Opening up to open source: looking at how Moodle was adopted in higher education

The Virtual Learning Environment (VLE) has grown to become a piece of complex infrastructure that is now deemed to be critical to higher educational provision. This paper looks at Moodle and its adoption in higher education. Moodle’s origins, as an open source VLE, are investigated and its growth examined in the context of how higher educational institutions adopt VLEs

E-Learning Barriers and Solutions to Knowledge Management and Transfer

This paper present a systematic overview of barriers and solutions of e learning in knowledge management (KM) and knowledge transfer (KT) with more focus on organizations. The review paper also discusses KT in organizational settings and KT in the field of e learning. Here, an e-learning initiative shows adaptive solutions to overcome knowledge transfer barriers. The paper concludes that the flow of knowledge depends on people and the social environment they operate in. Therefore E-Learning environments support knowledge transfer not only by helping learners to make sense of content, but also by enabling communication, both among learners and between learners and tutors

E-learning in medical education in resource constrained low- and middle-income countries

Background In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Methods Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Results Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. Conclusions E-learning in medical education is a means to an end, rather than the end in itself. Utilizing e-learning can result in greater educational opportunities for students while simultaneously enhancing faculty effectiveness and efficiency. However, this potential of e-learning assumes a certain level of institutional readiness in human and infrastructural resources that is not always present in LMICs. Institutional readiness for e-learning adoption ensures the alignment of new tools to the educational and economic context

The eLIDA CAMEL model of collaborative partnership: a community of practice in design for learning

Using a communities of practice (CoP) e-learning model for collaborative partnership in Design for Learning (D4L) can facilitate successful innovation while enabling ongoing 'critical friend' appraisals of effective practice. This paper reports on 21 e-learning case studies collected by the JISC-funded UK eLIDA CAMEL Design for Learning Project. The project implemented and evaluated learning design (LD) tools in higher and further education within the JISC Design for Learning pedagogic e-learning programme in 2006-07. Project partners carried out user evaluations on innovative tools with a learning design functionality, collecting design for learning case studies and LD sequences in a range of post-16/HE contexts using LAMS and Moodle. The project brought together learning activity sequences from post-16/HE partners into a collaborative e-learning community of practice based on the CAMEL (Collaborative Approaches to the Management of e-Learning) model, contributing to international developments in design for learning. This paper briefly provides an overview of the key project outputs in terms of their contribution to e-learning innovations, including evaluation results from teachers and students using online surveys. The paper explores intentionality in the development of a community of practice in design for learning, reporting on trials of learning design and social software in bridging tensions between formalised intra-institutional e-learning relationships and inter-institutional project team dynamic D4L practitioner development. Following a brief report of practitioner D4L e-learning case studies and student feedback, the catalytic role of the 'critical friend' is highlighted and recommended as a key ingredient in the successful development of a nomadic model of communities of practice in the management of e-learning projects. eLIDA CAMEL Partners included the Association of Learning Technology (ALT), JISC infoNet, three universities and five FE/Sixth Form Colleges. Results reported to the UK JISC Experts' Pedagogy Group demonstrated e-learning innovations by practitioners in D4L case studies, illuminated by the role of the 'critical friend', Professor Mark Stiles of Staffordshire University. The project also benefited from case study evaluations by Dr Liz Masterman of Oxford University Learning Technologies Group and the leading work of ALT and JISC infoNet in the development of the CAMEL model

E-learning in developing countries: suggesting a methodology for enabling computer-aided assessment

Traditional education has shifted towards new methods of teaching and learning through the proliferation of information and communication technologies (ICT). The continuous advances in technology enable the realisation of a more distributed structure of knowledge transfer. This becomes critically important for developing countries that lack the resources and infrastructure for implementing cutting-edge education practices. The two main themes of technology in education for developing countries focus either on aspects of technological support for traditional methods and localised processes, or on the investigation of how such technologies may assist distance learning. Commonly such efforts are threefold, relating to content delivery, assessment and provision of feedback. This paper focuses on issues regarding the implementation of e-learning in developing countries and particularly those aspects of computer-aided assessment (CAA) that could be tailored to satisfy the needs of a limited educational infrastructure. The primary contribution of this paper is a proposed methodology for supporting both formative and summative CAA

