Analysis of Student and Teachers Perspective using Hybrid e-Learning Method

The technological development also enhances the usage in the educational world. The subpar performance of traditional classroom learning has raised significant concerns within the realm of teaching and learning. This conventional approach, characterized by the age-old "chalk and talk" method, has been replaced by the adoption of pure online learning, often referred to as e-learning. This educational method, which has its roots in distance education, has garnered substantial attention from public universities. However, for e-learning to be truly effective, it must be integrated with other forms of learning, including face-to-face instruction. This amalgamation of different learning modalities gives rise to a novel approach known as blended learning, which has proven to be the most efficient and effective educational system. Many enduring insights from this technology have been influenced by the rhetorical works of the past. As society propels itself deeper into the information age, the importance of blended learning in higher education is becoming increasingly prominent. Higher education institutions stand on the brink of a significant paradigm shift in the way knowledge and truth are disseminated. To comprehend this transition to new computer-mediated methods of knowledge delivery through blended learning experiences, it is crucial to grasp the perceptions held by both instructors and students. In this quantitative research study, a survey questionnaire was employed to gather feedback from faculty and students at a private institute. The survey aimed to capture their perceptions regarding the use, frequency, readiness, and satisfaction with web-based technology in a blended learning environment. To gain deeper insights into these perceptions, both quantitative and qualitative data were collected through an online survey distributed to faculty and students during the spring semester

An authoring tool for structuring and annotating on-line educational courses : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University

This thesis studies the design and prototype implementation of a new web-based course authoring system for the Technology Integrated Learning Environment (TILE) project. The TILE authoring system edits the course structure and allows the author to annotate the course structure with meta-data. It makes extensive use of XML technology to communicate structured data across the Internet, as well as for both local and web-side databases. The Authoring tool is designed to support development by multiple authors and has check-in and check - out, as well as version control facilities. It also provides an interface for adopting other multimedia tools such as AudioGraph. The tool has an easy-to-use graphical user interface. The technical problems that have been solved in this project include issues such as cross-platform support, drag and drop functionality using JDK l.l.8, etc. System environments, such as relational database set up, XML database set up, Java swing set up in Mac also have been discussed. The authoring system interface analysis, database analysis and function analysis have been completed for the complete the system as specified. An intermediate system, designed to a reduced specification, has been implemented as a prototype and details of this system, which can work independently of the TILE delivery system, are included. The Full TILE authoring system including InstantDB database access also has been partially implemented. The prototype application has also has been tested on the PC platform

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

INSPIRAL: investigating portals for information resources and learning. Final project report

INSPIRAL's aims were to identify and analyse, from the perspective of the UK HE learner, the nontechnical, institutional and end-user issues with regard to linking VLEs and digital libraries, and to make recommendations for JISC strategic planning and investment. INSPIRAL's objectives -To identify key stakeholders with regard to the linkage of VLEs, MLEs and digital libraries -To identify key stakeholder forum points and dissemination routes -To identify the relevant issues, according to the stakeholders and to previous research, pertaining to the interaction (both possible and potential) between VLEs/MLEs and digital libraries -To critically analyse identified issues, based on stakeholder experience and practice; output of previous and current projects; and prior and current research -To report back to JISC and to the stakeholder communities, with results situated firmly within the context of JISC's strategic aims and objectives

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

A 'likely benefit' from aligning Web 2.0 technologies with an institutions learning and teaching agenda

This paper demonstrates a ‘likely benefit’, and a practical view of expected challenges, when incorporating Web 2.0 technologies in a contemporary higher education context. After first exploring which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context this paper then addresses the important role, or the affordance, of an integrated Learning Management System (LMS) and the pedagogical applications of Web 2.0 technologies. It then uses a series of case study from the University of Southern Queensland, a large distance education provider in Australia, to support these propositions. Overall, this paper suggests that the goals and ideals of Web 2.0/ Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is aligned with these ideals

Hijacking hypermedia and other highways to learn computer science on a distance‐learning course

Centres for higher education are seeking to adopt online systems to improve their course presentation. The investigation of how these facilities can be beneficial to teaching and learning is essential STILE (Students’ and Teachers’ Integrated Learning Environment) is a project which involved four universities in the United Kingdom. The online facilities were provided in both campus and distance‐learning situations. The system used was based on the World Wide Web. However, because the Web did not comfortably facilitate conferencing in 1995, at the Open University we also adopted a proprietary conferencing system. This paper describes not only how interested the students were in the extra material provided online in both the conferencing and Web environments, but also how beneficial they felt each medium was to their learning. The tutors’ perceptions of their students’ participation with these online facilities is also discusse

The evaluation of educational service integration in integrated virtual courses

The effectiveness of an integrated virtual course is determined by factors such as the navigability of the system. We argue that in a virtual course, which offers different educational services for different learning activities, the integration of services is a good indicator for the effectiveness of a virtual course infrastructure. We develop a set of metrics to measure the degree of integration of a virtual course. We combine structural metrics and an analysis of the student usage of the system in order to measure integration