Contribution of Ontologies and Utilities of Interoperability Standardization in E-Learning

2020 ◽  
pp. 176-194
Author(s):  
Khalid Ettaib ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Systems ◽  
Institutions Of Higher Education ◽  
Teaching Materials ◽  
Access To Resources ◽  
The Third ◽  
E Learning

In this chapter, the authors divide their work into three parts. The first part deals with the contributions of ontologies in e-learning systems and at the same time identifies the important role played by interoperability to make different systems work together based on norms and standards. The second part concerns the proposal of examples of practices of standards and standards in e-learning in institutions of higher education. Indeed, four broad categories of needs justify the use of standards and standards of e-learning based on the six fundamental characteristics sought by different actors in terms of standardization in e-learning. In the third part, they build the importance of interoperability in the development of e-learning from standards and standards especially in higher education. Thus, they deal with the planning of the enhancement of an ILE, the writing and presentation of teaching materials, the management of identity and access to resources, the sharing and archiving of teaching materials, and in the end, the addition of new technopedagogical tools to EIAH.

E-Learning and the Semantic Web

2015 ◽  
pp. 66-100 ◽  
Author(s):  
Raadila Bibi Mahmud Hajee Ahmud-Boodoo
Keyword(s):  
Higher Education ◽  
Semantic Web ◽  
Success Factors ◽  
Comprehensive Analysis ◽  
Learning Systems ◽  
Education Sector ◽  
Learning Models ◽  
Semantic Web Technology ◽  
Critical Success ◽  
E Learning

A number of 3.0 e-learning systems have been proposed in the literature to capture the numerous benefits that the Semantic Web has to offer to the higher education sector. These 3.0 e-learning systems identify some essential Semantic Web characteristics that are either discussed as stand-alone factors or tend to revolve around the complexities of the Semantic Web technology and its implementation, often disregarding users' needs. Conversely, a comprehensive analysis of e-learning models for higher education in the literature revealed several Critical Success Factors (CSFs) that are relevant to the Semantic Web but often overlooked in 3.0 e-learning models. Consequently, this chapter provides an overview of the CSFs of e-learning relevant to 3.0 e-learning systems as well as an overview of the main Semantic Web characteristics for e-learning to define a new and combined set of 3.0 e-learning characteristics that will holistically represent 3.0 e-learning systems capturing the needs and expectations of users. The new initial 3.0 e-learning model proposed is evaluated within the higher education sector in Mauritius.

Harnessing Cloud Computing Services for E-Learning Systems in Higher Education

2019 ◽  
Vol 15 (2) ◽  
pp. 18-30
Author(s):  
Abderrahim El Mhouti ◽  
Mohamed Erradi
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Learning Systems ◽  
Learning And Teaching ◽  
Computing Services ◽  
E Learning ◽  
Cloud Computing Services ◽  
Learning Platforms ◽  
Basic Infrastructure ◽  
Common Architecture

The use of e-learning suggests the use of ICT to enhance the quality of learning and teaching. However, many higher education institutions, does not have e-learning platforms, resources and infrastructure necessary to implement this type of training. This is due to the need for high cost of basic infrastructure and applications challenges related projects it has to face. This article puts forward an overview on what is the current state of the use of cloud computing in e-learning in higher education context, where the use of computers is increasingly intensive. The article analyzes e-learning systems challenges and trends, the convenience of cloud computing for e-learning and the key benefits of e-learning on the cloud. The article exposes also some application solutions using cloud computing in e-learning for higher education, by presenting the most common architecture that has been adopted. Finally, this article discusses issues related to the implementation of cloud-based e-learning systems and presents some potential ways to overcome them.

An m-learning framework for ERP systems in higher education

2014 ◽  
Vol 11 (4) ◽  
pp. 287-301 ◽  
Author(s):  
Brenda Scholtz ◽  
Mando Kapeso
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Theoretical Framework ◽  
Learning Systems ◽  
Learning System ◽  
Erp Systems ◽  
Content Type ◽  
Erp System ◽  
E Learning ◽  
Learning Projects

Purpose – The purpose of this paper is to investigate the factors of m-learning approaches which can be used for enterprise resource planning (ERP) system training and to propose a theoretical framework for m-learning of ERP systems. Design/methodology/approach – A literature review of several theories relating to success factors for mobile learning (m-learning) and electronic learning (e-learning) are analysed and a theoretical framework of success factors for m-learning of ERP systems is proposed. Two field studies are undertaken to identify the features of e-learning and m-learning systems which users enjoyed and which related to the factors identified in the theoretical framework. The technology acceptance model (TAM) was used to evaluate the acceptance, usefulness and perceived ease of use (PEOU) of the two systems evaluated in the field study, the openSAP e-learning application and the SAP Learn Now m-learning application. Findings – The results confirmed several of the theoretical elements identified in the framework and the m-learning system was rated positively for PEOU and perceived usefulness (PU). The findings confirmed other studies showing the importance of the quality of course content in e-learning and m-learning projects. Research limitations/implications – The empirical study was limited to a small number of participants in higher education. However, a deeper understanding of the factors influencing m-learning for ERP systems was obtained. Practical implications – The study provides a valuable practical contribution because the framework can be used in the improved design of an ERP m-learning approach, which in turn can lead to an improvement in ERP training and education programmes and ultimately ERP project success. Originality/value – Several studies propose the use of m-learning systems. However, research related to the factors impacting on m-learning projects for ERP system training is limited. The paper presents original work and the results provide a valuable contribution to several theories of m-learning.

scholarly journals Accessibility of Microsoft Teams and Moodle Services for the Implementation of E-Learning for Students with Disabilities in Institutions of Higher Education in Ukraine

2021 ◽  
pp. 33-42
Author(s):  
Oksana Khomik ◽  
Nataliia Bielikova ◽  
Svitlana Indyka ◽  
Oksana Kovalchuk ◽  
Viktor Halan-Vlashchuk
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Physical Education ◽  
Students With Disabilities ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Persons With Disabilities ◽  
Adaptive Physical Education ◽  
E Learning

The current study investigates the ways to increase accessibility to higher education for students with disabilities. The importance of implementation e-learning for such students as one of the preconditions for effective social and psychological adaptation and further successful integration of persons with disabilities into society is emphasized. A survey of students with disabilities was conducted to identify their needs in educational process. The main difficulties that they overcome in the process of education in institutions of higher education are identified. The main peculiarities and advantages of the distance learning course «Adaptive Physical Education» are described created in the Moodle system. The differences and benefits of Microsoft Teams over the Moodle platform in the process of e-learning for students with disabilities are described. The process of organizing of «Adaptive Physical Education» distance learning course for students with disabilities on the Microsoft Teams platform and the purpose of implementation it in the institution of higher education are emphasized.

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