Impact of e-Learning in the Twenty-first Century University

2012 ◽  
Author(s):  
Paul Bacsich
Keyword(s):  
First Century ◽  
E Learning ◽  
Twenty First Century

Introduction to the Swiss Way of Teaching Veterinary Pathology in the Twenty-First Century: Application of e-Learning Modules

2007 ◽  
Vol 34 (4) ◽  
pp. 445-449 ◽  
Author(s):  
Andreas Pospischil ◽  
Vahid Djamei ◽  
Maja Rütten ◽  
Titus Sydler ◽  
Lloyd Vaughan
Keyword(s):  
First Century ◽  
Learning Modules ◽  
Veterinary Pathology ◽  
E Learning ◽  
Twenty First Century

scholarly journals Modern teacher and the challenges of the twenty-first century: المعلم العصري وتحديات القرن الواحد والعشرين

2020 ◽  
Vol 4 (19) ◽  
Author(s):  
Fatma Moustafa Swilam Youssef
Keyword(s):  
Teacher Preparation ◽  
Educational Process ◽  
First Century ◽  
New Developments ◽  
Study Results ◽  
E Learning ◽  
Descriptive Approach ◽  
Twenty First Century ◽  
New Generation ◽  
Modern Era

The current study aimed to reveal how to prepare the teacher in light of the challenges of the twenty-first century and how can he Confrontation them?, The current study is based on a descriptive approach to monitoring the current reality of teacher preparation and the challenges it faces in the twenty-first century and How did the teacher prepare in the field of e-learning in terms of skills and competencies necessary for that field so that the teacher can meet these challenges and new developments In the modern era. The study results are summarized in terms of teacher preparation in the various disciplines, adequate preparation, whether it is before service or during it, and that the job of the teacher changes with the change of contemporary life and its requirements and then he has to adapt these changes in order to build a new generation, Whereas, The criteria for judging the level of education in any country is the level of teacher preparation and training programs, and this requires comprehensive preparation for the teacher, especially with the massive expansion in the amount of scientific and human knowledge. The study recommends that the teacher must keep abreast of everything new in his field, whether on the scientific or professional level, and acquire some skills and competencies that help to Keep up with the challenges of the twenty-first century and employ technology in the educational process.

scholarly journals Extent of mastering Twenty-First-Century E-Learning competencies among Prince Sattam Bin Abdulaziz University Staff

2021 ◽  
Vol 10 (41) ◽  
pp. 237-249
Author(s):  
Majed Al-Sharidah
Keyword(s):  
Technology Use ◽  
Educational Process ◽  
First Century ◽  
Research Approach ◽  
Moderate Degree ◽  
Academic Degree ◽  
Staff Members ◽  
E Learning ◽  
Twenty First Century ◽  
Learning Competencies

This study aims to identify the extent of mastery of the lecture staff of Prince Sattam Bin Abdulaziz University over e-learning competencies in the twenty-first century. Hence, the study population comprised all Prince Sattam staff members (N=436); from this population, a random sample was selected (N=102). The study followed the descriptive research approach. The questionnaire results revealed that the staff members have high e-knowledge, with an average degree of 4.09, and master the competency of using technologies in the educational process to a high degree, average of 4.04. Furthermore, they master the competency to design and manage e-courses to a moderate degree (3.39). Notably, the study showed statistically significant differences (at a level of a=0.5) between male and female participants in the domains of e-knowledge, use of technologies in the educational, and design and management of e-courses and demonstrated better performance in these aspects by female participants. Moreover, the results showed that there were statistically significant differences at a=0.05 level according to the participants’ academic degree (demonstrator and lecturer or assistant professor to professor) and that staff members such as demonstrators and lecturers master the domains of e-knowledge and technology use in the educational more easily than other staff members.

E-Learning in Higher Education

2011 ◽  
pp. 3346-3358
Author(s):  
Dirk Morrison
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Thinking Skills ◽  
First Century ◽  
Institutions Of Higher Education ◽  
E Learning ◽  
Twenty First Century

This chapter discusses the imperative prerequisite to the effective adoption of e-learning by institutions of higher education, namely, the adoption of new pedagogical perspectives and methods. It examines the purposes and goals of higher education, some grounded in tradition, others born of contemporary demands. By focusing on thinking skills, deep learning, and mature outcomes, the author underscores the need for such pedagogical foci to be integrated into the very fabric of higher education’s adoption of e-learning. The hoped for outcome of such a consideration is a transformed institution, enabled to meet the demands of learners and society in the twenty-first century.

E-Learning in Higher Education

2011 ◽  
pp. 104-120 ◽  
Author(s):  
Dirk Morrison
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Thinking Skills ◽  
First Century ◽  
Institutions Of Higher Education ◽  
E Learning ◽  
Twenty First Century

This chapter discusses the imperative prerequisite to the effective adoption of e-learning by institutions of higher education, namely, the adoption of new pedagogical perspectives and methods. It examines the purposes and goals of higher education, some grounded in tradition, others born of contemporary demands. By focusing on thinking skills, deep learning, and mature outcomes, the author underscores the need for such pedagogical foci to be integrated into the very fabric of higher education’s adoption of e-learning. The hoped for outcome of such a consideration is a transformed institution, enabled to meet the demands of learners and society in the twenty-first century.

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