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1.
Abderrahim El Mhouti Mohamed Erradi Azeddine Nasseh 《Education and Information Technologies》2018,23(2):893-909
During the recent years, Information and Communication Technologies (ICT) play a significant role in the field of education and e-learning has become a very popular trend of the education technology. However, with the huge growth of the number of users, data and educational resources generated, e-learning systems have become more and more expansive in terms of hardware and software resources, and many educational institutions cannot afford such ICT investments. Due to its tremendous advantages, cloud computing technology rises swiftly as a natural platform to provide support to e-learning systems. This paper focuses on the research on the application of cloud computing in e-learning. The aim of this paper is to give an overview of the current state and the impact of the use of cloud computing for e-learning. Thus, at first the paper introduces concepts of e-learning and cloud computing infrastructure with their key characteristics. The paper analyzes also challenges facing e-learning systems deployment. In follow the paper considers cloud-based e-learning solutions by focusing on the raisons of the convenience of cloud computing for e-learning. Therefore cloud computing benefits are introduced as a solution for these challenges. Finally, the paper presents some solutions of cloud computing in e-learning and describes the most common architecture adopted. Issues in implementing cloud-based e-learning systems and some potential ways to overcome them are also discussed. 相似文献
2.
The purpose of this study is to investigate the views and opinions of e-learning experts regarding future trends in the e-learning arena. The Delphi technique was chosen as a method of study. This technique is an efficient and effective group communication process designed to systematically elicit judgments from experts in their selected area of expertise. The 35 experts who participated in this study were asked to rate 16 statements according to what they think will probably happen (probability) and what they would like to see happen (desirability). Findings show that participants believe that the use of new technologies will change current educational theories and methodologies and will have impact on instructor skills, effort, feedback, and interaction as well as on the process of learning assessment. Concerning the future of e-learning, participants view a future tendency toward the provision of full online degrees, yet they are skeptical, stating that the e-learning setting will not completely replace the frontal educational setting. Regarding the impact of social and mobile technologies on e-learning, experts seem to view the role of social and mobile technologies as facilitators in the transfer and sharing of information in e-learning settings. 相似文献
3.
Yang Zhao Ning Wang Yixuan Li Ruoxin Zhou Shuangshuang Li 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):20-41
The great advantages of e-learning have been recognized, and efforts have been made to promote e-learning adoption. Despite valuable research achievements from technology adoption, previous studies built their models from different perspectives. In this study, to offer a comprehensive research model on e-learning adoption, we integrated these models (ie, TAM, TPB and IDT) and included culture as a moderator. Based on 45 relevant empirical research, this study conducted a meta-analysis to explore key determinants of users’ attitude and behavioral intention to adopt e-learning. Combined with traditional technology acceptance theories and innovation diffusion theory, we developed a comprehensive model and explored the moderating role of culture. The results indicate that this integrated technology acceptance model can be applied to better understand e-learning adoption. The moderator analysis shows that the influence of subjective norms and self-efficacy on users’ behavior intention is more salient in the collectivistic culture, whereas perceived usefulness is more important for online learners in an individualistic culture. 相似文献
4.
Mark Nichols 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):598-609
There has been significant recent interest in the dynamics of institutional change and e-learning. This paper reports on the findings from a series of discussions about e-learning diffusion held with institutional e-learning representatives from across the globe. In the course of discussion it became clear that in some institutions e-learning was an accepted part of everyday activity, while in others it struggled to gain traction. There were identifiable common elements in those institutions that had appeared to have successfully engaged with e-learning across their teaching and learning functions. The findings of this exploratory study indicate that institutions have either achieved a state of sustainable embedding for e-learning, or else need to. Unless a state of institutional sustainability is achieved, it is likely that e-learning activity will in the long term be limited to enthusiasts. 相似文献
5.
Research on e-learning in the workplace has proliferated over the past decade. Various topics on e-learning in workplace settings have emerged, showing the complex, dynamic and multi-disciplinary nature of the field. In this context, there is a need for an extensive, thematic overview of related studies for a better understanding of this broad domain. Using co-word analysis and text analysis methods, this study presents a bibliometric analysis of 324 articles on workplace e-learning published in academic journals and conference proceedings from 2000 to 2012. The results identify six research themes in the field, which are further categorized into four dimensions: e-learning for continuing education and professional development, e-learning in the healthcare sector (as one of the most prolific e-learning initiatives), use of social media for e-learning, and the integration of knowledge management with e-learning. By incorporating the analysis results with relevant reviews, this study offers a comprehensive picture and a holistic view of the workplace e-learning domain, and suggests directions for further work. 相似文献
6.
