Collaborative e-Learning and ICT Tools to Develop SME Managers

2010 ◽  
Vol 1 (3) ◽  
pp. 71-82 ◽  
Author(s):  
Genoveffa Jeni Giambona ◽  
David W. Birchall
Keyword(s):  
Collaborative Learning ◽  
Small Firms ◽  
New Technologies ◽  
Action Learning ◽  
Administrative Staff ◽  
Contextual Influences ◽  
Face To Face ◽  
New Learning ◽  
E Learning ◽  
Ict Tools

Small and medium-sized enterprises (SMEs) create a dynamic and successful European economy. Existing skill deficiencies in sales, management and administrative staff are adversely affecting competitiveness in almost a third of those small firms surveyed (Bolden, 2001, 2007). Additionally, attending face-to-face and classroom-based development courses is problematic for time-poor SME managers. Thanks to the development of new technologies online learning is becoming commonplace due to wireless and mobile devices, together with the Internet boom, are providing the infrastructure necessary to support the development of new learning forms. Collaborative learning, especially as represented by an action learning approach, would seem ideal for SME managers. But can collaborative learning be adopted as a blanket approach in the case of SME managers? Or should one first take into account the contextual influences on learning, networking and collaboration?

Collaborative e-Learning and ICT Tools to Develop SME Managers

2012 ◽  
pp. 309-320
Author(s):  
Genoveffa (Jeni) Giambona ◽  
David W. Birchall
Keyword(s):  
Collaborative Learning ◽  
Small Firms ◽  
New Technologies ◽  
Action Learning ◽  
Learning Approach ◽  
Contextual Influences ◽  
Face To Face ◽  
New Learning ◽  
E Learning ◽  
Ict Tools

Small and medium-sized enterprises (SMEs) create a dynamic and successful European economy. Existing skill deficiencies in sales, management and administrative staff are adversely affecting competitiveness in almost a third of those small firms surveyed (Bolden, 2001, 2007). Additionally, attending face-to-face and classroom-based development courses is problematic for time-poor SME managers. Thanks to the development of new technologies online learning is becoming commonplace due to wireless and mobile devices, together with the Internet boom, are providing the infrastructure necessary to support the development of new learning forms. Collaborative learning, especially as represented by an action learning approach, would seem ideal for SME managers. But can collaborative learning be adopted as a blanket approach in the case of SME managers? Or should one first take into account the contextual influences on learning, networking and collaboration?

Collaborative e-Learning and ICT Tools to Develop SME Managers

2012 ◽  
pp. 1606-1617
Author(s):  
Genoveffa (Jeni) Giambona ◽  
David W. Birchall
Keyword(s):  
Collaborative Learning ◽  
Small Firms ◽  
New Technologies ◽  
Action Learning ◽  
Learning Approach ◽  
Contextual Influences ◽  
Face To Face ◽  
New Learning ◽  
E Learning ◽  
Ict Tools

Small and medium-sized enterprises (SMEs) create a dynamic and successful European economy. Existing skill deficiencies in sales, management and administrative staff are adversely affecting competitiveness in almost a third of those small firms surveyed (Bolden, 2001, 2007). Additionally, attending face-to-face and classroom-based development courses is problematic for time-poor SME managers. Thanks to the development of new technologies online learning is becoming commonplace due to wireless and mobile devices, together with the Internet boom, are providing the infrastructure necessary to support the development of new learning forms. Collaborative learning, especially as represented by an action learning approach, would seem ideal for SME managers. But can collaborative learning be adopted as a blanket approach in the case of SME managers? Or should one first take into account the contextual influences on learning, networking and collaboration?

Impact of E-Adoption on Teaching and Learning in the Context of Teaching French

2012 ◽  
pp. 245-257
Author(s):  
Christèle Joly ◽  
Nathalie Iseli-Chan
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Face To Face ◽  
Learning Platform ◽  
Chinese University ◽  
Conventional Teaching ◽  
Language Courses ◽  
E Learning ◽  
Ict Tools ◽  
Technology And Communication

Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.

Impact of E-Adoption on Teaching and Learning in the Context of Teaching French

2010 ◽  
Vol 2 (3) ◽  
pp. 26-38 ◽  
Author(s):  
Christèle Joly ◽  
Nathalie Iseli-Chan
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Face To Face ◽  
Learning Platform ◽  
Chinese University ◽  
Conventional Teaching ◽  
Language Courses ◽  
E Learning ◽  
Ict Tools ◽  
Technology And Communication

Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.

scholarly journals E-Teaching in Higher Education: An Essential Prerequisite for E-Learning

2018 ◽  
Vol 7 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Undergraduate Level ◽  
Face To Face ◽  
E Learning ◽  
Teaching In Higher Education ◽  
Essential Prerequisite

The discourse on the implementation of the digital technologies in higher education settings focuses mainly on students’ learning rather than on professors’ teaching. The little attention paid to the crucial role of teachers in online settings results in a restricted and moderate adaptation of the technologies in higher education worldwide. In most higher education institutions, the new technologies are used mainly for add-on functions and not for substituting face-to-face encounters or for an intensive web-enhanced teaching. This article starts with briefly explaining why most students, particularly at the undergraduate level, are unable and/or unwilling to study by themselves without expert teachers to guide their knowledge construction, discusses the problematics of digital literacy of teachers, examines the main reasons for the reluctance of many academics to utilize the technologies more fully in their teaching, and concludes by recommending some strategies for incorporating more fully the huge array of the technologies’ capabilities in higher education institutions. 

