scholarly journals Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Lorraine M Carter ◽  
Vince Salyers ◽  
Sue Myers ◽  
Carol Hipfner ◽  
Caroline Hoffart ◽  
...  
Keyword(s):  
Learning Environments ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Research Study ◽  
Instructional Technologies ◽  
Post Secondary ◽  
Face To Face ◽  
Institutional Infrastructure ◽  
E Learning ◽  
Groupes De Discussion

This paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and web-conferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments. Data collected for the study included survey data (n=1377 for students, n=187 for faculty); narrative comments (n=269 for students, n=74 for faculty); and focus groups (n=16 for students, n=33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers. Cet article présente les résultats qualitatifs d’une étude de recherche à méthodes mixtes menée dans trois établissements canadiens d’études supérieures. L’étude, intitulée « The Meaningful E-Learning » ou projet MEL, consistait en une exploration des expériences d’enseignement et d’apprentissage de professeurs et d’étudiants ainsi que leurs perceptions des avantages et des défis de l’apprentissage électronique. Chose importante, l’apprentissage électronique a été conceptualisé pour que soient intégrés la pédagogie, la technologie éducative et l’emploi d’internet pour former des environnements d’enseignement et d’apprentissage. Sur la base de cette définition, les participants se sont penchés sur l’apprentissage électronique par rapport à un ou plusieurs des contextes suivants : la salle de classe en situation de face-à-face, où des technologies éducatives (par ex. systèmes de gestion de l’apprentissage, vidéo-conférences et conférences web, appareils mobiles) sont utilisées, des environnements mixtes ou optimisés par le web et des environnements d’apprentissage entièrement en ligne. Les données recueillies lors de l’étude comprennent des données d’enquête (n=1377 pour les étudiants, n=187 pour les professeurs), des commentaires narratifs (n=269 pour les étudiants, n=74 pour les professeurs) ainsi que des groupes de discussion (n=16 pour les étudiants, n=33 pour les professeurs). Les deux derniers ensembles de données constituent la base de cet article. Quatre thèmes principaux ont été mis en lumière en fonction des réponses des étudiants et des professeurs. Représentés par l’acronyme HIDI, les thèmes comprennent la connexion humaine (H), le soutien par technologie de l’information (I), le design (D) et l’infrastructure institutionnelle (I). Ces thèmes et sous-thèmes sont présentés dans l’article et sont accompagnés d recommandations à l’intention des éducateurs et des administrateurs qui souhaitent faire de l’apprentissage électronique une expérience pédagogique significative tant pour les apprenants que pour leurs professeurs.

scholarly journals Using learning styles data to inform e-learning design: A study comparing undergraduates, postgraduates and e-educators

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
Julie Willems
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Learning Style ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Learning Style Preferences ◽  
Index Of Learning Styles ◽  
Significant Difference ◽  
E Learning ◽  
Style Preferences

<span>What are the differences in learning styles between students and educators who teach and/or design their e-learning environments? Are there variations in the learning styles of students at different levels of study? How may we use this learning styles data to inform the design in e-learning environments? This paper details mixed-methods research with three cohorts teaching and learning in e-learning environments in higher education: novice undergraduate e-learners, graduate e-learners, and educators teaching in, or designing for, e-learning environments (Willems, 2010). Quantitative findings from the </span><em>Index of Learning Styles (ILS)</em><span> (Felder &amp; Silverman, 1988; Felder &amp; Soloman, 1991, 1994) reflect an alignment of the results between both the graduate e-learner and e-educator cohorts across all four domains of the</span><em>ILS</em><span>, suggesting homogeneity of results between these two cohorts. By contrast, there was a statistically significant difference between the results of the graduate and educator cohorts with those of the undergraduate e-learners on two domains: sensing-intuitive (p=0.015) and the global-sequential (p=0.007), suggesting divergent learning style preferences. Qualitative data was also gathered to gain insights on participants' responses to their learning style results</span>

Analisis Keefektivitasan Pemanfaatan E-Learning Sebagai Media Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Corona (Covid-19)

2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana
Keyword(s):  
Distance Learning ◽  
Religious Education ◽  
Computer Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Internet Technology ◽  
The Internet ◽  
Face To Face ◽  
E Learning

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

scholarly journals E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education

2017 ◽  
Vol 21 (1) ◽  
pp. 2562-2569 ◽  
Author(s):  
Jukka Enbuska ◽  
Atte Rimppi ◽  
Lenita Hietanen ◽  
Vesa Tuisku ◽  
Inkeri Ruokonen ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Student Teacher ◽  
Teaching And Learning ◽  
E Learning

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

Students' Attitudes towards the Use of a Virtual Learning Environment with the Presence of Advertisements: Pilot Study

2021 ◽  
Vol 9 (2) ◽  
pp. 165-173
Author(s):  
MB Mutheiwana ◽  
KL Sharp ◽  
M Motale
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
South African ◽  
Learning Environments ◽  
Research Study ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Measuring Instrument ◽  
E Learning ◽  
Students Attitudes

