A review of e-learning technologies – opportunities for teaching and learning

The number of different e-learning technologies available to support teaching and learning is growing exponentially. A major issue for faculty and educational developers in higher education is to determine which e-learning technology is most appropriate to support their particular teaching needs and provide optimum learning opportunities for students. Over the last few years a vast amount of literature has been published on e-learning technologies and how they are used in education Therefore the decision to use a particular technology should be based on sound research and clear evidence. This paper reviews many of these e-learning technologies and provides information regarding their use and the opportunities afforded by them.<br /

A REVIEW OF MOBILE-BASED INITIATIVES ACROSS COLLEGE

The information era in which we currently live is changing the culture of education. The use of information technologies has resulted in new opportunities that are rapidly evolving to include mobile learning. Keegan (2002) characterizes this evolution of distance learning as a shift from d-learning (distance) to e-learning (electronic) to m-learning (mobile) learning. Mobile, wireless, and handheld technologies are being used to re-enact approaches and solutions to teaching and learning used in traditional and web-based formats. The goal of mobile learning is to provide opportunities for students to interact through computer-supported learning environments from mobile terminals with low speed wireless connections. This article provides a review of mobile-based initiatives across college campuses to explore the future of mobile teaching and learning; however, much of what exists in this growing body of literature documents the results of short-term small-scale pilots and trails

Print versus digital texts: understanding the experimental research and challenging the dichotomies

This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based (‘traditional’) texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students’ level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance

Increasing ubiquity in language learning using WhatsApp

Conference paperIn recent years, web-based e-Iearning, has received great attention as a possible method to increase efficiency and access to both basic and higher education in Africa. While the performance of institutional e-Iearning and learner management systems (LMS) continues to face critical scrutiny, the value proposition of e-Iearning seems to have settled the debate and reduced attention on whet her the continent is ready for networked educational technologies. The attention has shifted from infrastructural and cost issues towards mobile technologies or mobile-enhanced e-Iearning, mainly because of the rapid increase in mobile phone use in the continent, and the persisting problems access and equity. This study sought to investigate the use of Whatsapp mobile social networking application in enhancing ubiquity of teaching and learning within mobile-assisted language learning (MALL). Students were required to use the App to complete group tasks and the times during which these activities were carried out were observed and analysed. The target subjects for the study were university students who are elementary learners of Japanese as a foreign language in an African university. This study combines the findings of the pilot phase of a case study, with on-going background literature review of mobile learning for Africa. The initial results show that Whatsapp enhances ubiquitous learning and provides proof of opportunities for exploiting available mobile Web technologies in an African university setting.In recent years, web-based e-Iearning, has received great attention as a possible method to increase efficiency and access to both basic and higher education in Africa. While the performance of institutional e-Iearning and learner management systems (LMS) continues to face critical scrutiny, the value proposition of e-Iearning seems to have settled the debate and reduced attention on whet her the continent is ready for networked educational technologies. The attention has shifted from infrastructural and cost issues towards mobile technologies or mobile-enhanced e-Iearning, mainly because of the rapid increase in mobile phone use in the continent, and the persisting problems access and equity. This study sought to investigate the use of Whatsapp mobile social networking application in enhancing ubiquity of teaching and learning within mobile-assisted language learning (MALL). Students were required to use the App to complete group tasks and the times during which these activities were carried out were observed and analysed. The target subjects for the study were university students who are elementary learners of Japanese as a foreign language in an African university. This study combines the findings of the pilot phase of a case study, with on-going background literature review of mobile learning for Africa. The initial results show that Whatsapp enhances ubiquitous learning and provides proof of opportunities for exploiting available mobile Web technologies in an African university setting

Azerbaijan Education System: Transition from Traditional to Modern Teaching and Learning Strategies. A Review of Literature

[EN] Education plays important role in the society and in the everyday lives of plenty of people. Education influences people in different ways, and the significance of high quality education is indisputable. Particularly, innovation in education is a light that shows the humankind the right direction to surge. The advancement of the society directly dependent on the development of education and its quality. The fact is that, technological progress and innovative technologies application in education system bring new tools for struggling with complicated obligations in education systems. People get opportunities to express themselves, communicate and interact with other peoples in local, national and global context by using innovative technologies in education. The main purpose of study is to examine traditional and modern, innovative methods of teaching and learning, to explore the impact of these methods on educational environment and specifically discuss different teaching and learning methods regarding Azerbaijan education system.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Musayeva, A.; Jafarov, E.; Badalov, B.; Mammadova, S. (2018). Azerbaijan Education System: Transition from Traditional to Modern Teaching and Learning Strategies. A Review of Literature. Editorial Universitat Politècnica de València. 1651-1660. https://doi.org/10.4995/HEAD18.2018.8387OCS1651166

