Entering the 3rd Generation of e-Learning: Characteristics and Strategies

With the rapid development of e-Learning practices in education, the principles and methods of e-Learning have gradually evolved and matured. The purpose of this paper is to identify developmental stages of e-Learning and propose some strategies in establishing a new generation of e-Learning. First, the paper describes the three generations of e-Learning development. Second, the establishment of a 3rd generation e-Learning platform is analyzed. Third, course development in 3rd generation e-Learning is discussed. Using emerging new and user-friendly software, teachers and trainers could design and develop interactive e-Learning resources by themselves. Finally, the importance of staff development in e-Learning knowledge and skills is emphasized. The author points out that teachers and trainers would play a leading and predominant role, with support of instructional designers and technical staff, in implementing 3rd generation e-Learning

Construction and Implementation of Institutional E-learning Development Framework in Continuing Higher Education

E-learning has become a popular teaching and learning mode in the education and training sectors in the digital age. Many studies have been done in the field of e-learning at course level. However, limited literature has been found about e-learning strategic development in continuing higher education sector at the institutional level. The purpose of this study was to explore the institutional development and implementation of e-learning, using the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) as a case. In this paper, the comprehensive e-learning development framework at institutional level is proposed and seven dimensions under the framework are explored, including e-learning policy, e-learning organizational structure, e-learning systems, m-learning APP, e-learning courses, e-learning training and support, and e-learning evaluation. Based on the results of the case study, it is suggested that policy and organizational structure are essential to ensure the implementation of e-learning in self-financed continuing higher education institutions. The e-learning systems, m-learning applications, e-courses, training and support, and e-learning evaluation should be considered and integrated as a whole in order to maintain continuous development and enhancement in e-learning.It is hoped that the institutional e-learning development framework presented in this paper can provide a benchmark for continuing higher education institutions to make e-learning strategic planning

Editorial

This special issue of the Canadian Journal of Learning Technology contains articles presented at the Rethinking Online Education in the Knowledge Society with Emerging Technology Symposium jointly hosted by Beijing Normal University, Athabasca University, and Chongqing Open University in November 2021. The symposium was organized by the Chongqing Open University, China

Stability Analysis for Stochastic Markovian Jump Reaction-Diffusion Neural Networks with Partially Known Transition Probabilities and Mixed Time Delays

The stability problem is proposed for a new class of stochastic Markovian jump reaction-diffusion neural networks with partial information on transition probability and mixed time delays. The new stability conditions are established in terms of linear matrix inequalities (LMIs). To reduce the conservatism of the stability conditions, an improved Lyapunov-Krasovskii functional and free-connection weighting matrices are introduced. The obtained results are dependent on delays and the measure of the space AND, therefore, have less conservativeness than delay-independent and space-independent ones. An example is given to show the effectiveness of the obtained results

On Interval-Valued Hesitant Fuzzy Soft Sets

By combining the interval-valued hesitant fuzzy set and soft set models, the purpose of this paper is to introduce the concept of interval-valued hesitant fuzzy soft sets. Further, some operations on the interval-valued hesitant fuzzy soft sets are investigated, such as complement, “AND,” “OR,” ring sum, and ring product operations. Then, by means of reduct interval-valued fuzzy soft sets and level hesitant fuzzy soft sets, we present an adjustable approach to interval-valued hesitant fuzzy soft sets based on decision making and some numerical examples are provided to illustrate the developed approach. Finally, the weighted interval-valued hesitant fuzzy soft set is also introduced and its application in decision making problem is shown