Evaluating the effectiveness of e-learning for soft skills training

Thanks to the development of Internet technologies, e-learning platforms became a widespread tool to provide training on both hard and soft skills in a cost-effective way. However, the debate is still ongoing about the efficiency of soft skill e-learning. The goal of this dissertation is thus to evaluate the efficiency of e-learning for soft skills training by studying the case of a French regional bank’s e-learning system. To do this, I analysed the literature on learning, e-learning and training evaluation and decided to base the study on the Kirkpatrick model (1996). Nine in-depth, semi-structured interviews were carried out to give a detailed insight of employees’ experience of the platform. The data revealed that the perceived usefulness of the system among employees was quite low. Then, they suggested that the platform was useful for reviewing already approached topics and building on existing skills but not for learning new competences from scratch. However, soft skill e-learning seems to have created changes in users’ behaviour even if they are sometimes subtle. Finally, the cost-effectiveness of the platform seems to be threaten by the low level of users’ connexions. Thus the data enabled to highlight main factors explaining employees’ reluctance: the impossibility to isolate from the daily activity, the lack of guidance on the platform and the lack of time

Fixing the ‘Ready’ in E-Learning Readiness

Evaluating the effectiveness of e-learning systems (ELSs) for course delivery can be achieved by measuring the user’s level of readiness for the ELS. While e-learning readiness (e-readiness) is well researched using several models, studies generally provide recommendations for the institution or instructor. However, most students are typically not equipped for using the ELS. This chapter focuses on assisting students in online and face-to-face courses who have e-readiness challenges when accessing an ELS throughout a semester. A survey captures responses on their technological, lifestyle and learning preparedness for the ELS to produce an e-readiness score. A modified DeLone and McLean model evaluates the impact of their level of e-readiness during their use of the ELS. Identifying where and when students have difficulties, pinpointing their deficits or recommending the more appropriate modality could help students achieve a positive course outcome

A FRAMEWORK FOR EVALUATING THE EFFECTIVENESS OF BLENDED E-LEARNING WITHIN UNIVERSITIES

Abstract: Since the inception of e-learning technologies, there has been an increase in the use of e-learning systems to support blended learning in Universities by providing a mix of face-to-face classroom teaching, live e-learning, self-paced e-learning and distance learning. Despite the existing benefits of using e-learning, some higher education institutions have not utilised e-learning to its full potential and yet there are limited studies that offer a comprehensive framework for effectively using e-learning systems. It is therefore imperative that learning technologists understand the factors that influence the effectiveness of blended e-learning. An expert survey was conducted to establish which factors are important for evaluating the effectiveness of e-learning systems. This paper describes a methodological framework for assessing the effectiveness of e-learning within Universities. The framework will act as a guiding tool for further research into ways of effectively planning, implementing and improving blended e-learning within Universities

Developing a dynamic learning culture for the integration of e-learning in higher education

Introduction: The many advantages of e-learning, such as adaptability, accessibility, and cost-effectiveness, have attracted a lot of attention in recent years, and this trend is expected to continue. However, a dynamic learning culture that encourages creativity, cooperation, and continual improvement is essential for the effective integration of e-learning. Purpose: The purpose of this research was to identify successful approaches to fostering a dynamic learning culture conducive to e-learning's widespread adoption in higher education. Methodology: This study employed a literature review method. The research reviewed the existing literature to determine the most effective methods for creating e-learning courses and measuring their effectiveness, as well as the most pressing problems that need to be addressed in order to successfully deploy e-learning in higher education. Result: A systematic strategy including deliberate planning, allocation of resources, and continuous monitoring and evaluation was shown to be necessary for the development of a dynamic learning culture. It also called for promoting an environment conducive to innovation, one that values trial and error, teamwork, and the pursuit of perfection. Conclusion: In conclusion, integrating e-learning into higher education needs a multidimensional strategy that includes careful planning, allocation of resources, encouraging a culture of innovation, and rigorous research to establish a dynamic learning culture. Recommendation: Institutions should prioritize investing in the resources, infrastructure, and support systems needed to successfully integrate e-learning programs in order to build a dynamic learning culture

