38 research outputs found

    Sistemski razvoj elektronskega učenja v visokošolski izobraževalni ustanovi

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    Better use of time, decreased educational costs, more effective learning and learning management from the user’s side stimulate changes in the transmission of knowledge and learning. The Faculty of Organisation and Informatics (University of Zagreb, Croatia) was one of the places where a project for developing an e-learning system was started in accordance with user (student) demands and teaching process. Within this project, the production of a system for managing e-learning as well as adjusting teaching materials was started. This paper presents our achievements and results of using the developed elearning management system in our institution. Key words: e-learning, SCORM, LMSBoljša izraba časa, zniževanje stroškov izobraževanja, učinkovitejše učenje in učni management uporabnikov spodbujajo spremembe pri prenašanju znanja in učenja. Fakulteta za organizacijo in informatiko Univerze v Zagrebu (Hrvaška) je eden izmed krajev, kjer je, v soglasju z zahtevami uporabnikov (študentov) in z zahtevami učnega procesa, začel nastajati projekt razvoja sistema elektronskega učenja. V okviru tega projekta se je začela izgradnja upravljalskega sistema za elektronsko učenje kot tudi priprava učnih gradiv. Pričujoči prispevek ponazarja naše dosežke in rezultate uporabe razvitega upravljalskega sistema elektronskega učenja v naši ustanovi. Ključne besede: SCORM, LM

    Learner’s satisfaction within a breast imaging eLearning course for radiographers

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    Background: An asynchronous eLearning system was developed for radiographers in order to promote a better knowledge about senology and mammography. Objectives: to assess the learners’ satisfaction. Methods: Target population included radiographers and radiogr aphy students, in order to assess eLearning satisfaction according to different experience levels in breast imaging. Satisfaction was measured through a questionnaire developed especially for eLearning systems, using a seven - point Likert scale. Main topics related are content, interface, personalization and learning community. Results: Overall, 85% of learners were satisfied with the course and 87,5% considered that the course is successful. Main areas that were evaluated by most learners in a positive way were interface and content (between six and seven - point); on the other hand, learning community presented a wider distribution of answers . Conclusions: The course provides an overall high degree of learner satisfaction, thus providing more effective knowle dge gain on breast imaging for radiographers

    A hybrid e-learning framework: Process-based, semantically-enriched and service-oriented

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    Despite the recent innovations in e-Learning, much development is needed to ensure better learning experience for everyone and bridge the research gap in the current state of the art e-Learning artefacts. Contemporary e-learning artefacts possess various limitations as follows. First, they offer inadequate variations of adaptivity, since their recommendations are limited to e-learning resources, peers or communities. Second, they are often overwhelmed with technology at the expense of proper pedagogy and learning theories underpinning e-learning practices. Third, they do not comprehensively capture the e-learning experiences as their focus shifts to e-learning activities instead of e-learning processes. In reality, learning is a complex process that includes various activities and interactions between different roles to achieve certain gaols in a continuously evolving environment. Fourth, they tend more towards legacy systems and lack the agility and flexibility in their structure and design. To respond to the above limitations, this research aims at investigating the effectiveness of combining three advanced technologies (i.e., Business Process Modelling and Enactment, Semantics and Service Oriented Computing – SOC–) with learning pedagogy in order to enhance the e-learner experience. The key design artefact of this research is the development of the HeLPS e-Learning Framework – Hybrid e-Learning Framework that is Process-based, Semantically-enriched and Service Oriented-enabled. In this framework, a generic e-learning process has been developed bottom-up based on surveying a wide range of e-learning models (i.e., practical artefacts) and their underpinning pedagogies/concepts (i.e., theories); and then forming a generic e-learning process. Furthermore, an e-Learning Meta-Model has been developed in order to capture the semantics of e-learning domain and its processes. Such processes have been formally modelled and dynamically enacted using a service-oriented enabled architecture. This framework has been evaluated using a concern-based evaluation employing both static and dynamic approaches. The HeLPS e-Learning Framework along with its components have been evaluated by applying a data-driven approach and artificially-constructed case study to check its effectiveness in capturing the semantics, enriching e-learning processes and deriving services that can enhance the e-learner experience. Results revealed the effectiveness of combining the above-mentioned technologies in order to enhance the e-learner experience. Also, further research directions have been suggested.This research contributes to enhancing the e-learner experience by making the e-learning artefacts driven by pedagogy and informed by the latest technologies. One major novel contribution of this research is the introduction of a layered architectural framework (i.e., HeLPS) that combines business process modelling and enactment, semantics and SOC together. Another novel contribution is adopting the process-based approach in e-learning domain through: identifying these processes and developing a generic business process model from a set of related e-learning business process models that have the same goals and associated objectives. A third key contribution is the development of the e-Learning Meta-Model, which captures a high-abstract view of learning domain and encapsulates various domain rules using the Semantic Web Rule Language. Additional contribution is promoting the utilisation of Service-Orientation in e-learning through developing a semantically-enriched approach to identify and discover web services from e-learning business process models. Fifth, e-Learner Experience Model (eLEM) and e-Learning Capability Maturity Model (eLCMM) have been developed, where the former aims at identifying and quantifying the e-learner experience and the latter represents a well-defined evolutionary plateau towards achieving a mature e-learning process from a technological perspective. Both models have been combined with a new developed data-driven Validation and Verification Model to develop a Concern-based Evaluation Approach for e-Learning artefacts, which is considered as another contribution

