scholarly journals Wikis and Blogs in E-Learning Context

10.5772/29574 ◽  
2012 ◽  
Author(s):  
Teodora Bakardjieva ◽  
Boyka Gradinarov
Keyword(s):  
Learning Context ◽  
E Learning

scholarly journals A Systematic Review of the DeLone and McLean Model of Information Systems Success in an E-Learning Context (2010–2020)

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
Hala Najwan Sabeh ◽  
Mohd Heikal Husin ◽  
Daisy Mui Hung Kee ◽  
Ahmad Suhaimi Baharudin ◽  
Rosni Abdullah
Keyword(s):  
Systematic Review ◽  
Information Systems ◽  
Learning Context ◽  
Information Systems Success ◽  
Delone And Mclean ◽  
E Learning

scholarly journals Profile reliability to improve recommendation in social-learning context

2018 ◽  
Vol 44 (2) ◽  
pp. 433-454 ◽  
Author(s):  
Corinne Amel Zayani ◽  
Leila Ghorbel ◽  
Ikram Amous ◽  
Manel Mezghanni ◽  
André Péninou ◽  
...  
Keyword(s):  
Social Network ◽  
Social Learning ◽  
Learning System ◽  
Learning Context ◽  
Content Type ◽  
Semantic Relationships ◽  
The Hierarchical Structure ◽  
E Learning ◽  
Many Sources

Purpose Generally, the user requires customized information reflecting his/her current needs and interests that are stored in his/her profile. There are many sources which may provide beneficial information to enrich the user’s interests such as his/her social network for recommendation purposes. The proposed approach rests basically on predicting the reliability of the users’ profiles which may contain conflictual interests. The paper aims to discuss this issue. Design/methodology/approach This approach handles conflicts by detecting the reliability of neighbors’ profiles of a user. The authors consider that these profiles are dependent on one another as they may contain interests that are enriched from non-reliable profiles. The dependency relationship is determined between profiles, each of which contains interests that are structured based on k-means algorithm. This structure takes into consideration not only the evolutionary aspect of interests but also their semantic relationships. Findings The proposed approach was validated in a social-learning context as evaluations were conducted on learners who are members of Moodle e-learning system and Delicious social network. The quality of the created interest structure is assessed. Then, the result of the profile reliability is evaluated. The obtained results are satisfactory. These results could promote recommendation systems as the selection of interests that are considered of enrichment depends on the reliability of the profiles where they are stored. Research limitations/implications Some specific limitations are recorded. As the quality of the created interest structure would evolve in order to improve the profile reliability result. In addition, as Delicious is used as a main data source for the learner’s interest enrichment, it was necessary to obtain interests from other sources, such as e-recruitement systems. Originality/value This research is among the pioneer papers to combine the semantic as well as the hierarchical structure of interests and conflict resolution based on a profile reliability approach.

scholarly journals The Responsiveness of Teacher Education Managers at an ODeL College to Resilience and the Well-Being of Staff Working from Home During COVID-19

2021 ◽  
Vol 7 (4) ◽  
pp. 623-635
Author(s):  
Micheal M. ◽  
Christy J. ◽  
Samson L. ◽  
Fulufhelo Mukhati
Keyword(s):  
Teacher Education ◽  
Mixed Method ◽  
Well Being ◽  
Learning Context ◽  
Working From Home ◽  
Mixed Method Design ◽  
E Learning ◽  
Operational Practices ◽  
And Performance ◽  
Education Managers

<p style="text-align: justify;">The Coronavirus disease (COVID-19) pandemic has increased anxiety and stress among teacher education managers and has given rise to the question of whether they have the competencies to execute their operational responsibilities productively. The theories of resilience and transformational leadership underpin this study in which teacher education managers’ resilience and their responsiveness to the well-being of staff executing their operational practices in an open distance e-learning context were explored. A qualitative approach was adopted and virtual video conferencing interviews with teacher education managers were used to explore how they mitigated their strategic and operational roles and their managerial functions to ensure the well-being and organisational performance of staff working from home. Results revealed the experiences of distance managers to have been positive in that they implemented organisational strategies to mitigate the challenges faced to ensure wellness and performance among staff working from a distance. Further research applying a mixed-method design should be undertaken to determine how resilient managers and staff working from home are. That may yield different results.</p>

Cross-Cultural Differences in Perceptions of E-Learning Usability

2010 ◽  
pp. 1497-1517
Author(s):  
Panagiotis Zaharias
Keyword(s):  
Empirical Studies ◽  
Cultural Perspective ◽  
Learning Context ◽  
Cultural Considerations ◽  
Cross Cultural Differences ◽  
Systems Research ◽  
Information Systems Research ◽  
E Learning ◽  
South Eastern Europe ◽  
And Performance

E-learning is gaining momentum in corporate settings as an alternative and supplementary solution to learning and performance problems. Users of e-learning applications and courses differ across regional, linguistic, and country boundaries and user requirements are strongly influenced by their local cultural perspective. Thus e-learning design needs to be sensitive to cultural parameters. Yet, there are very few empirical studies that investigate e-learningdesign and usability issues from a cultural perspective. This study: (a) discusses the cultural considerations in human computer interaction and information systems research and the specificities of usability in e-learning context, (b) focuses on the usability evaluation of e-learning courses within an international e-learning pilot initiative. Employees from four user organizations representing four countries in South Eastern Europe participated as users of the e-learning courses and evaluated their usability.

