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1.
Mathew Hillier 《Distance Education》2018,39(1):110-121
AbstractThis paper explores a proposal for an off-line e-learning platform that will provide a bridge for digitally unconnected students and educators to join the contemporary information and communications technology (ICT) intensive world. Individual remote and unconnected learners face a chicken and egg problem for engagement with contemporary e-learning offerings. Without connectivity, remote learners have no way of engaging with now common ICT intensified learning materials that are intended to teach them how to engage in an ICT intensive world! The paper takes systems approach to developing a solution that will fit into the world we have, and not one we wish we had in terms of infrastructure, economics and skills available in remote and developing regions. Digital learning courses are placed onto a portable e-learning environment that is not reliant on a constant network connection to function but retains interactivity, analytics and the ability to synchronise data with an educational institution when a connection is found. 相似文献
2.
The paper discusses the approaches of virtual university strategies and developments in Europe. The discussion is partly based on the work done in the Activity 5 in the EU Thematic Network E4 and partly to the experiences gained through the activities of EUNITE virtual university network of six European universities. Based on our experience we see, that e-learning and virtual university approach can be used for renewal of teaching and learning, both on and off campus. Just three years ago, universities seemed mainly to aim only to develop on campus teaching and learning through ICT. Lately, the use of e-learning as a tool for international cooperation and for virtual mobility (Virtual Erasmus) has started to develop through the activities of the European Union e-learning programmes and through the activities of some European university networks, like EUNITE. To promote virtual universities and e-learning, commitment and actions at all levels from EU to individual institutions are needed. 相似文献
3.
《International Journal of Educational Development》2005,25(3):317-331
This study investigates the quality assurance of web-supported learning and may be considered a self-evaluation exercise of the e-learning design and production unit at the University of Pretoria, South Africa. While the ‘quality’ discourse and the ‘e-learning’ discourse are topical, there is little evidence of research projects which attempt to diminish the gap between them (Reid, 2003).The theoretical framework on which this study is based is that of an integrated, process-based quality management system, applied to web-supported processes and products. The paper is presented in three parts, namely the methodology of the quality management system, critical success factors for web-supported learning, and a student feedback survey measuring client satisfaction. 相似文献
4.
Carlos González 《Instructional Science》2012,40(6):975-998
This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to teaching ranged from a focus on the teacher and the taught content to a focus on the student and their learning, resembling those reported in previous investigations. Approaches to e-teaching ranged from a focus on information transmission to a focus on communication and collaboration. An analysis of perceptions of the teaching situation in relation to e-learning identified key themes influencing adopted approaches: control of teaching, institutional strategy, pedagogical and technological support, time required, teacher skills for using e-learning, and student abilities and willingness for using learning technology. Associations between these elements showed three groups of teachers: one focusing on transmission of information teaching both face-to-face and online while having a general negative perception of the teaching situation in relation to e-learning; a second focusing on student learning both face-to-face and online while having a general positive perception; and a third presenting unexpected patterns of associations. These results may be helpful for supporting different groups of teachers in employing e-learning in their on-campus units of study. At the same time, further research is proposed for inquiring into specific approaches in different disciplines and different university contexts. 相似文献
5.
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
6.
Martin Weller 《Open Learning》2013,28(3):293-302
The creation of quality e-learning material creates a cost dilemma for many institutions, since it has both high variable and high fixed costs. This cost dilemma means that economies of scale are difficult to achieve, which may result in a consequent reduction in the quality of the learning material. Based on the experience of creating a masters level course at the UK Open University, the article suggests that the adoption of learning objects represents one possible resolution to this dilemma. They achieve this through the reduction of the fixed costs by four means: reuse, rapid production, ease of updating and cost-effective pedagogy. 相似文献
7.
