scholarly journals Exploration of Qualitative Evidence: Towards Construction of Maturity Model for E-learning

2012 ◽  
Vol 2 (2) ◽  
pp. 56-65
Author(s):  
George Maher Iskander ◽  
George Daflous
Keyword(s):  
Maturity Model ◽  
Qualitative Evidence ◽  
E Learning

Maturity Model for E-Learning Classroom, Bimodal and Virtual Courses in Higher Education

2017 ◽  
Vol 12 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Julia Espinoza-Guzmán ◽  
Marcela Georgina Gómez Zermeño
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Substantial Contribution ◽  
Quality Of Education ◽  
Maturity Model ◽  
Factors Affecting ◽  
Virtual Courses ◽  
Information And Communication ◽  
E Learning

The use of information and communication technologies (ICT) in higher education, in many cases, does not necessarily correspond to an organizational, sustainable and consistent initiative in all courses or undergraduate programs imparted. An associated risk is wasting the potential of ICTs to contribute to the quality of education. This is an exploratory-descriptive, mixed methods investigation at Tecnológico de Costa Rica (TEC) to determine the components and factors affecting a Maturity Model (MM). Participants were students, teachers, and institution officials. Results show the components of a maturity model that provides teachers with a roadmap for implementing e-learning in face-to-face, bimodal and virtual courses, advocating for a substantial contribution to the quality of education at a Costa Rican University.

scholarly journals Maturity Levels of Student Support E- Services Within an Open Distance E-learning University

2019 ◽  
Vol 20 (4) ◽  
Author(s):  
Asteria Nsamba
Keyword(s):  
Course Design ◽  
Deductive Reasoning ◽  
Academic Staff ◽  
Hybrid Approach ◽  
Student Support ◽  
Learning Technologies ◽  
Maturity Model ◽  
Starting Point ◽  
E Learning ◽  
The University

The University of South Africa (UNISA) is one of the distance education universities that is shifting from open distance learning (ODL) to open distance e-learning (ODeL). UNISA started as a correspondence institution in the 1950s and it has since evolved into an ODeL university. The aim of this research was to assess and determine the maturity levels of UNISA lecturers’ and tutors’ explorations of various forms of e-learning technologies to support students in an ODeL environment. Semi-structured interviews were conducted with 12 academic staff members. A hybrid approach involving inductive and deductive reasoning was used to guide the whole research process. The online course design maturity model (OCDMM) was modified and adapted in order to guide data collection, data analysis, and the interpretation of results. The results of the study indicate that the maturity levels of UNISA’s student support e-learning technologies are at the basic levels of the maturity assessment framework for open distance e-learning. It is hoped that the results of this research will serve as a starting point that the University can use to constantly measure improvements made in advancing e-learning activities.  

E-Learning Standards

2010 ◽  
pp. 170-192
Author(s):  
Stephen Marshall
Keyword(s):  
Higher Education ◽  
Organizational Development ◽  
Quality Enhancement ◽  
Maturity Model ◽  
Learning Capability ◽  
Learning Standards ◽  
E Learning ◽  
Culture Of Quality ◽  
Technology Specialists

Over the past decade e-learning standards have attracted substantial and growing attention from practitioners, institutions and governments. Millions of dollars are being invested in a process of standardization that, while aimed at supporting e-learning, seems to have neglected pedagogy and the need to engage with practitioners who are not technology specialists. In parallel, a culture of quality assurance has developed internationally within higher education resulting in quality frameworks that are driven by external compliance agendas rather than directly influencing the quality of the student and teacher experience of education. The e-learning Maturity Model provides a standard that guides professionals and organizations in assessing their e-learning capability, but also complements this with quality enhancement and feasibility elements that support reflection, prioritization of resources and guide personal and organizational development of e-learning.

scholarly journals E-maturity (e-M): construção e elaboração do questionário de autoavaliação da Gestão Tecnopedagógica

RENOTE ◽  
2013 ◽  
Vol 11 (1) ◽  
Author(s):  
Herik Zednik Rodrigues ◽  
Liane M. R. Tarouco ◽  
Luis R. Klering
Keyword(s):  
Maturity Model ◽  
E Learning

O objetivo desse estudo é descrever a proposta de desenvolvimento da ferramenta de avaliação e acompanhamento da gestão tecnopedagógica (e-Maturity). O modelo sistematiza um instrumental de análise do nível de maturidade, em relação ao uso estratégico e eficaz das TIC na melhoria dos resultados educacionais. Nesse sentido, o instrumental colabora na identificação dos usos e apropriações das TIC nas escolas, numa perspectiva da prática pedagógica. O instrumental foi elaborado com base nas ferramentas E-learning Maturity Model - eMM (Marshall e Mitchell, 2004), Self Review Framework for ICT, originalmente desenvolvida na Inglaterra pela Naace - Advancing Education Through ICT e no modelo CM360 proposto por Franco et al (2009), que é um framework de análise e avaliação de maturidade da gestão de conteúdo de uma organização.

scholarly journals Roadmap Pengembangan E-Learning Berbasis E-Learning Maturity Model (eMM): Studi kasus Universitas Negeri Malang

