Review Study on E- Learning in Higher Education Administration and Management

Traditional learning methods like classroom teaching and distance learning have their own limitations. Current educational trends, the emergence of the knowledge society, societal changes, and globalization influenced the higher education at the greater level and thus resulted in a quality education and quality assurance, the transformation of the education system and changes in teaching and learning approaches like virtual learning and more technologically enhanced learning. Among a wide range of ICT tools, Learning Management System has been introduced to academic institutions and industries not more than two decades. It is an effort which points towards the role of the LMS in teaching and learning pedagogy, access and flexibility, and cost effectiveness in higher education and it is suggested for higher education institutions to integrate the LMS into their teaching and learning process in order to achieve effective learning outcome. It allows the users to experience meaningful learning by different learning styles, matching individual’ Sneed, self-paced learning, and promoting lifelong learning. Most significantly, Learning Management System has provided easy access to and thus promoted flexibility in learning that one can learn from anywhere and at any time without place and time constraints. Learning provided through Information Technology (IT), to some extent ensures high quality learning by providing necessary information at a convenient place and suitable time. It is clearly observed that e-Learning emphasizes on quality and effective presentation of information. E-learning is a technology which supports teaching and learning via a computer and the web technology. It bridges the gap between a teacher and a student in two different geographical locations. Advancement in internet and multimedia technology is the basic enable for e-learning. E-learning applications facilitate online access to learning content and administration. This paper presents literature based study only

The e-revolution and post-compulsory education: using e-business models to deliver quality education

The best practices of e-business are revolutionising not just technology itself but the whole process through which services are provided; and from which important lessons can be learnt by post-compulsory educational institutions. This book aims to move debates about ICT and higher education beyond a simple focus on e-learning by considering the provision of post-compulsory education as a whole. It considers what we mean by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education

Final report of work-with-IT: the JISC study into evolution of working practices

Technology is increasingly being used to underpin business processes across teaching and learning, research, knowledge exchange and business support activities in both HE and FE. The introduction of technology has a significant impact on the working practices of staff, often requiring them to work in a radically different way. Change in any situation can be unsettling and problematic and, where not effectively managed, can lead to poor service or functionality and disenfranchised staff. These issues can have a direct impact on institutional effectiveness, reputation and the resulting student experience. The Work-with-IT project, based at the University of Strathclyde, sought to examine changes to working practices across HE and FE, the impact on staff roles and relationships and the new skills sets that are required to meet these changes

Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic

Is E-learning replacing the traditional lecture?

Purpose – The purpose of this paper is to review some of the learning technologies associated with teaching and learning in Higher Education (HE). It looks at E-learning and Information Technology (IT) as tools for replacing the traditional learning experience in HE, i.e. the ‘chalk and talk’ lecture and seminar. HE is on the threshold of being transformed through the application of learning technologies. Are we on the brink of a new way of learning in HE after a tried and tested formula over eight hundred years? Design/methodology/approach – Adopting a case based approach, the fieldwork for this research took place at two UK Higher Education Institutes (HEI’s). A number of units that included IT based learning were identified. All units included a web site that was aimed at supporting students’ learning. The data was collected through unstructured discussion with the lecturer and a questionnaire to students. Findings – This paper considers and highlights the key findings from the sample linking them to the literature with the purpose of testing the aim/title of this paper. Evidence suggested the implications for HEI’s are they cannot assume that presenting new technologies automatically makes their institutions “youth friendly”; this new generation would like to see some concrete benefits of technology. Originality/value – From this small-scale investigation this paper attempts to investigate which direction the threshold may go. There has been eight hundred years of learning in the UK, is this generation wanting a new chapter. Evidence from this research suggests not, it will only play a bit part. They can help free up time in order to engage and support students in new and interesting ways

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Interim evaluation of lifelong learning networks

The Open University's Centre for Higher Education Research and Information was commissioned in June 2007 to undertake a formative evaluation of Lifelong Learning Networks (LLNs). Research to inform the interim evaluation has been two-fold: desk research of LLN documentation and visits to and interviews with personnel involved in eight LLNs. The report's main conclusion was that LLNs are making progress in terms of encouraging institutions to offer curricula and put in place procedures that, in the fullness of time, could make a significant difference to the coherence, clarity and certainty of progression opportunities for vocational learners. However, it went on to say that it is too soon to be able to make substantive and well-evidenced statements about LLNs' overall progress on meeting this overarching objective of the LLN initiative