    Examining community of inquiry model in influencing e-learning usage among female students

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    The use of online social games, nowadays, is so rampant especially among students of higher learning. This provides them with means to interact with one another by sharing the same interests irrespective of locations. The use of online social games tools is noticed to be high among female students. Meanwhile, an e-learning environment that has the features of social network tools such as games has great potential to innovate and stimulate the continual usage of E-learning among students, by fostering social interaction and knowledge sharing among the students. E-learning is an important online tool that can be used to achieve quality of learning and teaching among students in higher education.It is thus pertinent for any online technological tools that will maintain efficient usage, especially among female students to be able to facilitate social interaction, since female students are more comfortable sharing ideas among their peers.To this end, the study intend to consider the assumptions of community of inquiry model which highlights three important constructs that provide theoretical details for consideration in this study. To be specific, this research examines the impact of social presence, cognitive presence and teaching presence of online social games on E-learning usage among female students of higher institutions .To achieve these objectives, three hypotheses were formulated based on previous studies. In order to examine these hypotheses, data was collected among female students at school of computing, Universiti Utara Malaysia . While the sample size of the study was 80 female students and the data was subjected to tests of reliability, descriptive statistics, correlations, and multiple regression analysis. The findings of this study revealed that, the attributes of online social games; cognitive presence and teaching presence have positive significant impact on E-learning usage. Meanwhile, social presence does not have a significant impact on E-learning usage

    Corporate E-learning: Perceptions of Persistence and Satisfaction

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    This study examined eLearning perception factors of persistence and satisfaction in a for-profit business setting. The input of 32 company leaders, eLearning content designers, and course participants was investigated to identify the convergent and divergent eLearning beliefs of stakeholders. Using the Delphi consensus-building method, results suggested three salient course elements influenced eLearning persistence and satisfaction. Findings highlight the importance of being cognizant to include specific factors in eLearning courses when designing and implementing online learning, while also acknowledging and navigating the divergent eLearning beliefs of corporate stakeholders

    Is Online Learning Effective to All?

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    Technological advances in virtual learning have made the option of remote learning accessible to most student as an alternative, however, is it effective to all learners? Due to recent pandemic of COVID-19 the option for online learning was the only option for a close alternative to in-person learning for all grade levels. Nonetheless, some school districts were unable to provide proper tools to conduct virtual learning through the abrupt transition at the start of the outbreak. When schools were responding to the pandemic of COVID-19, the first consideration was to ensure the safety and health for all (The Education Trust, 2020). Students and teachers had to adjust immediately to this new way of learning. By utilizing many types of online tools and resources to maintain the continuity of education. The purpose of this paper is to examine online tools and resources used by teachers to provide virtual education and their effectiveness for replicating learning and face to face interaction

    Investigating Mutual Adaptation Process between Users and E-Learning System: A Knowledge Access Efficiency Approach

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    For its advantages in being able to provide rapid and comprehensive access to knowledge, e-learning system has been widely adopted in education to improve learning processes. However, such IT-mediated processes involving both users and system are subject to changes. There exists adjustment in browsing behavior on user side and web structure refinement on system side. It would impose uncertainty and influence on learning quality and thus create a strong need for rapid adaptation between users and the e-learning system. Focusing upon knowledge organization in terms of web structure management, this study intends to find out an effective way to speed up the adaptation process. It consists of two stages. In the first stage, we would like to study the general adapting behaviors of e-learners, and analyze how they are affected by the web structure. Through analytical modeling, Knowledge Access Efficiency (KAE), which is capable of reflecting the quality of adaptation, is conceptualized mathematically. In the second stage, the dynamics of KAE during the whole adaptation process will be carefully investigated. It is hoped that this study can give us useful clues regarding knowledge organization of e-learning system, and by improving web structure management it can elicit better performance of elearners

    The Impact Of Changing Technology: The Case Of E-Learning

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    For centuries, education has relied on classroom methods, but technology-enhanced learning can potentially bring about a revolution in learning, making high-quality, cost-effective education available to a greater number of people. The basic advantages of e-learning include anytime-anywhere access to learning, cost reductions, ability to reach larger markets, more effective learning with personalized instructions, and flexibility. For the full potential of e-learning to be realized, however, the content, services, and systems from different suppliers all need to work together. This paper provides an overview of the benefits and limitations of e-learning as well as its cost-effectiveness. The continual advances in information technology as well as software-based training and education are rapidly offering a cost-effective and flexible alternative to traditional face-to-face learning. With the introduction of e-learning, students are empowered to embark on active, independent learning. They can access course information and perform research with the help of this virtual space provided using the Internet. Consistency, fast deployment, and simple evaluation are all attractive features of e-learning, but the most compelling reason to consider the introduction of e-learning may be the significant reduction in costs associated with education. Once developed, the online guidance component can be used many times with minimal costs. Students can also go through the training process repeatedly to ensure maximum effective learning

    Towards a Contingency Theory of eLearning

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    This chapter proposes a contingency theory based model of eLearning. Using this theoretical lens the authors argue that given a virtual learning environment, there are ideal profiles of eLearning (“fit”) that result from a combination of learner engage- ment, learner style, learning task, and the appropriate leveraging of IT capabilities. Using this theoretical lens, the authors discuss how eLearning technologies can be classified into an eLearning technologies capabilities grid. The chapter concludes with a discussion of the implications of the proposed theoretical model and one illustration of “ideal profile” is described wherein bundles of information technology capabilities were utilized to enhance and augment the learning experience of the students
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