scholarly journals Use of the Internet for Enhancing Tourism and Hospitality Higher Education in Southern Africa: Implications for E-learning

10.5772/9238 ◽  
2010 ◽  
Author(s):  
Dimitri Tassiopoulos
Keyword(s):  
Higher Education ◽  
Southern Africa ◽  
The Internet ◽  
E Learning ◽  
Use Of The Internet ◽  
Tourism And Hospitality

E-Learning and Teaching

2010 ◽  
pp. 111-126
Author(s):  
Amani Hamdan
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Internet ◽  
Educational Systems ◽  
Metacognitive Skills ◽  
Learning And Teaching ◽  
E Learning ◽  
Use Of The Internet ◽  
Based Instruction ◽  
Pedagogical Approaches

The last three decades have witnessed the phenomenal growth of the Internet as a medium for teaching and learning in higher education. Yet educational systems have done little to gain a better understanding of how these methods affect the nature and level of student engagement. Although there is a rapidly growing literature on the use of the Internet for teaching and learning purposes, there is relatively little literature and associated research on effective Pedagogical approaches to web-based instruction. This chapter starts by outlining the advantages and disadvantages of using the web for teaching in the context of higher education. One aspect of the disadvantages that is addressed in this chapter is the dilemma that Online learning and teaching pose for decision-makers, educators and students with regard to the implementation of Pedagogical approaches aimed at enhancing critical thinking and metacognitive skills.

scholarly journals Efficiency of E-Learning Tools and Technologies to Progress Educational Eminence

2019 ◽  
Vol 8 (2S11) ◽  
pp. 3248-3251
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Processes ◽  
The Internet ◽  
Technological Innovations ◽  
Learning Tools ◽  
Significant Rate ◽  
E Learning ◽  
Use Of The Internet ◽  
Teaching Learning

The area of knowledge in the area of communication is growing at a significant rate and has reformed the usual patterns of teaching-learning processes. A variety of methodological tools have been established to provide the varying circumstances and difficulties of higher education learners. One of the significant technological innovations is that e-learning can be designated as the use of the Internet and computers to support teaching and learning, and many e-learning tools are currently accessible for use in education. E-learning tools can provide training and revision to a large number of students with varying social circumstances and information levels. This article discusses the concept of e-learning, its importance in education, its features and the categories and gadgets of e-learning

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

scholarly journals Teaching and Learning in Higher Education: E-Learning as a Tool

2019 ◽  
Vol 9 (1) ◽  
pp. 458-463 ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Internet ◽  
Full Time ◽  
Online Classes ◽  
New Paradigm ◽  
Education Students ◽  
Communication Tools ◽  
Modern Education ◽  
E Learning

Recently, the market of E-Learning is soaring and is known as a new paradigm in modern education. E-Learning acts as a medium, consisting of several types of computers and electronic media that are communication tools as well as the Internet, which provides training and informative access on certain subjects. By using E-Learning students can attend online classes anywhere, regardless of time and place. Generally, E-Learning is more geared towards self-training and is ideal for individuals who work full-time but desire to further their studies. Thus, this study has been developed and integrated with factors leading towards the effectiveness of E-Learning as a tool in Teaching and Learning (T&L) approach. A quantitative approach was applied by using a self-administered distribution of questionnaire targeted at higher education students. Therefore, the outcomes of this research will help to provide insightful information to the current education system in Malaysia, particularly in crafting strategies to enhance the learning education for the country in general.

From E-Learning to Games-Based E-Learning

2011 ◽  
pp. 1763-1773 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Mobile Phones ◽  
Drop Out ◽  
The Internet ◽  
New Approach ◽  
Approach To Learning ◽  
Face To Face ◽  
Internet Gaming ◽  
E Learning ◽  
New Form

The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.

The E-Learning Phenomenon

2011 ◽  
pp. 161-181
Author(s):  
Lalita Rajasingham
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Competitive Advantage ◽  
Best Practice ◽  
Educational Television ◽  
Knowledge Society ◽  
The Internet ◽  
Fiscal Constraints ◽  
Virtual Classes ◽  
E Learning

This chapter contributes to the ongoing discussion on current best practice and trends in e-learning and virtual classes in higher education. With the increasing importance of knowledge as competitive advantage and engine of economic growth in an increasingly interconnected, multicultural and multilingual world, modern universities based on building and transport technologies are assuming virtual dimensions to address the pressures of rising enrolments, increasing fiscal constraints and rapid technological advancements. The Internet and globalisation are changing how we bank, shop, play, and learn. Can universities adapt, or is e-learning going to be an educational fad like educational television of the 1970s? Based on international research, this chapter examines some signposts using pilot projects as a key pedagogical method in the journey from idea to execution and the factors leading to success or failure of e-learning initiatives. Will the e-learning phenomenon represent a new and sustainable university paradigm for the emerging knowledge society?

The use of the internet in higher education

2005 ◽  
Vol 57 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Rebecca Eynon
Keyword(s):  
Higher Education ◽  
The Internet ◽  
Use Of The Internet

HABITS OF USING INTERNET AND DIGITAL DEVICES IN EDUCATION

2018 ◽  
Vol 5 ◽  
pp. 348-356 ◽  
Author(s):  
Kristīne Mackare ◽  
Anita Jansone
Keyword(s):  
Formal Education ◽  
Age Groups ◽  
The Internet ◽  
Digital Devices ◽  
Desktop Computers ◽  
Central Statistical ◽  
E Learning ◽  
Survey Results ◽  
Use Of The Internet ◽  
Study Process

