scholarly journals A design framework for e-learning that advances e-skills of students in a South African University of Technology

2019 ◽  
Author(s):  
◽  
Soobramoney Subashnie
Keyword(s):  
Grounded Theory ◽  
South African ◽  
Technology Use ◽  
Skills Development ◽  
Optimal Time ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Longitudinal Case Study ◽  
Learning Tasks ◽  
E Learning

Nationwide E-inclusion is yet to be realised in many countries, including South Africa, conceivably resulting in the E-skills diversities that exist in the workplace and amongst university students. Literature confirms diversity of E-skills, however does not provide a strategy to develop these E-skills diversities, such that students may cope with the rapid, countrywide adoption of E-learning by South African universities, which has consequently imposed additional demands on students to use unfamiliar technology for learning. Since E-learning technology is supported by universities, identifying a strategy that incorporates elements of E-learning that may develop E-skills will benefit disadvantaged students and prepare students for a technology dependent economy. The relative novelty of using E-learning to develop E-skills is underpinned by a constructivist philosophical view that necessitates a qualitative approach for discovery. A longitudinal case study of undergraduate first year students with diverse E-skills levels was conducted to gather qualitative data needed to gain a thorough understanding of how E-learning tasks might be structured towards firstly helping the student cope with technology enhanced learning, and secondly to develop students’ E-skills over a prolonged period. Focus group interviews and course assessments were used to gather data from participants and Straussian-grounded-theory methods were employed to ensure a rigorous, structured analysis of student experiences with technology and their related E-skills development. Elements of E-learning design that influence E-skills were identified as concepts and categories using Straussian grounded theory coding techniques. Emerging categories show that diversity may be addressed by introducing carefully designed incrementally complex E-learning tasks, stimulating the student to achieve the next level of E-skills competency. This incremental digital development may be achieved through strategic manipulation of elements, such as providing support for development, motivation for technology use, creation of opportunities to use the technology, acknowledging challenges in access to technology and providing optimal time for tasks to encourage E-skills development and minimise competence related anxiety. Complemented by instructor interventions, beginning with instruction, then involvement, thereafter facilitating interaction and finally encouraging independence to stimulate E-skill development from fundamental to strategic levels, builds an effective platform to develop E-skills. Increasingly complex tasks need increasingly complex technologies. It provides a framework that an instructor may use as a strategy to improve the adoption of E-learning and address E-skill diversity in the classroom in a way that can develop student E-skills on multiple levels, so that they will be equipped to meet the demands of the university environment and ultimately the technology driven workforce.

scholarly journals The Future of e-Learning in Medical Education: Current Trend and Future Opportunity

2006 ◽  
Vol 3 ◽  
pp. 3 ◽  
Author(s):  
Sara Kim
Keyword(s):  
Medical Education ◽  
Technology Use ◽  
Clinical Training ◽  
Current Trend ◽  
Learning Technology ◽  
Medical Specialties ◽  
Wide Range ◽  
E Learning ◽  
Face To Face Instruction

A wide range of e-learning modalities are widely integrated in medical education. However, some of the key questions related to the role of e-learning remain unanswered, such as (1) what is an effective approach to integrating technology into pre-clinical vs. clinical training?; (2) what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?; (3) which design features are known to be effective in designing on-line patient simulation cases, tutorials, or clinical exams?; and (4) what guidelines exist for determining an appropriate blend of instructional strategies, including online learning, face-to-face instruction, and performance-based skill practices? Based on the existing literature and a variety of e-learning examples of synchronous learning tools and simulation technology, this paper addresses the following three questions: (1) what is the current trend of e-learning in medical education?; (2) what do we know about the effective use of e-learning?; and (3) what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrated in training future physicians, it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives. Without an evolving knowledge base on how best to design e-learning applications, the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen.

scholarly journals Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development