David McConnell 《Studies in Continuing Education》2013,35(1):73-92
This paper examines the various ways in which students talk about their experience and perceptions of collaborative review and assessment as it occurs in e-learning environments. Collaborative review and assessment involves the student, their peers and tutor in thoughtful and critical examination of each student's course work. The process involves two stages: review and discussion of the student's work with a view to bringing different critical yet supportive perspectives to the work. This is followed by the use of two sets of criteria to make judgements on the student's work: one set provided by the student, the other by the tutor. The purpose of collaborative assessment is to foster a learning approach to assessment and to develop a shared power relationship with students. From analysis of face-to-face interviews, examination of e-learning discussions and student-completed questionnaires, a set of analytic categories was built describing the learners' experiences of collaborative e-assessment. These categories are: (1) the appropriateness of collaborative assessment; (2) collaborative assessment as a learning event; and (3) the focus for assessment. The paper focuses on analysing and discussing these categories of experience. The research shows that a positive social climate is necessary in developing and sustaining collaborative assessment and that this form of assessment helps students to reduce dependence on lecturers as the only or major source of judgement about the quality of learning. Students develop skill and know-how about self- and peer assessment and see themselves as competent in making judgements about their own and each other's work, which are surely good lifelong learning skills. 相似文献
8.
Delia Baskerville 《Technology, Pedagogy and Education》2013,22(1):119-135
Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers was designed to investigate student learning, quality teaching, and implementation factors. Constructionist-based teaching activities using on-line technology were designed to engage students in a learner-centred e-learning environment where students and teachers collaborated to produce a media and learning artefact. A case study highlights the outcomes for four students who transferred learnt drama skills to other classroom contexts. This model has potential to provide drama learning for students and professional development for primary generalist teachers, contingent on the availability of rigorously planned and well-resourced programmes. 相似文献
9.
The COVID-19 pandemic forced universities to push the use of distance learning, impacting an unprecedented number of students. New norms of social distancing and lockdown had been brought in as university measures, immediately modifying student and lecturer habits, changing from the traditional classroom to e-learning platforms. However, the lack of engagement of students throughout an e-learning system is a regular concern among lecturers when creating content on a system. This study presents an applied gamification concept to e-learning focusing on improving engagement of the various types of personalities of undergraduate students in ERP courses. The gamification design was developed by implementing the pros and cons of each game element to compromise the overall performance of students. Three evaluations were conducted:1) to test whether the student has competently gained ERP knowledge; 2) web monitor to record the activity of students; 3) to evaluate the qualitative information of the game experience by interviews. According to the study, the selection of a game element based on personality traits does not necessarily improve knowledge but proves to allow better engagement in the course. In addition, our finding also provides the suggestions for designing game elements based on personality traits.
相似文献10.
《Journal of Further & Higher Education》2012,36(3):227-245
In recent years, advances in technology and changes in the market place for education and learning have resulted in a rapid growth of interest in e-learning. Early experiments in the area have indicated that e-learning may not be the apparent panacea to issues of cost effectiveness and widening participation that was initially mooted. Undoubt edly, e-learning provides the opportunity for wider access to learning at all levels, however, such promise is not always fulfilled. E-learning is often construed as simply putting existing teaching materials ‘on the Web’. A shift towards learner-oriented developments requires a major paradigm shift for learning providers, both at the institutional and individual level. Institutions need to be aware of the commitment required to make e-learning effective, while individuals need to accommodate a shift towards greater learner control and responsiveness to the flexibility requirements. Many of the issues surrounding the effectiveness of e-learning initiatives stem from inadequate consideration of whether e-learning is an appropriate solution to a learning need and insufficient consideration of the design and implementation of the resulting product. This paper proposes a set of criteria for those new to e-learning design to consider when exploring whether and how to implement e-learning. These criteria relate to the appropriateness of an e-learning strategy, the interaction between the proposed market and the design of an e-learning product, the nature of student–faculty interaction within the e-learning environment and issues of evaluation. The relationships between these criteria at a generic level are outlined and guiding principles for the development of e-learning proposed. 相似文献
11.
