‘To err is human, but to persist is diabolical’: Loss of organizational memory and e-learning projects

2010 ◽  
Vol 55 (1) ◽  
pp. 101-108 ◽  
Author(s):  
Selçuk Özdemir
Keyword(s):  
Organizational Memory ◽  
E Learning ◽  
Learning Projects

Diffusion of E-Learning Practice in an Educational Institution

2010 ◽  
Vol 2 (3) ◽  
pp. 1-13
Author(s):  
Keith Thomas ◽  
Paul Lam ◽  
Annisa Ho
Keyword(s):  
Hong Kong ◽  
Organizational Learning ◽  
Knowledge Transfer ◽  
Educational Institution ◽  
Initial Design ◽  
E Learning ◽  
Initial Idea ◽  
The Individual ◽  
Learning Projects

Successful knowledge transfer or diffusion of e-learning practice goes beyond precursor incentives and anticipated rewards for the individual lecturer. It also involves wider enabling of learning attributes and cultural capabilities in an organization. This paper examines how some of these attributes and capabilities play out in an educational institution in the context of web-enabled technology. An organizational-learning model is used to examine diffusion of practices after initial design and development. This paper is based on a case study of eight course-level e-learning projects in a university based in Hong Kong. The study illustrates a number of issues and challenges for the wider uptake of the initial idea from the individual course to the programme and wider institution.

Integrated e-learning projects in the European Union

2008 ◽  
Author(s):  
G. Sziebig ◽  
P. Korondi ◽  
Z. Suto ◽  
P. Stumpf ◽  
R.K. Jardan ◽  
...  
Keyword(s):  
European Union ◽  
The European Union ◽  
E Learning ◽  
Learning Projects

معيقات تطبيق التعليم الالكتروني في مدارس مديرية تربية جنوب الخليل من وجهة نظر مدراء المدارس

2015 ◽  
Vol 2 (1) ◽  
pp. 53-79
Keyword(s):  
Reliability And Validity ◽  
School Management ◽  
Learning Technologies ◽  
Ministry Of Education ◽  
Head Teachers ◽  
Female Head ◽  
Academic Qualification ◽  
E Learning ◽  
Infrastructure System ◽  
Learning Projects