2018 ◽  
Author(s):  
Roni Herdianto
Keyword(s):  
Maturity Model ◽  
E Learning

Konsep e-learning menawarkan banyak manfaat dan keunggulan, tetapi dalam penerapannya bukan merupakan hal yang mudah. Berbagai kendala yang dihadapi harus diatasi untuk mencapai manfaat dan keunggulan tersebut. Untuk mengetahui bahwa pengembangan dan pemanfaatan e-learning apakah sudah sesuai dengan kebutuhan institusi, maka diperlukan suatu pengukuran yang dapat menggambarkan kondisi nyata dari e-learning tersebut. Universitas Negeri Malang (UM) sebagai institusi pendidikan yang memanfaatkan e-learning, mengalami beberapa kendala dalam implementasi dan pengembangan e-learningnya. Untuk mengetahui informasi tentang kelemahan dan kekuatan kondisi tata kelola e-learning saat ini, digunakan metode pengukuran e-Learning Maturity Model (EMM). Hasil pengukuran dari lima proses dalam eMM dapatkan rata-rata nilai kematangan untuk kondisi saat ini berturut-turut adalah 1,51, 1,35, 1,15, 1,05, dan 1. Hasil pengukuran tersebut memberikan informasi dan digunakan sebagai dasar penyusunan roadmap pengembangan e-learning UM. Tahapan (roadmap) pengembangan e-learning disusun berdasarkan aktivitas-aktivitas yang diambil dari eMM yang disesuaikan dengan kondisi lapangan

scholarly journals Development of Higher Education E-Learning Using E-Learning Maturity Model (eMM)

2018 ◽  
Author(s):  
Roni Herdianto
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Process Improvement ◽  
Software Process Improvement ◽  
Maturity Model ◽  
Comprehensive Information ◽  
Delivery Planning ◽  
E Learning ◽  
Development Support ◽  
Support Evaluation

Achievement of competency is strongly influenced by learningstrategies. Learning strategies have evolved quite rapidly in linewith the development of Information and CommunicationTechnology (ICT). One of them is e-learning. E-learning hasbecome a necessity for academic society to support and provide ameans of learning. The method used is e-Learning MaturityModel (eMM). This model is based on the Capability MaturityModel (CMM) and Software Process Improvement and CapabilityDetermination (SPICE). eMM process has five categories:Learning, Development, Support, Evaluation, and Organization.Each process has a five-dimensional process, including: delivery,planning, definition, management, and optimization. eMM goal isto help institutions to assess and compare the potential ability todevelop, deploy, and support existing e-learning. Assessmentresults provide comprehensive information to be used as a guideto design strategic and operational planning and investment, ordesigning a roadmap to higher education institutions in improvingthe process of e-learning. Expected by using eMM, developmentand utilization of e-learning can be a maximum according to theneeds of students, staff, and institutions.

Driving change with evidence and knowledge: Transforming knowledge services for the NHS across England

2020 ◽  
Vol 37 (1) ◽  
pp. 10-18
Author(s):  
Alison Day ◽  
Louise Goswami
Keyword(s):  
Health Service ◽  
Assessment Tool ◽  
Maturity Model ◽  
Self Assessment ◽  
Development Framework ◽  
Organisational Knowledge ◽  
Health And Social Care ◽  
E Learning ◽  
The Impact ◽  
Knowledge Services

Health Education England (HEE) through its publication of Knowledge for Healthcare (HEE (2014) Knowledge for Healthcare: a development framework for NHS Library and Knowledge Services in England 2015–2020. https://www.hee.nhs.uk/sites/default/files/documents/Knowledge_for_healthcare_a_development_framework_2014.pdf sets out an ambitious vision to transform NHS Library and Knowledge Services at a time of great change for the health service. Five years on this article outlines the key strand of work undertaken to mobilise evidence and organisational knowledge at scale across the health service in England. Using evidence and knowledge is crucial to drive and sustain change and the role of librarians and knowledge specialists is business critical to underpin this service transformation in healthcare. Driver diagrams were used to plan the work to encourage NHS organisations to apply and use evidence, build know-how, continue to learn and drive innovation. Engagement with senior stakeholders was a critical enabler and the impact of the #AMillionDecisions advocacy campaign to highlight the multiple benefits of working with librarians and knowledge specialists is considered. The development of practical tools has supported delivery. These have included a maturity model self-assessment tool to identify opportunities to use evidence and knowledge by senior leaders and updating of the NHS Knowledge Mobilisation Framework e-learning and postcards to enable healthcare staff to use simple knowledge management techniques to share their knowledge and learning. This work was dependent upon developing the skills of existing health librarians and various approaches are described. The article concludes with a reflection on the recommendations from the Topol Review (Topol E (2019) The Topol Review. Preparing the healthcare workforce to deliver the digital future. An independent report on behalf of the Secretary of State for Health and Social Care. https://topol.hee.nhs.uk/wp-content/uploads/HEE-Topol-Review-2019.pdf (accessed 31 January 2020)) to expand the knowledge specialist workforce and outlines future developments planned for the next 5 years and beyond.

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