Costs of E-Learning Support

2010 ◽  
pp. 1376-1391
Author(s):  
Carol Kahan Kennedy ◽  
Maureen Hinkley
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Support Service ◽  
Learning Technologies ◽  
Learning Support ◽  
Four Dimensions ◽  
Face To Face ◽  
E Learning ◽  
The Cost ◽  
Initial Exploration

Understanding the costing of e-learning informs decision-making on how to support the development and implementation of teaching and learning technologies in higher education. This paper describes costings and processes in a central e-learning support service that is especially applicable to face-to-face universities that use e-learning in a blended or supplemental mode. We differentiate three types of costs: infrastructure costs that are less sensitive to variation in the complexity of e-learning strategies, and edevelopment and e-delivery coststhat are directly related to the nature of the strategies used. Using actual data from a three-year e-learningsupport project (e3Learning) with 139 sub-projects, the paper illustrates how the calculations promote an understanding of e-learning in the following four dimensions: 1) total cost of running an e-learning support service, 2) individual costs attributable to each of the sub-projects, 3) ‘price-tags’ of e-learning strategies, and 4) initial exploration of the cost-effectiveness issue.

Costs of E-Learning Support

2011 ◽  
pp. 344-360
Author(s):  
Paul Lam ◽  
Josephine Csete ◽  
Carmel McNaught
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Support Service ◽  
Learning Technologies ◽  
Learning Support ◽  
Face To Face ◽  
Delivery Costs ◽  
E Learning ◽  
The Cost ◽  
Initial Exploration

Understanding e-learning costs informs decision making on support for the development and implementation of teaching and learning technologies in higher education. This chapter describes costs and processes in a central e-learning support service that is especially applicable to face-to-face universities that use e-learning in a blended or supplemental mode. We differentiate three types of costs: infrastructure costs that are less sensitive to variation in the complexity of e-learning strategies, and e-development and e-delivery costs that are directly related to the nature of the strategies used. Using actual data from a three-year e-learning support project (e3Learning) with 139 sub-projects, the chapter illustrates how the calculations promoted an understanding of e-learning in the following four aspects: 1) total cost of running an e-learning support service, 2) individual costs attributable to each of the sub-projects, 3) ‘price-tags’ of e-learning strategies, and 4) initial exploration of the cost-effectiveness issue. Institutional decisions made as a consequence of this study are described.

Challenges Facing E-Learning

2017 ◽  
pp. 271-288
Author(s):  
Vannie Naidoo
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
New Technology ◽  
Support Service ◽  
Learning Technologies ◽  
Learning System ◽  
Technological Advancement ◽  
Stakeholder Groups ◽  
Service Staff ◽  
E Learning

The rapid advancement in technology has set the stage to change teaching dynamics worldwide. Today's learners are very techno savvy. To enhance teaching and learning outcomes it is important to focus on using this new technology to engage with learners. E-learning is part of the new technological advancement taking place in teaching. Khan (2005, pp. 6-7) argues that the success of an e-learning system involves a systematic process of planning, designing, evaluating and implementing online learning environments where learning is actively fostered and supported. An e-learning system should be meaningful to all stakeholder groups including instructors, support service staff, and the institution. E-learning introduces learners to a new environment. In this system, learners are independent and must be self-motivated and committed to their learning. E-learners need to know how to use and manipulate software. According to Jones (2003), e-learning technologies bring as much change to instructors as they do to students, again requiring a new set of skills for success.

scholarly journals E - Learning during Covid-19 – Perspectives of Academics in a Crisis

2021 ◽  
Vol 11 (12) ◽  
pp. 564-576
Author(s):  
Remigio Chingara ◽  
Piet Muparuri ◽  
Denias Muzenda
Keyword(s):  
Administrative Support ◽  
Learning Technologies ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Learning And Teaching ◽  
Face To Face ◽  
Qualitative Research Design ◽  
The People ◽  
E Learning ◽  
The Cost

This study offers insights into how e learning, can be sustained in universities in developing countries, using a minimalist approach, during a crisis such as Covid-19. The banning of face-to-face classroom teaching in Zimbabwean universities and the adoption of e learning motivated it. Whilst this was unexpected, unprepared for, with no precedent or blue print, very few studies appear to pay attention to the perspectives of the academics - the people who are doing the teaching of the students and from a developing country perspective. Apparently, those studies that have been conducted to date are largely quantitative and appear to concentrate on the perspectives of students. To address this gap, this study explores how academics at one school and in one department at a university in Masvingo province of Zimbabwe were teaching their students, the challenges they were encountering and the opportunities that were presenting themselves. The researchers adopted a qualitative research design, using a case study methodology, with a sample of eighteen (18) purposively selected participants (lecturers). The study used semi-structured interviews to collect data, using WhatsApp because of the imposed lockdown restrictions. Findings reveal that lecturers at this university were using only a few communication applications to teach their students. They cite challenges of the cost of connectivity as well as lack of administrative support as impediments to e learning and teaching. They however highlight training in e-learning technologies and provision of data as opportunities that have arisen.