Evaluating the Effectiveness of e-Learning 总被引：1，自引：1，他引：0
Hareton K.N. Leung 《Computer Science Education》2013,23(2):123-136
E-learning is a growing trend among many higher educational institutions. Learners and teaching professionals are attracted by the many benefits of e-learning, such as the flexibility of learning anywhere, at any time and at an individualized pace. The question of the effectiveness of e-learning should be reviewed before adopting e-learning on a large scale. This paper presents a study to evaluate the effectiveness of e-learning, relative to the performance of conventional learning, for a software engineering course. In particular, we compare assessment scores of the cyber group and the conventional group. Our study indicates that e-learning is as effective as the conventional mode of learning. 相似文献
12.
This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development Project (C&PD) involved 16 education ICT specialists in the final stage of their BA in an English University. They participated in the project to investigate their classroom practice in the use of ICT to promote creativity in the making of digital video movies, and to reflect upon the development of their pedagogy with ICT in primary classrooms. The analysis focuses on the student teachers’ experience of engaging in creative activities to prepare, teach and evaluate a school-based project, and identified themes of their understandings and personal experience of creativity, the contribution of ICT, and their reflections on professional development. This analysis raises the issue of designing learning experiences, which promote and support creativity with ICT in the context of teacher learning. A conceptual framework to describe creative practices with ICT in teacher education was developed from the study. 相似文献
13.
ABSTRACTWe explore the reflections of a lecturer using Action Learning (AL) meetings for the dissertation module on a one-year Master’s programme with a predominantly international student cohort. We focus on two concerns: to what extent does AL mitigate against the negative experiences of cross-cultural adaptation? And can we surface and share the learning that occurs when (international) scholars become practitioners and practitioners become (international) scholars? In the AL groups, many students seem more at ease with themselves, others and content in AL meetings than in other sessions. We scrutinised AL and our AL meetings to explore what makes it different and perhaps a better learning experience for the international student. This paper emerged following discussions with David, an e-learning and pedagogic specialist. Before continuing, note that there are two terms discussed in the literature: ‘cross-cultural adjustment’ and ‘cross cultural adaptation’. ‘Adjustment’ refers to minor changes to cope with when facing a new situation, ‘adaptation’ to larger scale changes [Haslberger, Arno, and Chris Brewster. 2007. “Domains of Expatriate Adjustment with Special Emphasis on Work.” Presented at the Cadiz University’s VI International Workshop on Human Resource Management, Jerez, Spain]. We suggest that AL be used more often and earlier with international students. 相似文献
14.
Neil Selwyn Stephen Gorard 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(2):169-181
Information and communications technology (ICT) has fast become the rhetorical foundation of the UK government's attempts to transform adult education radically and to establish a ‘learning society’. Central to this rhetoric are a series of largely untested assumptions about the potential of ICT to increase and widen levels of educational participation to include those groups of learners who have previously been excluded. With this in mind, the present paper contrasts recent government rhetoric concerning post-compulsory ‘e-learning’ with an analysis of data from the 2002 National Institute of Adult Continuing Education (NIACE) survey of 5,885 households. With these data suggesting that access to ICT does not, in itself, make people any more likely to participate in education and (re)engage with learning, the paper concludes by considering how ICT might be more realistically re-approached by the educational and political communities. 相似文献
15.
企业数字化学习:概念、研究框架与实践模式 总被引：1，自引：0，他引：1
应用信息与通讯技术促进企业的学习与知识创新,增强企业适应性与竞争力,是目前企业维持生存、谋求发展的重要手段。综合管理学、教育学和计算机科学对企业学习的研究成果,系统论述了信息技术环境下企业学习的概念、要素、模型,提出了一个整合的研究框架,探讨了三种有效的企业学习实践模式：基于能力素质模型的模式、社会建构模式和基于产业链知识库的组织间学习模式。 相似文献
16.