2013 ◽  
Vol 14 (3) ◽  
pp. 59 ◽  
Author(s):  
Hendrik Daniël Esterhuizen ◽  
Seugnet Blignaut ◽  
Suria Ellis
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Distance Learning ◽  
Transformative Learning ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Custom Made ◽  
E Learning

<p>This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of Continuing Teacher Education at North-West University, South Africa. A pragmatic approach guided the bounded case study. The study followed a fully mixed sequential equal status design of mixing sequential qualitative and quantitative findings. Data collection strategies concern a custom-made questionnaire, interviews with faculty members, and longitudinal observations by the e-learning manager. The first phase uncovered 34 qualitative codes. After quantitating of the data, a <em>t</em>-test indicated significant differences for 17 variables between faculty perceptions and observations of the e-learning manager. Ward’s method of Euclidean distances grouped the variables into five clusters according to the researchers’ paradigm of <em>looking in</em> and<em> looking out</em> from the development context. The clusters formed the basis of a model for faculty development towards socially transformative learning technology integration for open distance learning. The five aspects of the model comprise (i) the environment in which faculty members should gain support from the institution; (ii) the environment in which faculty have to address the realities of adopting TEL; (iii) human factors relating to the adoption of TEL; (iv) concerns and reservations about the use of TEL; and (v) continuing professional development needs, expectations, and motivators. The sustainable integration of ICT into higher education institutions remains a major challenge for the adoption of TEL.</p>

Technology Enhanced Learning and Education

2012 ◽  
pp. 642-655
Author(s):  
James Spaulding
Keyword(s):  
Experiential Learning ◽  
Educational Games ◽  
First Century ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Tools ◽  
Disciplinary Practice ◽  
E Learning ◽  
On Line ◽  
Enhanced Learning

PC-games, video-games, serious-games, educational games, and on-line-games share learning technology that depends on a conceptual framework of experiential learning. These are forerunners of Technology-Enhanced Learning (TEL) we will exploit in the future in myriad ways. This article examines these phenomena along with their conceptual frameworks as compared with e-learning and other instructional designs. It also offers ideas on how we can prepare future developers to create more effective and meaningful learning tools by integrating playful experiential learning with inter-disciplinary practice. Finally, it briefly discusses the infrastructure needed to expedite such cross-disciplinary practice in research and educational communities to create tools for twenty-first century learning.

Health Learning Practices in Adolescents Using Physical Activity

2013 ◽  
Vol 15 (1) ◽  
pp. 83-97 ◽  
Author(s):  
Kelly O’Hara ◽  
Dulce Esteves ◽  
Rui Brás ◽  
Marco Rodrigues ◽  
Ricardo Rodrigues ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Performance Improvement ◽  
Learning Technology ◽  
School Students ◽  
Learning Tasks ◽  
E Learning ◽  
Students Success ◽  
Caloric Balance ◽  
Learning Concept

To increase health education we applied blended learning concept by combining physical activity and e-learning technology. Investigation aims to create, apply and assess learning tasks. 201 high school students (15-22 years, 17,6±1.4) were divided in control (CG) and practical (PG) group. PG was exposed to several problems solving using physical activity and technology to accomplish the goals. To evaluate student’s knowledge about concepts studied (Caloric Balance-CB; Posture-P, Heart Rate-HR) a specific survey was used. Student’s knowledge perception about each concept and their need for acquiring a better knowledge were also observed. A Pre, Post and Retention assessment were made. A performance improvement was observed for PG on HR (88%) and CB (78%), significantly different from CG (p<.000). In retention test for acquisition of more knowledge on health behaviors, PG results were significantly higher than CG (p<.005). The proposed learning tasks were very useful to motivate and promote students success.

