce e-Learning and distance learning as a new mode of course delivery. The study shows that even though challenges are big, political and institutional support can freshen the perspectives and change opportunities into realities.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals Millennials’ Expectations of Life at the University and the Workplace: A Malaysian Perspective

2016 ◽  
Vol 8 (3) ◽  
pp. 71
Author(s):  
Humaira Raslie ◽  
Salina Pit ◽  
Su-Hie Ting
Keyword(s):  
Group Work ◽  
Work Performance ◽  
Work Life ◽  
Questionnaire Data ◽  
Face To Face ◽  
Personal Time ◽  
Individual Work ◽  
Reading Materials ◽  
Lecture Notes ◽  
The University

<p>This study examined the millennial’s expectations of life at the university and the workplace.<br />Questionnaire data were obtained from 142 students aged 20 to 24 in a Malaysian public<br />university from different disciplines. The results showed that most of the participants were<br />highly feedback oriented and expected instant face-to-face feedback from their lecturers,<br />particularly when in emails. They relied on lecture notes to understand the lectures, but would<br />also look for supplementary reading materials. They expected lecturers to deliver interesting<br />lectures but would attend boring lectures to comply with lecture attendance rules. The results<br />also suggest that many participants would not sacrifice their personal time to meet either<br />assignment or work deadlines because they expected deadline extensions. Although the<br />participants preferred positive comments, they also expected to be reprimanded for<br />unsatisfactory work performance. They also expected a fair amount of individual work<br />compared to group work at the workplace. The findings suggest that the participants<br />generally had realistic expectations of university and work life.</p>

scholarly journals Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 109
Author(s):  
Jennifer Schneider ◽  
Melanie Patfield ◽  
Hayley Croft ◽  
Saad Salem ◽  
Irene Munro
Keyword(s):  
Augmented Reality ◽  
Student Learning ◽  
Tertiary Education ◽  
Pharmacy Education ◽  
Face To Face ◽  
Student Opinions ◽  
Mixed Method Design ◽  
Sequential Explanatory Mixed Method ◽  
The Face ◽  
Augmented Reality Technology

There is increasing use of augmented reality (AR) technology, which combines the virtual and real world, in the tertiary education sector. AR enables flexibility in student learning, since this technology may be used in the face to face setting and may also be accessed by students at any time outside of this setting. The purpose of this study was to develop an AR tool and investigate its effectiveness for learning about the medication naloxone using AR in a MagicBook; and determine student opinions on its acceptability and usability. Using a sequential explanatory, mixed method design, 25 undergraduate pharmacy students were recruited to participate in the study. Pre- and post-tests were used to measure changes in knowledge and a survey was used to collect information on the usability and acceptability of AR for learning. The findings of the study indicated that AR technology was able to support student learning on the chosen topic, showing 42% improvement in quiz score p < 0.0001, and that students found using AR was stimulating, interactive, engaging and easy to follow. Thus, AR technology could be an effective way to enhance student learning about medicines.

scholarly journals Los procesos de evaluación en asignaturas presenciales, semipresenciales y no presenciales de la universidad de Lleida. Opinión de profesorado y estudiantes.

2011 ◽  
pp. a176
Author(s):  
Òscar Flores Alarcia ◽  
Isabel Del Arco Bravo
Keyword(s):  
Blended Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
The University ◽  
Assessment Strategies

El artículo está basado en un estudio realizado con el objetivo de observar el desarrollo de los procesos de evaluación en diferentes asignaturas presenciales, semipresenciales y no presenciales de la Universidad de Lleida. Se recogieron datos a través de análisis documental de planificaciones, un cuestionario a  profesorado y estudiantado y entrevistas a profesorado. Los datos mostraron diferentes percepciones sobre las estrategias de evaluación entre docentes y discentes. También que a medida que aumenta la no presencialidad se desarrollan más estrategias de evaluación continuada.Assessment processes in face-to-face, blended-learning and e-learning subjects at the university of Lleida. Opinion of teachers and students.AbstractThe article is based on a study carried out to observe the development of the assessment processes in face-to-face, blended-learning and e-learning subjects at the University of Lleida. We took data from documental analyses of the schedules, questionnaires at teachers and students and interviews at teachers. The data showed different perceptions of assessment strategies between teachers and students, as well as that continued assessment is more used in e-learning subjects than face-to-face subjects.

Education During COVID-19 Outbreak: College of Pharmacy Experience (Preprint)

2020 ◽  
Author(s):  
Abdulkareem M. Albekairy ◽  
Shmeylan Al Harbi ◽  
Mohammad Shawaqfeh ◽  
Abdulmalik A Alkatheri ◽  
Aiman Obaidat ◽  
...  
Keyword(s):  
Educational Process ◽  
Assessment Methods ◽  
World Health ◽  
Action Plans ◽  
Continuous Assessment ◽  
Face To Face ◽  
Contact Hours ◽  
E Learning ◽  
Health Organization ◽  
The University

UNSTRUCTURED In response to the announcement of coronavirus disease 2019 (COVID-19) pandemic by the World Health Organization on March 11, 2020, a worldwide closure of schools and educational institutions has been implemented to combat the spread of the disease. This has resulted in transferring from face-to-face teaching to virtual schooling and e-learning to continue the second semester of the academic year 2019-2020. The main objective of this article is to review and reflect on the experience of the College of Pharmacy at King Saud Bin Abdulaziz University for Health Sciences in implementing action plans concerning applying e-learning in the delivery of the remaining curriculum and assessment methods after the announcement of COVID-19 pandemic. The feedback of the students was surveyed to address issues of preparedness, attitude and barriers concerning e-learning. Action plans were implemented at the university and the college levels. The educational process went very smooth by e-learning and several assessment methods have been applied in continuous assessment and final examinations. A total of 170 contact hours have been delivered by live broadcasting whereas 125 contact hours were recorded. Minimal number of lectures and topic discussion sessions have been deleted and some have been transferred to the next semester. The survey results indicated good satisfaction of the students in the e-learning process were approximately 75% of them have responded to a survey that was prepared for this purpose. This experience could provide a helpful guidance and insight to deal with such a crisis to rapidly move from regular educational activities by face-to-face teaching to e-learning.

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