Experiences with technology among early adopters at the University of Botswana

This study explores the experiences with technology among early adopters in the transition from face-to-face (f2f) to distance education to online learning at the University of Botswana. The University of Botswana had used the national education policies, government reports, National Development Plans, Vision 2016, Maitlamo National ICT Policy, to guide them with their intentions to propose technology in the system and to professionally develop and train lecturers. Yet, the rate of adoption of new technology is slow. This study uses Rogers (2003) Diffusion of Innovation (DoI) theory and focuses on three concepts: the compatibility of technology, social systems, and early adopters, in order to understand and describe the lecturers’ experiences with and use of technology in the transition process. A qualitative case study method was employed. The study used four methods of data collection: artifacts, secondary documents, interviews, and observations. Data collected using these methods were used to determine whether what was stated in the artifacts and secondary documents were actually corroborated by f2f in-depth interviews with nine participants from the Department of Adult Education in the Faculty of Education at the University of Botswana. Three main findings resulted from the study. First, despite intense efforts from the University of Botswana to promote the transition to online learning, very little technology was being used outside of the f2f teaching. Second, even though the lecturers worked within an environment, which restricted the use of technology, they did what they could to use online technologies in the f2f teaching. Third, the top-down technology adoption approach of the University of Botswana contributed to an environment that promoted minimal technology use and supported compatible technology use. Recommendations have been made for lecturers to be included in decision-making relating to technology, for online technologies to be promoted among students, for professional development and training to be considered along with time management training for lecturers, and for the university to plan, organize, and manage programs with all faculty and departments to share ownership of and responsibility for the programs

Using the Internet communication tools to facilitate learning

This dissertation describes research which investigated the use of communication tools in a WebCT learning environment. The instrumental case study investigated the level and frequency of use of the web-based communication tools during a full-fledged course delivery at a university that enrols only full-time students. The unit of analysis was the case and the instruments included group interviews, observation anecdotal notes, communication diaries, focus group and a journal/logbook. A mixed qualitative and quantitative research method was used in this research. The study evaluated how the interactivity and not how either the lesson or the WebCT function. The conceptual framework focused on interactivity, features of communication tools that promote interactivity, as well as the domains such as cognition, motivation and learner interface as aspects that influence the use of communication tools. Various web-based tools were used by a sample consisting of a selected small group of IT students who participated in the study. Those communication tools were used to facilitate learning in WebCT. The results showed a total of 145 interactions for the duration of ten sessions. The WebCT communication tools supported either synchronous or asynchronous communication. Communication tools were used to retrieve information and send text-based messages to lecturers and students. Interaction at different levels was evident between student and student, student and lecturer, lecturer and student, lecturer and lecturer, as well as, student and content. In addition to the WebCT communication tools, students used extra web-based communication tools, to facilitate their learning. It was concluded that with continuous advances in information and communication technology and with ever increasing student numbers at resident universities, more tertiary institutions should offer on-line courses. More communication tools should be considered on WebCT to facilitate more interactive learning.Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2007.Curriculum Studiesunrestricte

Bringing Teaching To Life: Using Multimedia To Engage And Empower Students

The perspective taken in this paper is that technology is a powerful tool for aiding in university instruction but not as an end in itself. Therefore, institutions can use it to empower and engage students for intellectual, emotional, social and economic development. The paper presents the results of a study on the impact of simulations and virtual reality on university students‘ achievement and their attitude. These are then discussed in the context of specific media characteristics. The researcher used a mixed method design and examined hypotheses for effect as well as analysed qualitative data for stated assumptions. The underlying theory for the study is that simulations and virtual reality may bring teaching to life by creating an imaginary life experiential learning. Characteristically, these types of media do not only have graphics, sound, video, text, and special effects that enhance the overall appeal of teaching, they also allow students to vicariously experience real life situations. Students can experience past events, current trends, and future possibilities and also interact with each other. Through interactive participation by the students, multimedia software permitted logical thinking, problem solving, hypothesis testing, inference and many activities of higher order thinking. Computer simulations presented potential to create complex and challenging student activities. Conversely, virtual reality has the potential to transport the minds of students into a given set of experiences. Students felt that they were actually in the experience they were watching on the screen. Virtual reality experience resulted in learning that connects the student with their emotions, cognitive skills, and physical sensations. Such experience promoted memory of content learned. This study sought to investigate the impact of multimedia on developing and achieving research and assessment skills and attitude of developmental psychology students at the University of Botswana. Building on theory, a virtual psychology lab was created to train students to identify human development problems and learn strategies for problem solving. Students were later examined for improved learning, acquisition of skills, knowledge and attitude. The results show that there are numerous benefits for engaging multimedia in teaching. The paper concludes that there is a need for changing teaching methods to empower students by embracing technology

Analysis of Relationship Between Three Dimensions of Quality, User Satisfaction, and E-Learning Usage of Binus Online Learning

Information technology has affected various sectors including the education sector. In the sector, information technology has brought us long distance education, which relies heavily on the use of e-learning management system. In Indonesia, Bina Nusantara University is the first and foremost long distance education institution. The institution has been developing and using an e-learning management system for a number of years. This work intends to evaluate to which extent the system is able to enhance e-learning experiences. We adopted the DeLone and McLean's Information System success model and empirically measured the relation between the aspects of system quality, information quality, service quality, user satisfaction, and net benefits. From a population of the size 311 students, we have collected 149 responses using questionnaires by randomly selecting the participating students. The responses were used to establish a multi-variate regression model where the relationships were established. The model suggested that information quality, system quality, and service quality had positive impacts on user satisfaction with the p-values of 0.014, 0.014, and 0.000 respectively. In addition, the study also found that user satisfaction was strongly and positively affected by the net benefits