E- Learning in Higher Education Institutions and Its Determinants

In the knowledge era, the e-learning has become vital. E-learning incorporates numerous tools that provide academic institutions efficient and effective ways to store, manage, share its academic resources and knowledge and supplement their traditional way of teaching. The adoption of e-learning has become a requirement at universities as it is enhancing the teaching and learning environment.The students’ viewpoints, lecturers’ performance, characteristics of LMS and support of university that play a significant role in determining e-learning implementation. In conclusion, universities should support e-learning deployment through improving learners’ viewpoints, must ensure that lecturers are entirely on board regarding the implementation of e-learning, should guarantee the quality of the utilized system, must highlight the importance of LMS on curriculum and provide good enough service for effective LMS implementation in blended learning environment. Keywords: E-Learning, Blended Learning, Determinants of E-Learnin

Performance Tracking E-Learning Model: A Case Study

Implementing e-learning in universities has become an obligatory requirement and has been increasingly adopted globally. This study proposes a versatile combined educational model integrating face-to-face and e-learning approaches, including synchronous and asynchronous learning, to bridge the education gap resulting from the sudden transition to e-learning in universities. Utilizing knowledge management, the researchers monitored implementation and tracked performance at Zarqa University for four months. Preliminary outcomes and one-way ANOVA results revealed students’ success in collaboration, suggesting its significance. Students also performed strongly in other domains, particularly Critical Thinking and Problem-Solving. These findings provide valuable insights into students’ strengths and weaknesses, informing future instruction and support for enhanced skill and knowledge development

The global classroom for supply chain management, any time, anywhere!

Academia is facing increasing demands in the design and delivery of their degree programmes due to resource constraints and the demands to embrace. The purpose of this article is to examine the requirement for quality education in the field of supply chain management. The approach adopted here is a reflective one, looking at recent trends in postgraduate Supply Chain Management (SCM) education and focusing in particular on a new mode of delivery, that of e-learning. The paper considers the development of SCM education and presents the range of supply chain management programmes and modules being offered across a selection of UK universities. The article also highlights the dynamic character of SCM education and considers whether the e-learning format is capable of responding to the requirements for quality in this field. Through a focus on one particular programme, the wholly online postgraduate programme in Operations and Supply Chain Management at the University of Liverpool. The conclusions are that new forms of teaching and learning are opening up to Higher Education Institutions (HEIs). The aim of the research was to discover the real time dynamic of SCM practice and theory, objective and subjective perspectives

Perancangan Forum Diskusi Mobile Online Learning

The utilization of e-learning can improve effectiveness and flexibility of learning. One important activities e-learning feature is a discussion forum. Communication between educators and students in class will be more effective if combined with communication through a discussion forum. Binus Online Learning is selected as a place of research. Binus Online Learning is a program of Bina Nusantara University that offers online study activities, which most of the students are invited to have self study activities. The aim of this research is to do requirement analysis and then to design a forum discussion called M-learning for Binus Online Learning so that it will be beneficial for the students that they can easily use the faster access. In this research, used are data collection through surveis, and analysis based on are literature study and the current systems, while rich picture and user interface are used for design. The results obtained are some features for the mobile learning discussion forum

INVESTIGATING EFL STUDENTS’ PERCEPTION ON ONLINE LEARNING AMIDST COVID-19 PANDEMIC

COVID-19 pandemic has resulted in the shifting of teaching-learning process from the combination of F2F and online learning to full-online one. This study aims to investigate students’ perspective on the implementation of full-online learning mode in English classroom with a low-tech environment. Employing convenience sampling, 104 university students participated in this study. Survey method was utilized. The findings showed that (1) the respondents have had various level of familiarity using search engine, social media, e-resources and learning apps that enable them to comprehend the learning content; (2) the use of social media, e-resources and learning apps results a different impact on respondents’ perception on learning effectiveness; (3) the respondents are more digitally-literate in using learning application or other online-based platforms and enable to autonomously learn the course materials as well as improve their language skills; (4) support system needs to be increased to engage students in teaching and learning activities; (5) there is a requirement of feedback and consistency in determining course schedule and timeline for task and exam submission. It can be concluded that university students have positive and negative perspective on full-online learning mode. Suggestions are presented in the closure