ANALYSIS OF THE EFFECTIVENESS OF THE USE OF ADAPTIVE TRAINING PLATFORMS IN SECONDARY VOCATIONAL EDUCATION

The article considers the tasks and features of mathematics training for students of secondary vocational education. Special attention is paid to the need to solve the problem of adaptation of students to the conditions of study in college and the organization of independent work. In this regard, the authors propose to make wider use of the practice of adaptive learning as innovative pedagogical tools. The article considers the concept of the effectiveness of adaptive personalized learning and suggests the directions by which it can be evaluated. As an example, the experience of implementing an adaptive educational course “Mathematics”, designed in the Articulate Storyline platform, is analyzed. The module is designed to organize and support adaptive learning of students of the Department of Information Systems by means of adaptive educational technologies. The results of the training are analyzed, and the possibilities of the Articulate Storyline platform in ensuring the independent work of students are presented. The main part of the article is devoted to evaluating the effectiveness of e-learning using an adaptive educational platform. With the help of questionnaires and tools of the Articulate Storyline platform, an assessment of the educational result achieved was made, the degree of motivation of students to master the discipline of mathematics was analyzed, and the attitude of students to the process of e-learning using an adaptive educational platform was investigated.The article considers the tasks and features of mathematics training for students of secondary vocational education. Special attention is paid to the need to solve the problem of adaptation of students to the conditions of study in college and the organization of independent work. In this regard, the authors propose to make wider use of the practice of adaptive learning as innovative pedagogical tools. The article considers the concept of the effectiveness of adaptive personalized learning and suggests the directions by which it can be evaluated. As an example, the experience of implementing an adaptive educational course “Mathematics”, designed in the Articulate Storyline platform, is analyzed. The module is designed to organize and support adaptive learning of students of the Department of Information Systems by means of adaptive educational technologies. The results of the training are analyzed, and the possibilities of the Articulate Storyline platform in ensuring the independent work of students are presented. The main part of the article is devoted to evaluating the effectiveness of e-learning using an adaptive educational platform. With the help of questionnaires and tools of the Articulate Storyline platform, an assessment of the educational result achieved was made, the degree of motivation of students to master the discipline of mathematics was analyzed, and the attitude of students to the process of e-learning using an adaptive educational platform was investigated

E-Learning in Postsecondary Education

Over the past decade postsecondary education has been moving increasingly from the class room to online. During the fall 2010 term 31 percent of U.S. college students took at least one online course. The primary reasons for the growth of e-learning in the nation\u27s colleges and universities include the desire of those institutions to generate new revenue streams, improve access, and offer students greater scheduling flexibility. Yet the growth of e-learning has been accompanied by a continuing debate about its effectiveness and by the recognition that a number of barriers impede its widespread adoption in higher education

Web-Based Training Program for New Custom Decoration Apparel Franchisees

Effective franchise training is essential in the expansion of a franchised business. With advances in internet connections, web applications and multimedia capabilities, training for new and existing franchisees can now take place online in the form of web-based e-learning. In addition to potentially increasing the overall effectiveness of the franchisee training, web-based training also eliminates some of the challenges of traditional, face-to-face franchise training like travel expenses, time, and the availability of human resources. The purpose of this project was to develop an asynchronous web-based training program for new or potential franchisees in the custom decorated apparel industry. The ADDIE model was used to guide the development of the training program and curriculum, which was then evaluated and critiqued by a panel of subject matter experts

ANÁLISE DA PERCEPÇÃO DE EGRESSOS DE CURSOS DE LICENCIATURA OFERTADOS NA MODALIDADE EAD: SUBSÍDIOS À GESTÃO UNIVERSITÁRIA

O presente estudo reúne a descrição e a análise de informações sobre as características de estudantes egressos que participaram de um processo de avaliação dos cursos de licenciatura em Biologia, Física e Matemática ofertados na modalidade de educação a distância (EaD) pela Universidade Federal de Santa Catarina (UFSC), sob a gestão da Universidade Aberta do Brasil (UAB). Um questionário de avaliação foi elaborado e aplicado pelo Núcleo de Avaliação do Laboratório de Novas Tecnologias (Lantec) do Centro de Educação (CED) da UFSC. O questionário visa identificar suas percepções acerca de diversos aspectos pedagógicos, de infraestrutura e de resultados dos Cursos. O estudo tem caráter primordialmente descritivo, ou seja, sua principal intenção é fornecer um panorama da realidade dos egressos em sua interação com o ambiente educacional e profissional

Identifying the Challenges in Teaching Computer Science Topics Online

In an attempt to provide educational opportunities to the students who are working or have other constraints on their time, many universities are developing distance education programs. In the past decade, web technology has been adopted to assist learners with studying at a distance. However, distance learning in the field of computer science, such as studying programming languages, remains challenging to teach via the web medium. There is little evidence that the effectiveness of web-based learning includes a process to solve complex problems. REFERENCES IN AN ABSTRACT!? In particular it can be problematic for technical subjects to be taught online because students find it very difficult to understand the subject content and ways of demonstrating cause and effect. As a result, the subject is potentially highly technical in nature, which may impede student ability to learn independently (that is, without staff assistance) in a fully online environment. Thus, there are some questions to be answered: How do we teach online? What works and what does not Identifying the challenges to teaching computer science topics online is relevant and as yet has not been fully addressed in the research literature .As a result, this paper aims to identify the challenges to teaching computer science topics online and identify useful supports to enhance learning through the informed use of web-based e-learning. The abstract should give an overview of the paper – what it covers and its conclusion