Hybrid 2D/3D Development of Interactive Simulations

2011 ◽  
pp. 736-751
Author(s):  
Penny deByl
Keyword(s):  
Learning Environments ◽  
World Wide ◽  
Three Dimensional ◽  
Learning Context ◽  
Web Page ◽  
Effective Learning ◽  
Simulated Environments ◽  
The World ◽  
E Learning ◽  
Interactive Simulations

Three-dimensional virtual learning environments provide students with pedagogic experiences beyond traditional two-dimensional textbook and Web page content. When delivered via the World Wide Web, this technology is known as Web3D. Such immersive learning experiences are available to a wider audience of student and when coupled with existing 2D content make effective learning applications. In this chapter a method for delivering a 2D/3D hybrid Web page will be demonstrated, which illustrates a best of both worlds approach to including both traditional text-based content and 3D simulated environments in an e-Learning context.

A Model of System Re-Configurability and Pedagogical Usability in an E-Learning Context

2012 ◽  
pp. 168-184
Author(s):  
Jianfeng Wang ◽  
William J. Doll ◽  
Xiaodong Deng
Keyword(s):  
Faculty Perceptions ◽  
New Technology ◽  
Educational Practice ◽  
Course Management Systems ◽  
Learning Context ◽  
Effective Implementation ◽  
Geographically Dispersed ◽  
Seven Principles ◽  
E Learning ◽  
Design Characteristics

Course management systems (CMSs) enable institutions to engage users efficiently, increase enrollment without major facilities investments, and serve geographically dispersed student markets on an ongoing basis. The full benefits of technology cannot be realized if faculty do not adopt the new technology and use it to achieve their instructional design objectives. From a faculty perspective, pedagogical usability of the software is an important factor affecting technology adoption and effective implementation. Pedagogical usability is measured using Chickering and Gamson’s seven principles of good educational practice. In a distance learning context, this paper provides an initial exploratory study of how faculty perceptions of CMS software characteristics like content re-configurability, interaction re-configurability, and modularity design help faculty implement good pedagogical principles. Additionally, a model is presented that links CMS software design characteristics like content re-configurability, interaction re-configurability, and modularity design with the pedagogical usability assessments of faculty. This model is tested using a sample of 56 faculty members using WebCT at a mid-western university.

Information Security Perspective of a Learning Management System

2013 ◽  
Vol 4 (2) ◽  
pp. 9-18
Author(s):  
Mohd Faiz Hilmi ◽  
Shahrier Pawanchik ◽  
Yanti Mustapha ◽  
Hafizi Muhamad Ali
Keyword(s):  
Information Technology ◽  
Information Security ◽  
Management System ◽  
Learning Management System ◽  
Learning System ◽  
The Internet ◽  
Specific Information ◽  
Learning Context ◽  
E Learning ◽  
Learning Management

The advancement of information technology has changed the education landscape. The process of teaching is no longer the same. Information technology has made e-learning possible and available on a large scale. The main component of an e-learning is a learning management system (LMS). LMS has been widely used and are accessible through the Internet. By connected and accessed to the Internet, LMS are exposed to various threats. Proper understanding of these threats combined with strategy and best practices countermeasures will ensure a safe learning environment. Therefore this study will look into the information security aspect of LMS. There are two main purpose of this study. First, this study provides a review of information security in e-learning environments and explains the important of information security. Confidentiality, integrity and availability are considered to be the primary pillars of information security. In addition to these pillars, the International Information Systems Security Certification Consortium introduced a common body of knowledge (CBK) comprised of ten domains relating to specific information security topics. These domains are the foundation of security practices for those involved in information security. In this article, each of these is explained within an e-learning context. It is recommended that institutions employing e-learning adhere to these domains. By applying the principles and practices associated with each domain, e-learning institutions should be able to provide an e-learning system with high confidentiality, integrity and availability. The second purpose of this study is to understand student perception of an information security perspective of an e-learning management system. To achieve this purpose, a survey was conducted targeted at undergraduate students in a distance learning program. 497 students responded to a survey questionnaires. Apart from demographics information, the survey asked the respondent to rate six statements related to how they perceived security of the learning management system which they are currently using. All six statements are rated using a five point Likert scale anchored at 1 (Not at all) to 5 (Very much). Frequencies analysis was conducted to show the profile of the respondent. Overall, respondent has strong positive perceptions towards security of their LMS. This study provides an overall picture of information security elements of a learning management system. It can serve as an introduction which help LMS administrator to understand the issues and possibilities related to the safety of LMS.

Evaluating e-Learning Initiatives

2011 ◽  
Vol 6 (1) ◽  
pp. 35-51 ◽  
Author(s):  
Stelios Daskalakis ◽  
Nikolaos Tselios
Keyword(s):  
Theoretical Model ◽  
Literature Review ◽  
Research Model ◽  
Learning Context ◽  
Learning Evaluation ◽  
E Learning ◽  
Research Findings ◽  
Specific Factors ◽  
Research Frameworks ◽  
Context Specific

Evaluation aspects, in relation to e-learning initiatives, are gaining substantial attention. As technology continuously influences learning, technical as well as organizational requirements need to be thoroughly investigated across a variety of stakeholders. In this paper, an outline of those aspects is presented, which occurred from a literature review on methods and research frameworks utilized toward the evaluation of e-learning initiatives. The review identified a series of studies that take advantage of well-established theories in the area of users’ acceptance of technology combined with additional, e-learning context-specific factors. Results of the review are presented, according to the adopted research model, to ease the process of locating and retrieving e-learning evaluation paradigms per theoretical model. In addition, research findings are discussed and future implications for e-learning evaluation initiatives as well as potential stakeholders are highlighted.

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