Acceptance and Use of Mobile Technologies in Learning and Teaching of EFL: An Economic Perspective

[EN] The use and integration of mobile information and communication technologies (ICTs) in learning and teaching, as well as the creation of new knowledge can determine whether a country is able to successfully compete in the emerging global knowledge economy. Technology acceptance theories and models have been widely developed, used and extended to determine the factors related to the acceptance of such technologies in specific national and subject contexts. This study set out to explore the key factors that determine students’ and instructors’ use behaviour and behavioural intentions to use mobile technologies in learning and teaching EFL, in an effort to determine the readiness and acceptance of mobile learning and teaching among students and instructors at a higher education institution in Saudi Arabia. The extended Unified Theory of Acceptance and Use of Technology (UTAUT2), was used as the framework for this study. This model takes into account several perspectives; and was designed to assess technology acceptance beyond the organizational context by embedding consumer context dimensions. The results indicated that the research model was partially confirmed and highlighted key variables as the driving forces of use behaviour and behavioural intention to use mobile technologies in learning and teaching EFL.Almarwani, M. (2020). Acceptance and Use of Mobile Technologies in Learning and Teaching of EFL: An Economic Perspective. The EuroCALL Review. 28(2):39-49. https://doi.org/10.4995/eurocall.2020.12388OJS3949282AlFahad, F. N. (2009). Students' Attitudes and Perceptions towards the Effectiveness of Mobile Learning in King Saud University, Saudi Arabia. Turkish Online Journal of Educational Technology, 8(2) 111-119.Al-Gahtani, S. S., Hubona, G. S., & Wang, J. (2007). Information Technology (IT) in Saudi Arabia: Culture and the Acceptance and Use of IT. Information & Management, 44(8) 681-691. https://doi.org/10.1016/j.im.2007.09.002British Council. (2013). The English Effect: The Impact of English, What it's Worth to the UK and Why it Matters to the World. UK: British Council. Available from: http://www.britishcouncil.org/sites/britishcouncil.uk2/files/english-effect-report.pdfCorbeil, J. R. & M. E. Valdes-Corbeil (2007). Are you Ready for Mobile Learning? Educause Quarterly, 30(2) 51-58.Hsu, L. (2013). English as a Foreign Language Learners' Perception of Mobile Assisted Language Learning: A Cross-national Study. Computer Assisted Language Learning, 26(3), 197-213. https://doi.org/10.1080/09588221.2011.649485Kukulska-Hulme, A. (2007). Mobile Usability in Educational Contexts: What Have We Learnt? The International Review of Research in Open and Distance Learning, 8, 1-16. https://doi.org/10.19173/irrodl.v8i2.356Kukulska-Hulme, A. (2009). Will Mobile Learning Change Language Learning? ReCALL, 21(2) 157-165. https://doi.org/10.1017/S0958344009000202Kukulska-Hulme, A. (2012). Language Learning Defined by Time and Place: A Framework for Next Generation Designs. In: Díaz-Vera, Javier E. (ed.) Left to my Own Devices: Learner Autonomy and Mobile Assisted Language Learning. Bingley, UK: Emerald Group Publishing Limited, 1-13.Mason, R. (2006). The University: Current Challenges and Opportunities. In: Susan D'Antoni (ed.) The Virtual University: Models & Messages-Lessons from Case Studies, Paris: UNESCO, International Institute for Educational Planning, 49-69.Einstein, A. (1916). General Theory of Relativity. Annalen der Physik 49(7), pp. 769-822. https://doi.org/10.1002/andp.19163540702O'Neill, G. T. (2014). Just a Natural Move towards English: Gulf Youth Attitudes towards Arabic and English literacy. Learning and Teaching in Higher Education: Gulf Perspectives, 11(1) 1-21. https://doi.org/10.18538/lthe.v11.n1.160Pemberton, L., Winter, M., & Fallahkhair, S. (2010). Collaborative Mobile Knowledge Sharing for Language Learners. Journal of the Research Centre for Educational Technology, 6(1) 144-148.Rogers, Y., Connelly, K., Hazlewood, W., & Tedesco, L. (2010). Enhancing Learning: a Study of How Mobile Devices Can Facilitate Sensemaking. Personal and Ubiquitous Computing, 14(2) 111-124. https://doi.org/10.1007/s00779-009-0250-7Taj, I. H., Sulan, N. B., Sipra, M. A., & Ahmad, W. (2016). Impact of Mobile Assisted Language Learning (MALL) on EFL: A Meta-Analysis. Advances in Language and Literary Studies, 7(2), 76-83. https://doi.org/10.7575/aiac.alls.v.7n.2p.76Traxler, J. (2007). Defining, Discussing and Evaluating Mobile Learning: The Moving Finger Writes and Having Writ. The International Review of Research in Open and Distance Learning, 8(2) 1-12. https://doi.org/10.19173/irrodl.v8i2.346Traxler, J. (2010). Sustaining Mobile Learning and its Institutions. International Journal of Mobile and Blended Learning, 2(4) 58-65. https://doi.org/10.4018/jmbl.2010100105Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: toward a Unified View. MIS Quarterly, 27(3) 425-478. https://doi.org/10.2307/30036540Venkatesh, B., Nargundkar, R., Sayed, F. K., & Shahaida, P. (2006). Assessing Indian Students' Perceptions towards M-learning Some Initial Conclusions. International Journal of Mobile Marketing, 1(2) 75-79.Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1) 157-178. https://doi.org/10.2307/4141041