深度学习是学习科学的主旨,也是现阶段所要破解的e-Learning难题,因此,对学习科学视域下的e-Learning深度学习进行研究,追溯起源,把握热点对推进e-Learning学习意义深远。在梳理e-Learning的现状及主要问题的基础之上,剖析了学习科学领域深度学习的重要性,以深度学习的内涵与特征、有意义学习是深度学习的主旨、高水平思维是深度学习的核心等理念为依据构建了e-Learning环境下深度学习分析模型,继而又以此为据,对e-Learning深度学习的研究现状进行述评。研究发现,为了进一步推动学习科学的发展,深度学习的研究必须在学习过程的评估与分析、情感体验等方面进一步加强,在研究方法与研究视角方面进行多角度创新,研究应该更精细深入,多进行相关的量化研究,以充分利用学习评估技术对深度学习的现状进行把脉。 相似文献
17.
Beverley Jackling Riccardo Natoli Salina Siddique Nick Sciulli 《Assessment & Evaluation in Higher Education》2015,40(4):542-556
The aim of this study is to evaluate the capacity of an e-learning tool (blog) to facilitate reflection among students as part of collaborative group learning. The paper provides insights into student attitudes towards blogs as an interactive and reflective learning tool. Additionally, the study highlights the differences between domestic and international student attitudes towards reflection as part of collaborative learning in groups. The results indicate that international students consistently viewed the use of e-learning tools more positively than domestic students. For educators, the results provide direction in terms of enhancements to assessment tasks incorporating e-learning, including the professional development of staff to address the rapidly changing learning environment. 相似文献
18.
Drawing upon its experience as a pioneer of open and distance learning in the management education field, the Open University Business School of the United Kingdom has now extended its system of student communication and support to include the use of computer‐mediated conferencing as a mass teaching tool. After outlining the method of supported open learning practiced by this Business School, the article describes the use of computer‐mediated conferencing in the graduate entry course to the MBA programme, a course that attracts some 1,500 managers each year from across Europe. The article then summarizes two years of student evaluation of their use of computer‐mediated conferencing as a learning support medium. The article concludes with a discussion of the implications of student reactions to computer‐mediated conferencing for the future effective use of information and communications technologies (ICT) in management education. 相似文献
19.
Susanne Owen Dharma Palekahelu Toar Sumakul Eko Sekiyono Gerald White 《Teacher Development》2018,22(4):447-463
Many developed and developing countries are seeking to systematically transform their education processes through Information and Communication Technology (ICT). The aim of this paper is to present findings from one aspect of a larger ICT study in a particular location in a developing country, with the specific focus presented here being ICT professional development and impacts. Research methods in the study included teacher and school leader surveys, targeted interviews and also case studies. Findings at a systems level generally indicated insufficient coordination of training and minimal follow-up occurring. In case study situations in which the school leader ensured a schoolwide approach to the professional learning of teachers, ICT was more embedded into student learning processes in classrooms. Considering ICT and other professional learning relevant to education, this paper has relevance for policy developers and school leaders in developed and developing world contexts. The need exists for using coordinated professional development processes, with more centralised ‘one-off’ training supplemented by schools and districts. The establishment of peer learning groups or mentors to support skill-building over time is also needed. Through these ongoing processes, teachers can more effectively make changes in their teaching practices, with potential impacts on student learning. 相似文献
20.
信息技术支持的学与教变革是教育信息化系统改革中的关键。我国信息技术支持的学与教,在理论层面已开始由“要素观”逐步转向“生态观”,但实践层面的变革思路上存在着“技术导向”的倾向,这导致研究者热衷技术应用而忽视学与教本身。通过对比中外教育信息化政策以及分析新加坡的典型案例,发现国际上学与教变革的新措施均体现出“学习导向”的特征,并有四个主要动向：关注信息时代学习者的能力结构、挖掘教育“大数据”以分析学习者行为、构建个性化网络学习空间以培育新型学习方式、倡导“以学习者为中心”的新型教学模式。我国应将信息技术支持的学与教变革思路逐渐由“技术导向”转到“学习导向”。 相似文献