Success factors for e-learning in business organizations: a qualitative study

Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies Managemente-learning has received a consistent upswing during the last years. Promising individualized and costeffective facilitation of knowledge transfer, many business organizations have already adopted elearning initiatives. Despite this importance, however, the study situation covering its success factors is fragmented. A large majority studied e-learning in the university context, while others focused on the influence of specific factors, resulting in findings that are only partially transferable. Following a natural science research approach, this study seeks to close this research gap and provide a better understanding of e-learning success in (business) organizations. By conducting extensive literature research, it first identifies the most prevalent success factors for organizational e-learning and groups them into four domains. A bibliographical analysis then unveils four potential interrelationships among these domains. Based on these findings, eight assumptions are developed and consolidated into a research model. Through a focus group study with six participants experienced in organizational elearning, the model is consequently validated. The results show that all four identified success domains and their respective success factors exert a significant influence on organizational e-learning success. In addition, three of the four identified interrelationships between these success domains are confirmed. Ultimately, the adapted success model provides an actionable and holistic reference point for e-learning decision-makers to optimize their organizational e-learning initiatives

Communication Apprehension, Self-Efficacy, and Grades in the Basic Course: Correlations and Implications

This article presents a study examining the relationship among communication apprehension (CA), self-efficacy (S-E), and grades in the basic communication course. Data were gathered from 208 undergraduate students enrolled in a public speaking course that fulfills a university-wide core curriculum requirement. Respondents completed MCroskey\u27s (1982) Personal Report of Communication Apprehension (PRCA-24), the Self-Efficacy in the Class scale (SECL) adapted from Pintrich and DeGroot\u27s (1990) Motivated Strategies for Learning Questionnaire, and two researcher-designed questions regarding S-E for college (SECOL). Results indicated that although trait and context CA are significantly correlated with final grades. In fact, multiple-regression showed that S-E contributed significant unique variance to grade. Implications for teaching the basic course are discussed

Using technology to teach students information literacy skills: An online module for first-year students at the University of Johannesburg (uj)

Being information literate is a basic requirement for 21st-century learning and assessment. As the shift in 21st-century education moves towards e-learning and the use of technology in education, libraries have to recognise that their role to provide ‘traditional’ support to teaching, learning and research needs to change to support web-based learning. This shift in education necessitates libraries to look at new ways to enhance students’ academic experience by incorporating web-based technology to train students in information literacy skills. The UJ library developed an online information literacy module to support students’ information literacy skills. A pilot study was conducted to analyse first-year students’ baseline knowledge of information literacy skills and to evaluate the impact of the online module. Twelve volunteer first-year students of the University of Johannesburg participated in the pilot study, consisting of a one-shot pre- and post-test. This study was mainly qualitative but used quantitative data to support the findings

Správa video souborů ve výukovém procesu - problémy a jejích řešení

Video má pozitivní vliv na výuku studentů. Zařazením video ukázek či animací do výuky se přirozeně začali zabývat i vyučující Masarykovy univerzity, v první vlně především IT zdatnější uživatelé. Spolu s nárůstem vložených videí, videí linkovaných na YouTube opadlo nadšení vyučujících a objevily se problémy. Videa odkazovaná na YouTube měla krátkou životnost, vyučující si neuměli poradit s převody formátů. Některá videa mohli vyučující zpřístupnit (dle Autorského zákona) jen ke zhlédnutí, nikoliv ke stažení, avšak technologicky k tomu neměli prostředky. Zároveň chyběla možnost elektronického zkoušení, ve kterém by se k videosouboru studenti nedostali dříve než v první minutě testu. Tento článek představuje případovou studii vytvoření vlastního systému pro správu video souborů pro výuku. Převod video souborů, způsob následného zpřístupnění a integrace do e-learningových agend Informačního systému Masarykovy univerzity (IS MU) zohledňuje specifika akademického prostředí.Video has a positive effect on the learning process. Also the teachers at the Masaryk University have initiated embedding the video files into the teaching process and e-learning. Nevertheless, only the IT experienced teachers have succeeded. Simultaneously with the increasing number of the embedded video files and of the referred YouTube videos the enthusiasm has faded and the problems have appeared. The referred YouTube videos have a short lifespan. The teachers were unable to deal with the format conversions. Some video files are allowed to be accessed only for view, not for download. However, teachers had not the technology for meeting this requirement. Finally, an opportunity in the electronic video testing, where students can view video file not before the first minute of the test, was missing. This paper presents a case study of creating a system for managing video files for teaching. The specific requirements of the academic environment are reflected in the process of the video files conversion, in the access methods and in the integration into e-learning sections. The system is integrated into the information and e-learning system of the university. The mentioned problems have been resolved through this system and the video files are better embedded into the teaching process and e-learning