Self-organization of students’ activity as a condition of effective electronic educational communication

2019 ◽  
Vol 64 (1(251)) ◽  
pp. 163-174
Author(s):  
Nina L. Sungurova ◽  
Natalya B. Karabushchenko ◽  
Daria Mikhailova
Keyword(s):  
Educational Communication ◽  
Network Activity ◽  
Traditional Learning ◽  
Learning Technology ◽  
Personal Time ◽  
Learning Tasks ◽  
E Learning ◽  
Self Organisation ◽  
The Individual ◽  
Self Learning

The virtual environment allows solving new educational problems, but also generates new educational, psychological and pedagogical effects, new experience. E-learning, like traditional learning, is realised with the help of three most common technologies: self-learning technology; one-to-one learning technology; one-to-many learning technology. At the same time, e-learning interaction involves self-organisation of the individual and the organisation of joint distributed activities of students. Self-organisation of the individual is understood as the ability to structure personal time, tactically plan own activities, purposefully act in solving problems. The effectiveness of educational activities of students in the conditions of e-learning depends on how students are guided by their own internal principles, the ability to create conditions for the optimization of learning tasks and actions. The article presents the results of theoretical and empirical research of self-organisation of the individual in the context of effective distribution of time resources, describes the psychological strategies of network activity of students, highlights the features of educational styles, levels of psychological efficiency of interaction with information technology.

scholarly journals Caka E-Learning Model

2017 ◽  
Vol 9 (4) ◽  
pp. 166
Author(s):  
Gonca Gorsev ◽  
Uğur Türkmen ◽  
Cihat Aşkın
Keyword(s):  
Developing Countries ◽  
Education System ◽  
Technology Use ◽  
Learning Model ◽  
Survey Method ◽  
Learning Technology ◽  
E Learning ◽  
Positive Feelings ◽  
Education In Turkey ◽  
System Project

In today's world, in order to obtain the information in education, various approaches, methods and devices have been developed. Like many developing countries, e-learning and distance learning (internet based learning) are used today in many areas of education in Turkey. This research aims to contribute to education systems and develop a 'Cihat Aşkın and Little Friends' e-learning model in order to improve the project. 'Cihat Aşkın and Little Friends' is an education system project by worldwide by Turkish violin virtuoso Cihat Aşkın. The aim of this system is to encourage people to play violin and disseminate playing violin as an instrument. In this project, individuals   are accepted into the 'Cihat Aşkın and Little Friends' program regardless of their age and talent. In 2001, Cihat Aşkın’s project has started in Bursa and today it proceeds in twelve different cities of Turkey. Thanks to this education system of 'Cihat Aşkın and Little Friends', hundreds of children without musical foreknowledge have started to play violin in Turkey.  This paper aims to evaluate teachers’ thoughts and opinions about e-learning technology use for 'Cihat Aşkın and Little Friends' Project. Survey method was used and educators’ attitude towards 'Cihat Aşkın and Little Friends' e-learning model was analyzed.  The results reveal that   teachers in the project have positive feelings and opinions about the e-learning model. It is believed that by teachers of the project, e-learning technology use will improve in violin education thanks to the project to a great extent. Moreover, it is thought that this study contributes to violin education in Turkey and related researches in the future.  Keywords: E-learning, CAKA (Cihat Aşkın and Little Friends), violin education.

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

Kesiapan Sekolah Menghadapi OSN Ekonomi SMA Di Kota Padang

2018 ◽  
Vol 8 (2) ◽  
pp. 60
Author(s):  
Yuhendri L.V
Keyword(s):  
Information Technology ◽  
Literature Review ◽  
Learning Technology ◽  
Scientific Journals ◽  
Research Results ◽  
Learning Challenges ◽  
E Learning

The development of information technology has spawned the innovation of learning technology, one of which is the application of E-learning that develops along the paradigm of learning changes. Implementation of E-learning in addition to providing benefits are also still faced with various problems that become challenges in the application of E-learning resulting in a variety of perceptions that develop in society. This article aims to describe the opportunities, challenges, and implementation of E-learning in Indonesia. This paper is a literature review by using relevant sources related to theoretical and empirical reviews of E-learning challenges, opportunities, and implementation. Sources of theoretical reviews use books, other documents on E-learning, while for empirical reviews using research results published in scientific journals.

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