Innovative business models for E-learning entrepreneurs

Copyright © 2017, IGI Global. This paper reports a state of the art literature survey undertaken on innovative e-learning business models. A review of existing business models of e-learning providers is undertaken. Three business model classification approaches for e-learning businesses are adapted for the evaluation. The e-learning business models are classified into three main categories namely managerial classification, service oriented classification and economic classification. We have then classified the literature in this line and present a priori framework developed for evaluating the e-Learning business enterprises. The research concludes with a summary of classification approaches available in the existing e-learning business domain

Sexually transmitted diseases in a British military force in peacetime Europe, 1970-83.

A retrospective analysis was performed to identify the incidence and pattern of sexually transmitted diseases (STD) affecting a modern British peacetime military force in 1970-83. Relative risk factors for a comparable UK civilian population were assessed and showed a slightly greater risk or the military only in 1974-81. The development of incidence and pattern of STD affecting the military force was shown to be broadly similar to trends in the UK

Late Departures from Paper-Based to Supported Networked Learning in South Africa

Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approac