scholarly journals ICT Usage and E-Courses Development by Faculty Staff in Healthcare Majors at Medical University – Plovdiv

TEM Journal ◽  
2020 ◽  
pp. 731-739
Author(s):  
Angelina Kirkova-Bogdanova ◽  
Daniela Taneva
Keyword(s):  
Academic Staff ◽  
Content Management ◽  
Management Systems ◽  
Barriers To Learning ◽  
Learning Content ◽  
Learning Content Management ◽  
E Learning ◽  
Need For Support ◽  
Medical University ◽  
Content Management Systems

The aims of this study were to investigate the extent and benefits of ICT usage; barriers to learning content management systems (LCMS) deployment; perception and attitude to e-learning of the academic staff in the healthcare majors at the Medical University – Plovdiv. The results indicated that the educators use technologies extensively, they are experienced with computers but this is not a predisposition for teaching in the LCMS. Staff demonstrates acceptance of e-learning and critical attitude to its implementation, but the activity in the LCMS is low. Leading barriers in e-course creation are the heavy workload and the need for support in creating interactive learning content. A training course framework is proposed.

Standards in Asynchronous E-Learning Systems

2008 ◽  
pp. 568-574
Author(s):  
Sergio Gutiérrez ◽  
Abelardo Pardo ◽  
Carlos Delgado Kloos
Keyword(s):  
Content Management ◽  
Management Systems ◽  
Educational Institutions ◽  
Technological Support ◽  
Learning Content ◽  
Learning Content Management ◽  
E Learning ◽  
Collaborative Activities ◽  
Content Management Systems ◽  
Pedagogical Approaches

E-learning has evolved very rapidly in recent years, from a first stage in which a set of documents were simply made available to the students in an electronic platform, to current tools that integrate not only academic but also administrative aspects in educational institutions. Today, learning is possible virtually anywhere, anytime and new scenarios are possible thanks to the technological support available. The so-called “learning management systems” (LMS) or “learning content management systems” (LCMS) now must handle aspects ranging from tuition fees to personalized pedagogical approaches or collaborative activities.

Edu-ACoCM

2019 ◽  
Vol 9 (1) ◽  
pp. 16-40
Author(s):  
Maitri Maulik Jhaveri ◽  
Jyoti Pareek
Keyword(s):  
Content Management ◽  
Management Systems ◽  
Topic Extraction ◽  
Rule Based ◽  
Classification Approach ◽  
Automatic Feature Extraction ◽  
Learning Content ◽  
Learning Content Management ◽  
Learning Paths ◽  
Content Management Systems

Online learning repositories are the heart of learning content management systems. This article proposes a model that utilizes the educational content of learning repositories, to create and display multiple learning paths to the students. When a student specifies a topic to study, the model creates the learning paths in form of a tree, with student specified learning concepts as the root node and its co-existing concepts as the child nodes. The model also proposes to automatically extract three co-existing concepts: prerequisites, subsequent topics and features. Use of pattern-based mining and a rule-based classification approach is proposed for the extraction of co-existing concepts. Automatically extracted results are checked for meaningfulness and usefulness against expert generated results. Evaluation of the authors' model on various learning materials shows the appropriate generation of learning paths depicting the co-exiting concepts. The average F1 score obtained for automatic prerequisite extraction is 78%, automatic subsequent topic extraction is 83% and automatic feature extraction is 88%.

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