الملخص: هدفت الدراسة إلى معرفة معيقات تطبيق التعليم الإلكتروني في مدارس مديرية تربية جنوب الخليل من وجهه نظر مدراء المدارس، كما هدفت إلى معرفة أثر متغيرات (الجنس، التخصص و المؤهل العلمي) في تقدير المدراء لهذه المعيقات. و قد استخدم الباحثان المنهج الوصفي التحليلي لملاءمته لهذا النوع من الدراسات و مضامينها. و تكونت عينة الدراسة من (167) مديراً و مديرة في مديرية تربية جنوب الخليل من أصل المجتمع البالغ عددهم(192) مديراً و مديرة. و بنسبه بلغت(87%) تقريبا. وقد صمم الباحثان استبانة لغايات جمع البيانات. تضمنت خمس مجالات رئيسه هي(مجال المعيقات المتعلقة بالمعلم و مجال المعيقات المتعلقة بالتمويل و البنية التحتية، و مجال المعيقات المتعلقة بالنظام و الإدارة المدرسية و مجال المعيقات المتعلقة بالمجتمع ومجال المعيقات المتعلقة بالمنهاج الدراسي).و بعد التأكد من صدق الأداة و ثباتها تم توزيعها و تحليل بياناتها باستخدام البرامج الإحصائية و بالتحديد برنامج(SPSS).و تمخضت الدراسة عن النتائج التالية: أهم معيق من معيقات تطبيق التعليم الالكتروني حسب مدراء المدارس هو معيق التمويل و البنية التحتية إذ بلغ المتوسط الحسابي(4.04). تلاه المعيق المتعلق بالمعلم بمتوسط حسابي (3.91) و كان اقل هذه المعيقات تلك المتعلقة بالنظام و الإدارة التعليمية و بمتوسط حسابي(2.90).تبين عدم وجود فروق ذات دلاله إحصائية عند مستوى الدلالة (a≤05) في تقدير معيقات تطبيق التعليم الالكتروني في مدارس مديرية تربية جنوب الخليل تعزى لمتغيرات(الجنس، المؤهل العلمي، وسنوات الخبرة).تبين وجود فروق ذات دلالة احصائية عند مستوى الدلالة (a≤05) في تقدير معيقات تطبيق التعليم الإلكتروني لدى مدراء المدارس في مديرية تربية جنوب الخليل تعزى لمتغير المؤهل العلمي عند المعيق المتعلق بالمعلم. و بناء على ما تقدم من نتائج أوصى الباحثان بمجموعة من التوصيات منها توفير الدعم المادي الكافي لتطوير البنى التحتية و تطوير المحتوى و الموظفين لتصميم المنهاج بما يتناسب مع هذا النوع من التعلم. و تقديم الحوافز المادية و ضرورة تبني وزارة التربية و التعليم مشاريع لتبادل الخبرات مع الجامعات المحلية و دول الجوار. Abstract The study aims at investigating obstacles of implementing E-learning in schools of Southern Hebron Directorate of Education as perceived by head teachers. It also aims at recognizing the effect of some variables (gender, specialization and academic qualification) as appeared in head teachers’ responses. The researcher used the descriptive analytical method as it suits this kind of studies. The sample of the study consisted of 467 male and female head teachers out of 192 with a percentage of approximately 87%. A five-domain questionnaire was constructed as a tool of the study. The questionnaire was divided into five domains (obstacles related to teachers, funding and infrastructure, system and school management, society and finally obstacles related to curriculum)Guaranteeing reliability and validity, the researcher used SPSS package having the following results:The most significant obstacles were related to funding and infrastructure with a mean of (4.04) followed by the obstacles related to teachers with a mean of (3.91). The least important obstacles were those related to system and school management with a mean of (2.90).There were no statistically significant differences at level (a=0.05) as appeared in head teachers’ responses attributed to gender, academic qualification and years of experience.There were statistically significant differences at level (a=0.05) as appeared in head teachers’ responses attributed to academic qualification of teachers.Upon completing this study, the researcher concluded many recommendations. Some of which are funding E-learning projects by the Ministry of Education, strengthening the infrastructures at schools and helping teachers to be competent in using E-learning .technologies in classes.

Experiences on e-learning projects

2008 ◽  
Vol 3 (1) ◽  
pp. 175-182 ◽  
Author(s):  
D. Peterson ◽  
K. Robinson ◽  
T. Verrall ◽  
B. Quested
Keyword(s):  
E Learning ◽  
Learning Projects

An m-learning framework for ERP systems in higher education

2014 ◽  
Vol 11 (4) ◽  
pp. 287-301 ◽  
Author(s):  
Brenda Scholtz ◽  
Mando Kapeso
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Theoretical Framework ◽  
Learning Systems ◽  
Learning System ◽  
Erp Systems ◽  
Content Type ◽  
Erp System ◽  
E Learning ◽  
Learning Projects

Purpose – The purpose of this paper is to investigate the factors of m-learning approaches which can be used for enterprise resource planning (ERP) system training and to propose a theoretical framework for m-learning of ERP systems. Design/methodology/approach – A literature review of several theories relating to success factors for mobile learning (m-learning) and electronic learning (e-learning) are analysed and a theoretical framework of success factors for m-learning of ERP systems is proposed. Two field studies are undertaken to identify the features of e-learning and m-learning systems which users enjoyed and which related to the factors identified in the theoretical framework. The technology acceptance model (TAM) was used to evaluate the acceptance, usefulness and perceived ease of use (PEOU) of the two systems evaluated in the field study, the openSAP e-learning application and the SAP Learn Now m-learning application. Findings – The results confirmed several of the theoretical elements identified in the framework and the m-learning system was rated positively for PEOU and perceived usefulness (PU). The findings confirmed other studies showing the importance of the quality of course content in e-learning and m-learning projects. Research limitations/implications – The empirical study was limited to a small number of participants in higher education. However, a deeper understanding of the factors influencing m-learning for ERP systems was obtained. Practical implications – The study provides a valuable practical contribution because the framework can be used in the improved design of an ERP m-learning approach, which in turn can lead to an improvement in ERP training and education programmes and ultimately ERP project success. Originality/value – Several studies propose the use of m-learning systems. However, research related to the factors impacting on m-learning projects for ERP system training is limited. The paper presents original work and the results provide a valuable contribution to several theories of m-learning.

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