The openness of new learning spaces in campus-based institutions

In this research presentation we present and explore open educational practices and resources in the context of learning spaces, broadly defined to include lecture theatres, classrooms, social areas, and online environments. Specifically, we examine the ways in which the use of space in campus-based institutions has been opened up through the evolution of learning theories and technologies (Brown & Long, 2006), and how the design and use of physical learning spaces has been remediated through the evolving use of blended and online learning in campus-based programmes. We have undertaken collaborative research comprising a literature review and desk study of existing institutional practices as the basis for planned fieldwork and further collaborative research in our respective institutions, Technological University Dublin (soon to become TU Dublin) in Ireland, and Purdue University in the US. Both institutions are engaged in the redesign of physical spaces, as well as the creation of entirely new buildings such as those on the Grangegorman campus in Dublin. These large scale projects have allowed us the opportunity to reconsider the purposes of physical learning spaces in the 21st century, and whether/how architecture has interacted with the rapid changes in educational technology and pedagogy. In our review of the literature, we have examined relevant research for the key insights and lessons that can inform campus development and reflect the potential and actual use of new technologies. We will draw out elements of this research linking with open practices as an important dimension of new physical and blended learning spaces. Some key themes for discussion are: Evidence that changes towards more open and shared educational spaces afford new opportunities to educators and students. Research has already pointed to the contribution of learning space design towards improving student learning, and enhancing shared practices amongst teachers and informed institutional planning (Alterator & Deed, 2013; Brooks, 2010; Cohen & Harvey, 2008). We consider whether new kinds of physical space in turn contribute to greater openness in teaching practices, and the use and reuse of open educational resources. Evidence for the development of confidence and enhanced practice amongst lecturers/faculty through providing active learning spaces (Fitzsimmons, Neubauer & Haston, 2018). As university educators develop and enhance their teaching practice overall, we can identify new opportunities for the design and redesign of physical spaces towards active learning and connection with students. Theorising on the potential for further change and development: building on the work of Rook, Choi and McDonald (2015) we consider how the evolution of learning theories and specifically open educational practices will influence the design of learning spaces in the future. The potential role of educational development teams in developing open practices in new kinds of learning space: we examine the roles of academic developers and educational technologists in supporting colleagues towards more effective use of new kinds of learning space as well as the adoption of open practices (Fisher & Newton, 2014; Jamieson, 2003). References Alterator, S. & Deed, C. (2013). Teacher adaptation to open learning spaces. Issues in Educational Research, 23(3), 315-330. Brooks, D.C. (2010). Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology, 42(5), 719-726. Brown, M. & Long, P. (2006). Trends in Learning Space Design. In Oblinger, D. (Ed). Learning Spaces, pp. 9.1-9.11. EDUCAUSE e-book. Retrieved from https://www.educause.edu/ir/library/pdf/PUB7102.pdf Cohen, P. & Harvey, J. (2008). Next-generation learning spaces: built pedagogy in action. In Weaver, M. (Ed). Transformative learning support models in higher education: educating the whole student. London: Facet. Fisher, K. & Newton, C. (2014). Transforming the twenty-first century campus to enhance the net-generation student learning experience: using evidence-based design to determine what works and why in virtual/physical teaching spaces. Higher Education Research & Development, 33(5), 903-920. Fitzsimmons, J., Neubauer, K. & Haston, A. (2018). Space Matters, But It’s No Guarantee: Reconceptualizing Active Learning Classrooms. Conference Presentation, Purdue University. Jamieson, P. (2003). Designing more effective on-campus teaching and learning spaces: a role for academic developers. International Journal for Academic Development, 8(1-2), 119-133. Rook, M.M., Choi, K. & McDonald, S.P. (2015). Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table? Journal of Learning Spaces, 4(1), 1-29