The purpose of this study is to find out the differences in e-learning competences of teachers. The independent variables
used were geographic location, teaching experience, Internet access, e-learning training needs, ICT teacher/non-ICT teachers,
and status. A questionnaire was developed to examine the e-learning competencies of vocational high-school teachers in North
Cyprus. Findings reveal that the e-learning competencies of teachers in North Cyprus can be classified according to technology-based
e-learning, web-based e-learning, and administrative e-learning. In addition, there is an e-learning divide between those
teachers who are experienced and those who are not, those who have limited Internet access and those who have unlimited Internet
access, those who have less training needs and those who have more training needs, and between ICT teachers and non-ICT teachers. 相似文献
7.
Matjaž Debevc Zoran Stjepanovič Andreas Holzinger 《Interactive Learning Environments》2013,21(1):35-50
Web-based and adapted e-learning materials provide alternative methods of learning to those used in a traditional classroom. Within the study described in this article, deaf and hard of hearing people used an adaptive e-learning environment to improve their computer literacy. This environment included streaming video with sign language interpreter video and subtitles. The courses were based on the learning management system Moodle, which also includes sign language streaming videos and subtitles. A different approach is required when adapting e-learning courses for the deaf and hard of hearing: new guidelines must be developed concerning the loading and display of video material. This is shown in the example of the e-learning course, ECDL (European Computer Driving Licence). The usability of the e-learning course is analyzed and confirmed using two methods: first, the Software Usability Measurement Inventory (SUMI) evaluation method, and second, the Adapted Pedagogical Index (AdaPI), which was developed as part of this study, and gives an index to measure the pedagogical effectiveness of e-learning courses adapted for people with disabilities. With 116 participants, of whom 22 are deaf or hard of hearing, the e-learning course for the target group has been found suitable and appropriate according to both evaluation methods. 相似文献
8.
9.
Hosam Al-Samarraie Hassan Selim Timothy Teo Fahed Zaqout 《Interactive Learning Environments》2017,25(4):452-466
When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the retrieval of learning content – one in which the representation is easy to read and understand. We hypothesized that the representation of content in an e-learning system's design is an important antecedent for learner preferences. The aspects of isolation and distinctiveness were incorporated into the design of e-learning representation as an attempt to promote student cognition. Following its development, the model was empirically validated by conducting a survey of 300 university students. We found that isolation and distinctiveness in the design elements appeared to facilitate the ability of students to read and remember online learning content. This in turn was found to drive user preferences for using e-learning systems. The findings provide designers with managerial insights for enticing learners to continue using e-learning systems. 相似文献
10.
Pragya Dwivedi Vibhor Kant Kamal K. Bharadwaj 《Education and Information Technologies》2018,23(2):819-836
With the rapid advancement of information and communication technologies, e-learning has gained a considerable attention in recent years. Many researchers have attempted to develop various e-learning systems with personalized learning mechanisms for assisting learners so that they can learn more efficiently. In this context, curriculum sequencing is considered as an important concern for developing more efficient personalized e-learning systems. A more effective personalized e-learning recommender system should recommend a sequence of learning materials called learning path, in an appropriate order with a starting and ending point, rather than a sequence of unordered learning materials. Further the recommended sequence should also match the learner preferences for enhancing their learning capabilities. Moreover, the length of recommended sequence cannot be fixed for each learner because these learners differ from one another in their preferences such as knowledge levels, learning styles, emotions, etc. In this paper, we present an effective learning path recommendation system (LPRS) for e-learners through a variable length genetic algorithm (VLGA) by considering learners’ learning styles and knowledge levels. Experimental results are presented to demonstrate the effectiveness of the proposed LPRS in e-learning environment. 相似文献
11.