According to Central Statistical Bureau data of 2017 at least 46.8% of Latvian population are involved in educational activities. Such digital devices as computers (both desktop computers and laptop computers), tablets, smartphones, book readers, etc. and the internet directly or indirectly are used in both formal and non-formal education. Digital devices can be used in training or study process, or some part of it directly, as well as students or training participants may be assigned tasks to be performed with these devices – searching for information, reading and learning e-material, writing articles, etc. In addition to statistical data research, two e-polls were conducted for respondents who are computer users in different age groups. Respondents were asked about their habits in using the internet and digital devices, additional interest was about which of the digital tools are used and for what purposes these devices are used. All answers have been analysed. The survey results show that the responses provided by the participants of the sample group are very close to the whole population, both for the use of the Internet and digital devices. The results also show the purpose of using digital devices, especially in education, and which devices are most commonly used for each purpose. More than 90% of respondents use digital devices to get information. In order to participate successfully in e-learning and e-studies, users need both good e-skills and well-designed e-learning materials: high-quality content, comfortable, easy-to-understand and comprehensible text, suitable formatting parameters of text.

scholarly journals Assessment of the readiness of the russian higher education for the digital economy

2018 ◽  
Vol 15 (4) ◽  
pp. 16-28 ◽  
Author(s):  
Natalia V. Dneprovskaya
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Digital Economy ◽  
Educational Institutions ◽  
Educational Services ◽  
The Internet ◽  
It Infrastructure ◽  
Russian Higher Education ◽  
E Learning ◽  
Russian Education

The purposeof the study is to assess the readiness of the Russian higher education system to move to the digital level based on the statistical researches of education. The way to the digital economy becomes decisive in the development of Russian education and covers all its stages. Within the framework of the state program “Education development” the project “Modern Digital Educational Environment” is being realized, for the secondary education the “Digital School” project is being developed, and in the program of development of the digital economy a separate direction “Personnel and Education” is emphasized. Digitalization of education becomes the next stage after the informatization stage in the technological development of education. It is necessary to assess the current level of informatization of higher education.Materials and methods of research.The presented study of the assessment of the readiness of Russian higher education to the digital economy is based on the methodology, proposed by the World Bank, which includes an assessment of five groups of indicators: the use of information technology in the learning process; training of teaching staff for the use of information technology in education; informatization of education management; information infrastructure of higher education; normative and legal support of the digitalization of education. The methodology includes the combination and interpretation of the different statistical data because the appropriate study of digitalization of education requires the specific approach. The factual basis of the research is the data of official statistics and universities.The results, on the one hand, indicate a high level of provision of universities with personal computers and access to the Internet, and on the other hand, a lack of automation of the administrative and educational processes of the university. Despite the constant development of technologies and the emergence of new educational web tools, and a multi-year state policy on the information educational space formation, its potential is partly used by universities. Only one third of university students are trained using e-learning or distance education technologies. At the same time, non-state educational institutions provide most of the educational services available to online listeners. In general, the share of online education in the market of educational services is low and is 1.8% for higher education programs and 6.7% for additional professional education. 82% of students, enrolled in programs with exclusive use of e-learning are students of non-state universities. The use of technology, even in the form of blended learning, in addition to the corresponding IT infrastructure, requires the appropriate training of lecturers and students. The training of lecturers in the use of IT in education, including training directly to work with IT, should be supplemented by teaching methodical work in the information educational space.Conclusion. The study shows that the Russian education system has created the necessary reserve for the creation of IT infrastructure, regulatory support, and best practices in the field of IT application in the educational process, which should become the basis for the participation of Russian universities in the digital economy. At the same time, the differences between information technologies (IT) and digital are not obvious, in many respects, these concepts are identical, differences arise when considering the totality of the information technologies and resources involved. Digitalization assumes that practically all the computing devices are involved in information support, including consumers, who, for example, install mobile applications in order to use the services. Involving a large number of devices with the ability to connect to the Internet allows you to organize the collection and processing of a large amount of digital data. The basis of digitalization is the created IT infrastructure and the degree of informatization in educational institutions.

scholarly journals Theoretical approach to E-learning quality

2021 ◽  
Vol 5 (1) ◽  
pp. 33-45
Author(s):  
Lidija Weis
Keyword(s):  
Higher Education ◽  
Legal Aspects ◽  
Point Of View ◽  
Positive Direction ◽  
Frequent Use ◽  
Standard Quality ◽  
E Learning ◽  
Relevant Topic ◽  
Use Of The Internet

Introduction. Over the past decade, as technology coupled with the increasingly frequent use of the internet have become the forefront of business and academia, e-learning has emerged on the global higher education stage as a leading means of gaining an education in Higher Education. Because internet-based learning is currently such a relevant topic, inter alia due to the occurrence of the pandemic, there is a dire need for the creation of a common language to proceed in a collectively positive direction regarding the development of a culture of excellence within e-learning. This paper provides a springboard to discuss the underlying issues and challenges related to quality of internet-based learning, including the need for right measuring, and understanding dimensions of e-learning quality. Aim and tasks. The quality of education needs to be addressed (measured and managed) comprehensively, which means that, in addition to pedagogical aspects, it is also necessary to address the market quality. Therefore, a distinction must be made between quality that meets specifications (standard quality) and quality that meets expectations. Therefore, the main aim of the article is to review the different definitions of quality in e-learning and the dimensions that must be included in measuring the quality of e-learning. Results. Based on an extensive review of the literature on quality in e-learning, we conclude that the quality of e-learning cannot be viewed only from the student's perspective, but from the point of view of all participants in the e-learning process. In addition to pedagogical aspects, organizational, economic, and legal aspects must also be considered. What dimensions are key to measuring quality in e-learning thus remains a question to be answered. Conclusions. The quality of e-learning depends on many factors. Despite many discussions about quality and the search for appropriate dimensions of quality in e-learning, there is still no single evaluative standard. Because of this, effective qualitative metrics for e-learning are urgently required.

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