Objective - As Higher Education Institutions (HEIs) begin to investigate how they can increase revenue and decrease costs, the Virtual Learning Environments (VLEs) already implemented in most HEIs may be the solution. The opportunity for including advertisements on a VLE allows HEIs to minimise the significant financial implications associated with the development and use of a VLE, without reducing the value of the service provided. While incorporating advertisements onto VLEs makes sense financially, there is limited knowledge on how students will respond to the presence of advertisements on VLEs. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of a measuring instrument being employed to investigate students' attitudes towards the use of a VLE with the presence of advertisements at a South African university of technology. Methodology/Technique - A measuring instrument, including constructs of self-efficacy, technology experience, perceived ease of use, perceived usefulness, satisfaction, pre advert presence and post advert presence on a selected VLE was employed in this research study. A six-point Likert scale, ranging from 1= strongly disagree to 6= strongly agree was used to avoid the utilisation of a seventh scale item of neither agree nor disagree. After the initial pre-testing of the questionnaire, carried out to verify face and content validity, was completed, a non-probability, convenience, judgement sample of 50 students from a South African public higher education institution situated in the Gauteng province was taken. The gathered pilot data was analysed using the Statistical Package for Social Science (SPSS), Version 25.0. Findings - The findings indicate that the measuring instrument was deemed legitimate and reliable with regards to investigating students' attitudes towards the use of a VLE with the presence of advertisements. Novelty - Only one previous study has been conducted with regards to evaluating students' attitudes towards advertising on HEI VLEs, which was conducted in the UK. In addition, other studies closely related are concerned with students' attitudes towards e-learning and do not evaluate students' attitudes towards the use of a VLE with the presence of advertisements. Attitudes contribute to understanding the perceptions of students towards a VLE. Consequently, if HEIs are to incorporate advertisements on the VLEs used within HEIs, then evaluating the attitudes of the students enrolled at these HEIs, towards the use of a VLE with the presence of advertisements, is paramount. Type of Paper - Empirical. Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa. JEL Classification: I22, I23, M30, M31, M37 URI: http://gatrenterprise.com/GATRJournals/GJBSSR/vol9.2_6.html DOI: https://doi.org/10.35609/gjbssr.2021.9.2(6) Pages 165 – 173

Application of Information and Communication Technology to Create E-Learning Environments for Mathematics Knowledge Learning to Prepare for Engineering Education

2014 ◽  
pp. 345-373
Author(s):  
Tianxing Cai
Keyword(s):  
Engineering Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Engineering Application ◽  
Mathematical Practice ◽  
Mathematical Methods ◽  
Mathematics Knowledge ◽  
Mathematical Problems ◽  
Information And Communication ◽  
E Learning

The standards for mathematical practice describe varieties of expertise that mathematics educators should develop in their students, including NCTM process standards (problem solving, reasoning and proof, communication, representation, and connections), NRC's report “Adding It Up” (adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition), common core state standards in mathematics (ICT application) to support mathematics teaching and learning. There is a need to provide effective ways that technology can be integrated into mathematics classrooms. Mathematical methods and techniques are typically used in engineering and industrial fields. It can also become an interdisciplinary subject motivated by engineers' needs. Mathematical problems in engineering result in rigorous engineering application carried out by mathematical tools. Therefore, a solid understanding and command of mathematical knowledge is very necessary. This chapter presents the introduction of currently available ICTs and their application of to create e-learning environments to prepare for the students' future engineering education.

Emotional Elements in Learning Platforms in Open and Distributed Environments

2019 ◽  
pp. 125-148
Author(s):  
Lazarus Ndiku Makewa
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning System ◽  
Distributed Environments ◽  
Classroom Engagement ◽  
Learner Centered ◽  
E Learning ◽  
Learning Platforms ◽  
Multiple Challenges ◽  
Facilitated Learning

E-learning is viewed as an innovative approach for delivering quality-designed, learner-centered, interactive, and facilitated learning environments to all, anywhere, any moment by putting in use the skills, knowledge, and resources of diverse technologies together with other teaching and learning resources suited for open, and distributed learning environments. Success story in an e-learning system involves a clear process regarding planning, designing, developing, evaluating, and implementing online learning courses where interaction is actively encouraged and facilitated. Emotional experiences can easily provide multiple challenges to students' online and classroom engagement and academic performance. For example, academic fears have wide-ranging effects, affecting strategy use, classroom and/or online performance, and subject choice. This chapter will therefore discuss emotional elements and their impacts in learning platforms in open and distributed environments.

Technology Shaping Education in Rural Communities

2018 ◽  
pp. 184-204
Author(s):  
Jillian R. Powers ◽  
Ann T. Musgrove ◽  
Jessica A. Lowe
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Teachers ◽  
Post Secondary ◽  
Face To Face ◽  
Grade Levels ◽  
Teachers And Students ◽  
Impact Of Technology ◽  
The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

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