高校E-learning的现状调查与思考 总被引：1，自引：0，他引：1
本文是关于高校e-learning应用现状的调查研究。笔者以广东省16所高校为研究对象,采用焦点团体访谈法对来自上述高校的18位教师或教育技术从业人员进行了访谈,然后使用内容分析和现象解释学方法对访谈数据进行分析与讨论。研究结果表明,我国高校教师对e-learning的现状、概念、原理、方法和实践等还存在着片面或错误的认识,高校在实施e-learning的过程中也存在诸多误区。针对这些错误认识和应用误区,本文分析了其原因并提出了切实可行的解决方案。 相似文献
12.
This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting.
A main feature of the e-learning environment is the asynchronous ‘task-based’ online group discussion. The purpose of the
study is to understand Chinese students’ perceptions of a collaborative e-learning environment and the factors that affect
their online performance and academic achievement. The results of the study indicate that the students had less positive perceptions
of the e-learning environment as compared to their perceptions of a more conventional environment. However, the students reported
to a higher level of preferences of peer learning, critical thinking, and problem-based learning (PBL) after one semester
e-learning experience. In addition, we examined variables that might have affected students’ performance in e-learning environments.
The results show that students with higher motivational orientations perform better in the online group discussions. 相似文献
13.
Renuka Mahajan J. S. Sodhi Vishal Mahajan 《Education and Information Technologies》2016,21(1):123-148
An important research area in education and technology is how the learners use e-learning. By exploring the various factors and relationships between them, we can get an insight into the learners’ behaviors for delivering tailored e-content required by them. Although many tools exist to record detailed navigational activities, they don’t explore the learners’ usage patterns for an adaptive e-learning site. The previous web log data analyses, done so far, have been very limited in their scope as they lack detailed empirical results on the learning technology usage. This paper discusses the detailed results of a case study of web data mining in a specific e-learning application. The main objective of this study is to conduct research on usability and effectiveness of the e-content by analyzing the web log. For this, a suitable data set was retrieved from raw web log records, to which various web mining & statistical techniques could be applied. We have evaluated different features of e-content that can lead to better learning outcomes for the learners, by understanding their navigational behaviors, their interaction with system and their area of interest. We found, for example, what sequence of topics were the most liked and the least liked by the learners; we also found that these patterns, lead us to hypothesize, the correlation and regression analysis between the average time, test score and total attempts. 相似文献
14.
The study contributes to training evaluation research by systematically comparing training outcomes between corporate e-learning and classroom training. We investigated a sample of vocational trainees (N?=?86) in a field experiment with a time-lag design and examined their subjective as well as objective training success. While training success was subjectively perceived to vary in effectiveness depending on the setting right after the training, with higher scores for trainees in classroom training, it was perceived similarly effective in both training settings after six to eight weeks. With regard to objective training success, we found that whereas declarative and procedural knowledge scores increased for e-learning trainees, they decreased for trainees in classroom training. However, strengths of e-learning become more prevalent six to eight weeks after the training. Thus in the end, e-learning is as effective as classroom training for procedural knowledge and more effective than classroom training for declarative knowledge as e-learning trainees catch up on previous differences across time. We conclude that it is not the training setting or delivery media per se that leads to higher levels of trainings success in the long run but in order to be effective, trainings should be designed taking especially the type of learning content (declarative or procedural knowledge) into account. 相似文献
15.
Gurmak Singh 《Teaching in Higher Education》2017,22(6):736-748
Using Giddens’ theory of structuration as a theoretical framework, this paper outlines how five prominent United Kingdom universities aimed to integrate top-down and bottom-up approaches to the adoption and diffusion of e-learning. The aim of this paper is to examine the major challenges that arise from the convergence of bottom-up perspectives and top-down strategies. Giddens’ theory is used to understand the dynamics of organisational change as they pertain to the adoption and diffusion of e-learning. This is intended to support our understanding of the interplay between top-down strategy and bottom-up adoption of e-learning. From the research and from our findings, we present a set of change levers that are intended to provide practical value for managers responsible for the diffusion of e-learning strategy in higher education. 相似文献
16.
Tove Bøe 《Tertiary Education and Management》2013,19(4):362-376
AbstractThe aim of this paper is to analyze the impact of trust perceptions on teachers’ intention to continue using e-learning technology in higher education. Drawing on the model of organizational trust and the information systems continuance model, a new research model is developed and tested using data from a university college based on a survey of 401 university teachers. We find that teachers’ perceptions of system-based trust and trust in management exerted strong direct effects on intention to continue using an e-learning system. Additionally, system-based trust affects perceived usefulness, and thus fully mediates the influence of perceived usefulness on teachers’ intentions to use e-learning technology. Our findings clarify the relationship between trust and teachers continued use of e-learning technology and have implications, theoretical as well as practical, for trust-building structures that could improve the implementation of e-learning technologies in higher educational settings. 相似文献
17.