Aprendizagem e avaliação da oralidade em contextos online : o potencial dos serviços de podcasting

O desenvolvimento das tecnologias de informação e comunicação, nomeadamente no que respeita aos ambientes em rede, veio criar novas oportunidades de acesso à informação e de comunicação a distância. De facto, as redes digitais de comunicação vieram permitir o surgimento de novos ambientes de aprendizagem, ultrapassando as limitações de carácter espácio-temporal existentes em contextos de formação presencial. O surgimento de ambientes de aprendizagem online, possibilitando aos alunos uma maior flexibilidade na gestão dos seus tempos e processos de aprendizagem, tem conduzido muitas instituições de formação à adopção de modalidades de formação a distância (e-learning) ou em regime misto (b-learning). Esta realidade coloca novos desafios aos professores, em múltiplas dimensões, entre as quais se encontra a questão da aprendizagem e avaliação das aprendizagens em língua estrangeira. Este texto focaliza-se na problemática da aprendizagem e avaliação da competência oral em línguas estrangeiras, com base em serviços de comunicação via internet, particularmente nos serviços de podcasting. Parte-se de uma revisão de literatura no domínio para uma sistematização de possíveis utilizações pedagógicas do podcast no ensino-aprendizagem e na avaliação das aprendizagens de competências orais em línguas estrangeiras.The development of information and communication technologies, in particular with regard to networked environments, has created new opportunities to access information and to communicate at distance. In fact, the digital communication networks have come to allow the emergence of new learning environments, overcoming the limitations of spatial-temporal nature, existing in contexts of classroom education. The emergence of online learning environments, allowing students greater flexibility in managing both their time and learning processes, has conducted many education institutions to adopt procedures for distance learning (elearning) or in mixed (b- learning). This reality poses new challenges for teachers, in many dimensions, among which is the issue of learning assessment. This paper focused on the process of learning and assessing oral competence in foreign languages supported by communication services through internet, such as podcasting. It starts from a literature review on the use of podcasts in educational contexts to systematize possible pedagogical uses of this kind of technology in the process of teaching, learning and assessing oral skills in foreign languages

Online Conferences for Professional Development

Online conferences (OCs) offer a compelling set of economic and pedagogical benefits for teaching, learning, personal, and professional development. In this chapter, we provide examples and a model to guide development of this professional development application of e-Iearning. The cost-effectiveness of oes, coupled with the capacity to provide time-flexible participation on a global scale, convinces us that OCs will continue to playa vital and increasing role in quality professional development activities. Similar to faceto- face conferences (F2FCs), effective oes must focus on relevant and timely information dissemination, provide opportunities for interaction leading to knowledge creation, and support the development of learning communities. In their broadest sense, OCs and F2FCs have two major goals. The first is to create knowledge through personal, organizational, and community learning. The second is to develop social networks that can later be used to create valued collegial relationships and extend learning beyond the conference. The method used by OCs to achieve these goals is an intense network-mediated interaction. The interaction takes place over a limited period of time using a comhination of synchronous, asynchronous, and illlmersive technologies on a global scale. OCs are economically and pedagogically attractive because of their "anywhere and anytime" characteristics with low production and participation costs. In this chapter, we review characteristics and qualities of OCs, provide examples of successful OCs, and outline a model of relevant qualities affecting OC learning outcomes. The unique and promising role of this form of professional development in the current and emerging networked society is explored