Analisis Keefektivitasan Pemanfaatan E-Learning Sebagai Media Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Corona (Covid-19)

2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana
Keyword(s):  
Distance Learning ◽  
Religious Education ◽  
Computer Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Internet Technology ◽  
The Internet ◽  
Face To Face ◽  
E Learning

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  

scholarly journals Quality assurance in e-learning: PDPP evaluation model and its application

2012 ◽  
Vol 13 (3) ◽  
pp. 66 ◽  
Author(s):  
Weiyuan Zhang ◽  
Yau Ling Cheng
Keyword(s):  
Quality Assurance ◽  
Hong Kong ◽  
Teaching And Learning ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Technical Support ◽  
Educational Institutions ◽  
Learning Effectiveness ◽  
Learning Support ◽  
E Learning

<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

Media Streaming for Technological Innovation in Higher Education

2014 ◽  
pp. 691-712
Author(s):  
Moradeke Olaniyan ◽  
Deryn Graham
Keyword(s):  
Technological Innovation ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Media Streaming ◽  
Sample Survey ◽  
Educational Institutions ◽  
Learning Technology ◽  
E Learning ◽  
Streaming Technology ◽  
The University

Higher Educational Institutions (HEIs) can be slow in responding to technological innovation. Streaming technology offers a competitive advantage to a HEI if appropriately adopted and integrated with the marketing strategy compared to the Push-Pull strategy: when all available technological innovation is used to push educational options to the market and the potential people pull from the market. This chapter briefly describes the concepts of e-learning and media streaming, and their relationship to HEIs. The intangible business benefits of using media streaming to enhance teaching and learning in HEIs are explored through a literature review and small sample survey. The case study of a UK university is used to represent a HEI; e-learning technology is already in use within the university, considering the integration of media streaming technology into new or existing learning technologies. The hardware and software requirements are briefly examined, and possible business concerns and risks are identified with recommendations.

Analysis of Efficiency and Effectiveness in the Implementation of the Flipped Classroom in the Context of Higher Education

2021 ◽  
pp. 244-261
Author(s):  
Sergio Francisco Sargo Ferreira Lopes ◽  
Luís Borges Gouveia ◽  
Pedro Reis
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Field Investigation ◽  
Educational Models ◽  
Face To Face ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
How People Learn

The study and investigation around educational models and teaching and learning methodologies is a theme that has long aroused the interest of the academic environment in higher education, both in the period before the advent of digital technology, as in current times in which technology is strongly embedded in the various teaching and learning processes, which involve classroom and distance-learning classes and courses, both in the context of e-learning and b-learning. Understanding how people learn and understand the themes presented in the classroom in face-to-face and e-learning is fundamental for planning and implementing processes that allow teachers to apply teaching and learning methodologies that can be efficient and effective. The main objective is to carry out a critical reflection on b-learning teaching, about the implementation of the teaching and learning methodology of the flipped classroom, one of the variants of b-learning teaching, supported by the results of a field investigation carried out with 152 students (n=152) of higher education.

An Exploratory Analysis of the Role of Emotions in E-Learning

2010 ◽  
pp. 563-571 ◽  
Author(s):  
M. A. Rentroia-Bonito ◽  
J. Jorge ◽  
C. Ghaoui
Keyword(s):  
Learning Processes ◽  
Learning Support ◽  
Face To Face ◽  
Learning Contexts ◽  
The People ◽  
E Learning ◽  
Individual Learning Processes ◽  
The Individual ◽  
The Impact

Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.

A Survey on the Use of Adaptive Learning Techniques Towards Learning Personalization

2021 ◽  
pp. 790-808
Author(s):  
Sonali Banerjee ◽  
Kaustuv Deb ◽  
Atanu Das ◽  
Rajib Bag
Keyword(s):  
Learning Strategies ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Problem Area ◽  
Learning Technology ◽  
Individual Learner ◽  
Learning Techniques ◽  
Teaching And Learning Strategies ◽  
Recent Developments ◽  
E Learning

E-learning has a great impact on learners today. E-learning supports enhancing learner knowledge anytime, anywhere with lesser efforts than traditional models. In these situations, nonlinear approaches often modify teaching and learning strategies according to students' needs, and hence, automated machine-guided approaches seem useful in the name of adaptive learning. It identifies individual learner styles and provides the most suitable strategy that fits each learner as a case of personalization. Adaptive learning uses personalization for continuously improving student outcomes. Personalized learning takes place when e-learning systems use educational experience supporting desires, objectives, endowments, and curiosities of each individual learner. This work has reviewed the recent developments in the problem area of learning personalization through adaptive learning. Then the solution domain methods are compared to identify the knowledge and technology gap from their limitations. These analyses help to identify research potentials in learning technology for future works.

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