scholarly journals E-Teaching and E-Learning in Crisis Situations: Their Effect on New Directions of Thinking in Higher Education

2021 ◽  
Author(s):  
Nitza Davidovitch ◽  
Rivka Wadmany
Keyword(s):  
Higher Education ◽  
Private Colleges ◽  
Online Courses ◽  
Colleges Of Education ◽  
Institutional Perspective ◽  
New Era ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Education Academic

The COVID-19 year was a difficult and challenging year in all areas of life. The academic world as well was compelled, in a matter of days, to shift from face-to-face learning on campus to e-Learning from a distance, with no adequate preparation. Despite the difficulties generated by e-Learning and students’ many complaints, the Israeli Council for Higher Education and institutions of higher education are preparing for a new era, where online courses will constitute an integral part of studies. The purpose of the study was to examine the attitude of lecturers and students to the benefits and shortcomings of e-teaching with its various aspects from a systemic, multi-institutional perspective. The study included 2,015 students and 223 lecturers from different academic institutions: universities, academic colleges of education, academic colleges of engineering, and private colleges.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Innovative practices in ODL — the experience of Open University Malaysia

2012 ◽  
Vol 7 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Chiam Chooi Chea ◽  
Lim Tick Meng ◽  
Phang Siew Nooi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Internet Technology ◽  
Knowledge Generation ◽  
Innovative Technology ◽  
Open University ◽  
Learning And Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.

Learning across Multiple Spaces

2014 ◽  
pp. 372-392
Author(s):  
Laura Fedeli ◽  
Pier Giuseppe Rossi ◽  
Lorella Giannandrea
Keyword(s):  
Higher Education ◽  
Cultural Heritage ◽  
Traditional Instruction ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Department Of Education ◽  
Teaching Staff ◽  
Face To Face ◽  
E Learning

This chapter deals with four different case studies represented by graduate and post-lauream courses run at the Department of Education, Cultural Heritage and Tourism at University of Macerata (Italy). These cases synthesize the research developed in the last 10 years by the teaching staff who have promoted the activation of e-learning in the institution. The choice to present different contexts, from blended solutions where face-to-face courses are integrated with online environments to fully online courses, is framed in a new pedagogical perspective; that is, the need to focus on the methodologies and strategies is recognized as successful in e-learning in order to improve the quality of traditional instruction developed in the presence of higher education institutions. This process shifts attention from “quality of e-learning” to “quality through e-learning.” In fact, the differentiated and flexible use of technologies is aimed at helping students become more involved in the educational setting and to help them contextualize their studies more effectively.

scholarly journals An Evaluation of E-Learning Sources used in Higher Education in Covid Pandemic Period

2021 ◽  
pp. 20-25
Author(s):  
Amrita Prakash ◽  
Dr. Kishan Lal
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational System ◽  
Education System ◽  
Global Economy ◽  
Traditional Learning ◽  
Face To Face ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

Schools, colleges and universities in India is based on traditional learning that is face to face learning through offline classes. Many institute have started mix learning (offline and online) while some institute still lack this facilities. The sudden boom of the coronavirus also called Covid-19 change the educational system. The WHO declared this as a pandemic. This lead to the changes in educational system from the traditional to the online. Everything got changed in an-overnight. Covid-19 affected the person as well as the global economy of a country. It has shaken the learning of the students as it affected the education system. It forced many schools, colleges, institution, etc. to temporarily shut down. Many teachers were discontinuous in taking the classes in online learning. Now, this research paper is based on different e-learning applications that were used in Covid-19 pandemic. How many students were able to improve their skills while using e-learning platforms.

Quality Enhancement for Mobile Learning in Higher Education

2015 ◽  
pp. 167-182 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Course Design ◽  
Online Courses ◽  
Open Educational Resources ◽  
Face To Face ◽  
Design Learning ◽  
E Learning ◽  
Education Today

Students entering higher education today have grown up with the Internet and mobile devices. Thus, there is a need for universities to offer a greater mix of face-to-face and online learning possibilities, such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) that allow individuals to access education anywhere, anytime, and to have it personalized through apps. This chapter focuses on mobile learning (M-learning) in open learning educational arenas and contexts. The author defines M-learning and the usefulness of M-learning in education. Then some examples of mobile devices and principles of M-learning are given, and some design examples of M-learning are presented. Next, the advantages and the use of M-learning in education are discussed. As quality of e-learning and M-learning is a complex subject, this chapter focuses mainly on quality and a frame of reference to understand M-learning dimension concerns as course design, learning design, and media design and content. Consistent layout and design, clear organization, presentation of information, consistency, easy-to-use navigation, and aesthetically pleasing design and graphics are dimensions that also have to be taken into consideration. It is argued in this chapter that security, accessibility, interactivity, flexibility, personalization, and the devices and interfaces are the main quality dimensions. In the final section, challenges and conclusions are discussed.

scholarly journals Covid-19 Lockdown Challenges or New Era for Higher Education

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Iryna Didenko ◽  
Olena Filatova ◽  
Lyudmyla Anisimova
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Master's Degree ◽  
Degree Programs ◽  
New Era ◽  
Face To Face ◽  
Master's Degree Programs ◽  
Master’S Degree ◽  
Face To Face Learning