scholarly journals Intelligent Edutab Box: Supporting Real-Time Face-to-Face Collaborative Learning

2021 ◽  
Vol 25 (2) ◽  
pp. 258-269
Author(s):  
Yuto Omae ◽  
Kazutaka Mizukoshi ◽  
Tatsuro Furuya ◽  
Takayuki Oshima ◽  
Norihisa Sakakibara ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Information And Communications Technology ◽  
Learning System ◽  
Computer Supported Collaborative Learning ◽  
Learning Groups ◽  
Educational Benefits ◽  
Face To Face ◽  
E Learning ◽  
Learning Analysis

Educational benefits of collaborative learning have been demonstrated in several studies and various systems have been developed to date. Numerous efforts have been made to enhance these benefits by supporting collaborative learning with information and communications technology. These efforts have primarily involved support for constructing collaborative learning groups, for collaborative learning in e-learning environments, and for collaborative learning analysis. This study aims to develop a computer-supported collaborative learning system that supports instructors in real time to facilitate collaborative learning in a face-to-face environment with multiple learners at the same time to provide enhanced support. Both the learner and instructor have one tablet terminal and conduct collaborative learning in a single classroom. Herein, the learner can use the tablet to save an educational log and freely browse the educational log of another learner. By referencing the educational logs, learners can learn through face-to-face communication. Additionally, the instructor can determine (1) who is viewing whose educational log and to what extent and (2) which learner is struggling to achieve targets. Herein, an overview of the proposed system is provided and the results obtained using the proposed system are reported to evaluate its effectiveness.

Collaborative E-Learning Techniques

2012 ◽  
pp. 900-913
Author(s):  
Andreas Konstantinidis ◽  
Thrasyvoulos Tsiatsos ◽  
Stavros Demetriadis ◽  
Andreas S. Pomportsis
Keyword(s):  
Collaborative Learning ◽  
Open Source ◽  
Virtual Environments ◽  
Learning Management Systems ◽  
Integrated Approach ◽  
Educational Process ◽  
Online Environment ◽  
Face To Face ◽  
Learning Techniques ◽  
E Learning

This chapter compares the potential of Learning Management Systems (LMSs) and Multi-User Virtual Environments (MUVEs) to facilitate the implementation of traditional face to face collaborative learning techniques in an online environment and discusses the benefits and challenges of an integrated approach. Initially, the chapter focuses on the application of collaborative learning techniques in traditional and computer supported didactical settings. Following this, the practice of utilizing LMSs in the contemporary educational process is analyzed, and the use of MUVEs in order to facilitate collaborative learning at a distance is subsequently presented. Ultimately, the chapter aims to clarify how the fruitful combination of these two technological approaches to the collaborative learning pedagogy can both diminish their weaknesses and amplify their strengths. For this reason, the final section of the chapter focuses on presenting an integrated approach, which merges two open source solutions: the popular LMS Moodle with the promising MUVE OpenSim.

An Evaluation of E-Learning in Healthcare

2010 ◽  
pp. 183-203 ◽  
Author(s):  
George Athanasiou ◽  
Nikos Maris ◽  
Ioannis Apostolakis
Keyword(s):  
Quality Assurance ◽  
Learning Process ◽  
New Technologies ◽  
Learning Approaches ◽  
Community Learning ◽  
Learning Standards ◽  
New Learning ◽  
E Learning ◽  
User Groups ◽  
Radical Transformation

As new technologies enable a radical transformation of the learning process, new learning approaches and techniques appear, and the need for quality assurance of all learning assets emerges. Although, the existing e-learning standards have managed to cover most of the different aspects of the e-learning process, the shift to new paradigms such as collaborative and community learning sets the need for new standards. The main goal of e-learning standards is to enable and ensure interoperability and re-usability of solutions, systems, objects and processes. E-learning is an extremely useful tool for the healthcare community since it allows professionals, researchers, companies and individuals to improve their skills and expand their knowledge. However, it has faced several difficulties mainly due to the heterogeneity of educational needs. The different user groups have different requirements from e-learning, different availability and resources and consequently different quality standards. In this chapter, the authors emphasize on the quality assurance, and the community aspect of e-learning.

Collaborative E-Learning Techniques

2011 ◽  
pp. 101-114
Author(s):  
Andreas Konstantinidis ◽  
Thrasyvoulos Tsiatsos ◽  
Stavros Demetriadis ◽  
Andreas S. Pomportsis
Keyword(s):  
Collaborative Learning ◽  
Open Source ◽  
Virtual Environments ◽  
Learning Management Systems ◽  
Integrated Approach ◽  
Educational Process ◽  
Online Environment ◽  
Face To Face ◽  
Learning Techniques ◽  
E Learning

This chapter compares the potential of Learning Management Systems (LMSs) and Multi-User Virtual Environments (MUVEs) to facilitate the implementation of traditional face to face collaborative learning techniques in an online environment and discusses the benefits and challenges of an integrated approach. Initially, the chapter focuses on the application of collaborative learning techniques in traditional and computer supported didactical settings. Following this, the practice of utilizing LMSs in the contemporary educational process is analyzed, and the use of MUVEs in order to facilitate collaborative learning at a distance is subsequently presented. Ultimately, the chapter aims to clarify how the fruitful combination of these two technological approaches to the collaborative learning pedagogy can both diminish their weaknesses and amplify their strengths. For this reason, the final section of the chapter focuses on presenting an integrated approach, which merges two open source solutions: the popular LMS Moodle with the promising MUVE OpenSim.

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