以了解学生对在线学习之使用情况，与使用学生自行拟定测验题题库的适当性与否为目标，采用课堂学习搭配在线学习作为课程学习的方式，且由每位学生自行拟定课程最后阶段的测验试题，探讨学生的学习态度、适应情况与此教学策略是否合宜。用S-P表分析等研究表明，在此整个学习过程中，学生的学习态度从被动学习转换成了主动学习，学生对于将传统的课堂教学搭配在线学习的方式感到新奇，对于平时少数有缺课的同学亦可利用在线学习的平台将其在课堂上的不足加以弥补，整体对于学习情况为提升且有成效的。 相似文献
18.
Florin D. Salajan 《European Journal of Education》2013,48(2):292-310
This article discusses the emergence of a European E-Learning Area (EELA) as a consequence of three factors that can be observed in the e-learning developments over the past decade. The first factor consists of the carving of a policy sector in e-learning via formal instruments such as the eLearning Programme, the Lifelong Learning Programme and an array of other e-learning policy stipulations embedded in larger policy instruments at European level (e.g. Framework Programme). The second factor is represented by the mainstreaming of e-learning activities, both through formal and informal measures across multiple domains. Finally, the proliferation and consolidation of interlinked networks of practice as incubators of e-learning innovation and sharing of expertise act as the third factor in the shaping of EELA. The conceptualisation of EELA is substantiated through an analysis of the European e-learning policy documentation and the findings of a questionnaire distributed to the coordinators of projects under the eLearning Programme. In light of the findings, theoretical and practical implications for EELA as a nascent policy domain are explored and offered as a basis for further debate on this theme. 相似文献
19.
David McConnell 《Higher Education》2018,75(6):1031-1045
Despite the upsurge in interest in e-learning (or online learning) in Chinese higher education, little is known about the ways in which lecturers design and run their online courses, or about how they perceive e-learning. This paper reports the results of interviews with higher education teachers in China working in conventional, campus-based universities, concerning their conceptions and beliefs of e-learning. The interviews were analysed from a grounded theory perspective that gave rise to seven emerging themes, namely: the ‘centrality of the lecture’, ‘online cooperative learning’, ‘network learning’, ‘student learning’, ‘lecture plus online work’, ‘infrastructure and access’ and ‘professional development’. Discussion of these emerging themes helps us understand the ways in which these teachers think about e-learning and teaching, the beliefs they hold about their ‘e’ practice, the ways in which they implement e-learning, the problems they face in incorporating e-learning into their courses and the ways in which they perceive e-learners. This provides a fascinating and unique insight into e-learning in Chinese higher education. Evidence shows that it is a complex area with many influences, some of which can be attributed to social, cultural and Confucian-heritage factors. It is concluded that, despite enthusiasm by some for innovating e-learning, the dominance of traditional teaching methods in China suggest that the conditions for mainstreaming e-learning in the near future are not strong. 相似文献
20.
Zhen Li 《Learning, Media and Technology》2016,41(3):501-520
The contextualized nature of learning with technology is widely acknowledged in research, but there remains a lack of sound social theorization to conceptualize and understand this contextualization. Giddens' structuration theory has been proposed as an appropriate tool for analysing and understanding human interactions with technologies. Drawing on Archer's critique of structuration theory, this paper critically analyses some of its recent uses in relation to e-learning and discusses their explanatory limitations. As an alternative, the paper proposes the use of Archer's morphogenetic approach and illustrates how it overcomes some of the major analytical weaknesses of structuration theory by enabling engagement with the powers of both structure and human agency without conflating them in a process of ‘mutual constitution’. It suggests that Archer's approach provides central analytical and explanatory significance to the multiple specific social contexts within which any e-learning course exists and the specific social interactions that take place amongst those engaged in it. Although based in e-learning for illustrative purposes, the conclusions drawn from comparison between structuration and morphogenetic approaches have application in the enhanced understanding and theorization of learning situations more generally. 相似文献