The findings of this research allow to assume that after lockdown it might be worth reconsidering the format of learning for Master’s Degree Programs and shift from conventional face-to-face learning to blended or even distance learning.

scholarly journals E-learning in Mongolian Higher Education

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Suvdmaa Tuul ◽  
Otgontugs Banzragch ◽  
Tsogzolmaa Saizmaa
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Development Stage ◽  
Lessons Learned ◽  
Primary Sources ◽  
Course Development ◽  
Face To Face ◽  
Learning Programs ◽  
E Learning ◽  
Face To Face Learning

<p>This paper reviews the e-learning course development in selected universities of Mongolia and attempts to classify the e-learning programs that are in practice at the tertiary education level in the country. The given paper uses both secondary and primary sources.</p><p>The authors determined what factors influence e-learning type classification and how time consuming is e-learning in course development stage in comparison to that of face-to-face learning? Methods such as computation using threshold values, <em>k</em>-means clustering, and comparison of means using paired <em>t</em> tests were used. Furthermore, comparison of means was used to validate the factors.</p><p class="Style2">In conclusion, authors deliver recommendations based on analysis lessons learned for further development. This research has practical implications for higher education managers to make informed decisions.</p>

scholarly journals Adult and Youth Students’ Perceptions of Distance vs. Face-to-Face Courses’ Effectiveness in the COVID-19 Pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 121-132
Author(s):  
Kuo-Ming Chu ◽  
◽  
Hui-Chun Chan ◽  
Chi-Fang Liu
Keyword(s):  
Higher Education ◽  
Teaching Quality ◽  
Learning System ◽  
Face To Face ◽  
Computer Based Learning ◽  
Quality Of Higher Education ◽  
Containment Measures ◽  
E Learning ◽  
Face To Face Learning ◽  
Traditional Classroom Teaching

On account of its contagious nature, COVID-19 has resulted in various containment measures and mandatory isolation, affecting the personal interaction between students and instructors tremendously. In the absence of face-to-face interaction and traditional classroom teaching, computer-based learning has come out as the closest substitute for offline teaching. In addition, adult and youth students’ perceptions of courses’ effectiveness towards online learning as compared to traditional face-to-face learning have largely been overlooked and thus should be designed based on the needs of adult learners. This paper aims to fill this void in the literature, presenting results indicating all students’ positive perceptions towards e-learning and thus acceptance of this new learning system. It also empirically demonstrates the significance of e-learning in the time of this COVID-19 crisis. The results also point out surprising differences in students’ perceptions of the importance of communications and collaboration, effectiveness, and self-efficacy, and surprisingly differences exist between the performances of youth and adult learner groups. Under the current debates on the cost and teaching quality of higher education, the findings herein should help educational institutions in their improvement of higher education and student enrollment and retention.

Quality Enhancement for Mobile Learning in Higher Education

2015 ◽  
pp. 2092-2107
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Course Design ◽  
Online Courses ◽  
Open Educational Resources ◽  
Face To Face ◽  
Design Learning ◽  
E Learning ◽  
Education Today

Students entering higher education today have grown up with the Internet and mobile devices. Thus, there is a need for universities to offer a greater mix of face-to-face and online learning possibilities, such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) that allow individuals to access education anywhere, anytime, and to have it personalized through apps. This chapter focuses on mobile learning (M-learning) in open learning educational arenas and contexts. The author defines M-learning and the usefulness of M-learning in education. Then some examples of mobile devices and principles of M-learning are given, and some design examples of M-learning are presented. Next, the advantages and the use of M-learning in education are discussed. As quality of e-learning and M-learning is a complex subject, this chapter focuses mainly on quality and a frame of reference to understand M-learning dimension concerns as course design, learning design, and media design and content. Consistent layout and design, clear organization, presentation of information, consistency, easy-to-use navigation, and aesthetically pleasing design and graphics are dimensions that also have to be taken into consideration. It is argued in this chapter that security, accessibility, interactivity, flexibility, personalization, and the devices and interfaces are the main quality dimensions. In the final section, challenges and conclusions are discussed.

scholarly journals A Deep Analysis of Higher Education Cognitive and Psychological Learning Impact During Covid 19 Pandemic

2021 ◽  
Author(s):  
K. Srinivas ◽  
Saravanan Pitchai ◽  
Udayabhanu N P G Raju ◽  
Abhishek Kumar ◽  
B. Muthu Kumaran ◽  
...  
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Negative Impact ◽  
Virtual Learning ◽  
Education Sector ◽  
Private Higher Education ◽  
Face To Face ◽  
Current Scenario ◽  
E Learning ◽  
Face To Face Learning

Current scenario around the globe we can find that physical or face to face learning got a very big full stop for a long period of time. Virtual learning took its place, somewhat leaving behind both its positive and negative impact on the education sector. E-learning is playing a chief part in maintaining the decorum of education sector. The research and surveys found that young learners got many benefits through this type of education but also it is undeniable that it has negative aspects too, which needs to be solved. Mainly private higher education suffered less as compared to institutions in rural areas. This research proposes how to bring out the quality of output through e-learning for all the learners equally. It has become a challenge for private and government institutions to make this smart or virtual learning as the best integral part of educational system.

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