An evaluation of e-learning standards

The aim of this investigation is to perform an independent study of the various emerging elearning standards. This paper presents a summary of these standards in order to make them more accessible and understandable, and provide preliminary evidence as to their utility and adoption by the various UK higher and further education institutions. Recently there have been efforts to define standards for the elearning contents and elearning components like the IEEELOM, UKLOM, IMS, SCORM and OKI. Since it was not possible to cover all the standards in detail within the time available, so our independent study focuses on eight standards Although the results of the preliminary study suggest that the eight standards considered in the study may help interoperability, accessibility and reusability of the elearning content and elearning components, but it is yet to be seen how many of these are actually followed at UK higher education institutions

Evaluation of prisoner learning: Initial impacts and delivery

The aim of the research was a process and impact evaluation of prisoner education. Looking specifically at the impacts on post-release reoffending, employment, benefit dependency and learning outcomes amongst Offender Learning and Skills Service learners in phases 3 and 4 (OLASS3 and OLASS4), as well as changes made to service delivery under OLASS4 (which started in August 2012)

Evaluation of social personalized adaptive E-Learning environments : end-user point of view

The use of adaptations, along with the social affordances of collaboration and networking, carries a great potential for improving e-learning experiences. However, the review of the previous work indicates current e-learning systems have only marginally explored the integration of social features and adaptation techniques. The overall aim of this research, therefore, is to address this gap by evaluating a system developed to foster social personalized adaptive e-learning experiences. We have developed our first prototype system, Topolor, based on the concepts of Adaptive Educational Hypermedia and Social E-Learning. We have also conducted an experimental case study for the evaluation of the prototype system from different perspectives. The results show a considerably high satisfaction of the end users. This paper reports the evaluation results from end user point of view, and generalizes our method to a component-based evaluation framework

Statistics E-learning Platforms Evaluation: Case Study

With the increase of e-learning by universities and educational institutes in the world through more electronic platforms, come the questions to researchers, educators and designers of electronic platforms about feasibility and using this method of learning. Are we achieving the desired goals and improving the quality of education? Are we improving their performance and ability to self-study without the need for a teacher? Is e-learning an effective and successful method from the students views? In this paper, we consider evaluate e-learning systems in statistics. We make an evaluation study, we analyze a students sample of the methods: Factor analysis, Logit model. The common aim of this evaluation is to provide data to justify the results or evidence to support that the e-learning platforms are helping the students to learn more effectively. The questionnaire covers information about e-learning evaluation criterias. Some of these criterias are: Navigability, applicability, instructional structure and interactivity.E-learning, Evaluation, Statistical software

Professional development online : showcasing good practice to support open, distance and flexible learning

Designing Electronic Learning and Teaching Approaches (DELTA) is an online professional development initiative to support pedagogically-appropriate teaching with technology by showcasing examples of good practice in e-learning. The site aims to increase appreciation of e-learning possibilities for teaching staff through an easy-to-access, just-in-time resource. This paper describes the site and introduces the modular evaluation approach which is being implemented to examine it from different stakeholder perspectives. It then focuses on the first evaluation module which investigates how users perceive and engage with DELTA. The paper provides the initial evaluation findings which will contribute to the ongoing improvement of DELTA as a professional development resource that supports open, distance and flexible learning.<br /

Knowledge management and eLearning

This paper describes academic evaluation methods from the perspectives of its components: professors, disciplines, learning and evaluation methods and graduates. The knowledge management model and its relations to the e-Learning environment are presented.knowledge management, evaluation, academic activities, learning methods

USING ONLINE ASSESSMENT AS A TOOL FOR LEARNING

The use of information and communication technologies in education offers new means of evaluation and examination. e-Testing is a valuable evaluation tool that teachers can use during final exams and students can exploit for self-assessment, in order to ge-Learning, online assessment, e-assessment, web based learning

Evaluation of social personalized adaptive E-Learning environments : end-user point of view

The use of adaptations, along with the social affordances of collaboration and networking, carries a great potential for improving e-learning experiences. However, the review of the previous work indicates current e-learning systems have only marginally explored the integration of social features and adaptation techniques. The overall aim of this research, therefore, is to address this gap by evaluating a system developed to foster social personalized adaptive e-learning experiences. We have developed our first prototype system, Topolor, based on the concepts of Adaptive Educational Hypermedia and Social E-Learning. We have also conducted an experimental case study for the evaluation of the prototype system from different perspectives. The results show a considerably high satisfaction of the end users. This paper reports the evaluation results from end user point of view, and generalizes our method to a component-based evaluation framework

Learning strategies scale: adaptation to Portuguese and factor structure

Since learning strategies seem to be an important set of variables to explain the effectiveness of training and e-learning in organizations is here to stay, this paper aimed to analyze the factor structure and psychometric properties of a Learning Strategies Scale (LSS) and its relationship with the training transfer in an e-learning corporate context. A total of 3600 employees of a Brazilian bank participated in this study by responding to the LSS after taking part in an online course. We measured training transfer with self-evaluation and hetero-evaluation scales. Internal consistency, confirmatory factor analysis, and multiple regressions were conducted. A four-factor structure and an acceptable level of fit for the model were found. All types of learning strategies were related to training transfer in self-evaluation, and the cognitive and help-seeking strategies contributed to explain training transfer in hetero-evaluation. As a reliable and valid measure that predicts the effectiveness of training and job performance, participants should be advised about the learning strategies that produce better performance results at the workplace. Future research should use it in different contexts and samples, analyzing its relationships with other workplace variables.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior” (CAPES/Brazil