scholarly journals Overview of E-learning Strategies from the Point of View of Higher Education

2019 ◽  
Vol 13 (4) ◽  
pp. 117-127
Author(s):  
Antónia Berecz
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Point Of View ◽  
E Learning

scholarly journals The necessary requirements needed for employing e. learning in the (teaching staff) in the faculty member of education, from the point of view of the teaching staff in sudan university

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Hatem Abdel Maged El-Sadek , Rehab Bashir Hassan Al-Awad
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Point Of View ◽  
Teaching Staff ◽  
University Faculty ◽  
Educational Design ◽  
Staff Members ◽  
E Learning ◽  
The University ◽  
Descriptive Method

The study aimed to identify the necessary requirements needed for employing e. learning in the (teaching staff) in the faculty memberof education, from the point of view of the teaching staff. In this study the researcher employed the analytical descriptive method and the size of the sample in which the study was applied was (127) individualsof the teaching staff with a degree of Assistant Professorand above The researcher has employed questionnaire technique as a study tool. The most important findings of the study are: The study has come to the fact that the majority of the researchers managed to answer the study areas which are summarized in (the requirements needed for employing e. learning by the teaching staff، which was specified by this study، these requirements are vitally important from the point of view of the teaching staff. The most important requirements for the use of e-learning in the university faculty member. It consists in possessing the competencies of preparing courses electronically, which means designing the content or electronic curriculum in accordance with the principles of educational design. The most important recommendations of the study are: Providing all the requirements needed to put e. learning into practice (for the teaching staff members) which was determine by the study to employ e. learning in the institutions of the higher education in Sudan.  

scholarly journals Theoretical approach to E-learning quality

2021 ◽  
Vol 5 (1) ◽  
pp. 33-45
Author(s):  
Lidija Weis
Keyword(s):  
Higher Education ◽  
Legal Aspects ◽  
Point Of View ◽  
Positive Direction ◽  
Frequent Use ◽  
Standard Quality ◽  
E Learning ◽  
Relevant Topic ◽  
Use Of The Internet

Introduction. Over the past decade, as technology coupled with the increasingly frequent use of the internet have become the forefront of business and academia, e-learning has emerged on the global higher education stage as a leading means of gaining an education in Higher Education. Because internet-based learning is currently such a relevant topic, inter alia due to the occurrence of the pandemic, there is a dire need for the creation of a common language to proceed in a collectively positive direction regarding the development of a culture of excellence within e-learning. This paper provides a springboard to discuss the underlying issues and challenges related to quality of internet-based learning, including the need for right measuring, and understanding dimensions of e-learning quality. Aim and tasks. The quality of education needs to be addressed (measured and managed) comprehensively, which means that, in addition to pedagogical aspects, it is also necessary to address the market quality. Therefore, a distinction must be made between quality that meets specifications (standard quality) and quality that meets expectations. Therefore, the main aim of the article is to review the different definitions of quality in e-learning and the dimensions that must be included in measuring the quality of e-learning. Results. Based on an extensive review of the literature on quality in e-learning, we conclude that the quality of e-learning cannot be viewed only from the student's perspective, but from the point of view of all participants in the e-learning process. In addition to pedagogical aspects, organizational, economic, and legal aspects must also be considered. What dimensions are key to measuring quality in e-learning thus remains a question to be answered. Conclusions. The quality of e-learning depends on many factors. Despite many discussions about quality and the search for appropriate dimensions of quality in e-learning, there is still no single evaluative standard. Because of this, effective qualitative metrics for e-learning are urgently required.

E-Learning Strategies for Emerging Economies in the Knowledge Era

2019 ◽  
pp. 150-171 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Literature Review ◽  
Learning Strategies ◽  
Emerging Economies ◽  
Point Of View ◽  
Theory Approach ◽  
Computer Based Training ◽  
E Learning ◽  
Computer Based ◽  
Learning Platforms ◽  
Grounded Theory Approach

With the coming of the digital age over a period of the last three decades, the letter “e” is used to refer to the electronic world. Formerly known as computer-based training, e-learning has also come of age and is increasingly oriented to real-time learning, that is, activities facilitating simultaneous interaction between learners and instructors. Further, the knowledge explosion makes it more a necessity than a luxury even for emerging economies to consider the e-learning platforms and adopt e-learning strategies. The objectives of this chapter are to understand the essentials of effective e-learning strategies and identify the barriers and facilitators in embedding e-learning for emerging economies so as to align well in this knowledge era. The methodology adopted is in depth literature review and grounded theory approach. Contextual analysis and is restricted to effectiveness of e-learning from an emerging economy point of view.

scholarly journals Shifting focus to online learning during the COVID-19 pandemic in Saudi Universities: Challenges and opportunities

2021 ◽  
pp. 1-15
Author(s):  
Nouf Aljohani
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Systems ◽  
Educational Institutions ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Integrate Technology ◽  
The Impact

Since 2020, Saudi administrations have provisionally closed educational institutions to mitigate the spread of COVID-19. At the time, employing technology was imperative to accelerate learning efforts and offer methods of enhancing interactions between learners and among learners and tutors. In this review, I first describe the e-learning systems that were used in higher education before the pandemic. Then, I investigate the impact of COVID-19 on Saudi higher education and how universities and public educational institutions responded to the pandemic. In the conclusion, I argue that policymakers, university sectors, and syllabi developers should unify national e-learning strategies, integrate technology in a systematic way, and design e-learning curricula to meet the needs of an ever-advancing world and revolutionise the learning process.

scholarly journals CURRENT STATE AND DEVELOPMENT TRENDS OF E-LEARNING IN CHINA

2021 ◽  
Vol 85 (5) ◽  
pp. 208-227
Author(s):  
Kateryna P. Osadcha ◽  
Viacheslav V. Osadchyi ◽  
Oleg M. Spirin
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Strategies ◽  
Adaptive Learning ◽  
New Technologies ◽  
Learning Technologies ◽  
Chinese Higher Education ◽  
Learning Tools ◽  
Learning Collaborative ◽  
E Learning

The emergence of new e-learning technologies requires a rethinking of their implementation in higher education. To fill this gap, this study analyzes the experience of using and creating e-learning tools in Chinese higher education institutions over the past 5 years. The survey found that the most common educational technologies in Chinese higher education are blended learning, collaborative learning, modified classes, micro-learning and adaptive learning, as well as e-learning tools such as mobile technology and mass open online courses. A survey of university faculty and students explored the practicalities of using e-learning tools in Chinese higher education. The results of the analysis of 20 responses from teachers and 16 responses from undergraduate and postgraduate students showed the following: the teachers have the opportunity to organize e-learning at their university, blended learning is mainly implemented in the learning process, teachers are not limited in choosing e-learning tools: video tools, messengers, social networks and e-learning tools such as Articulate 360 and Adapt. It has been proven that video lectures with a higher level of teacher expression were better than those that had a normal level of teacher expression and only audio, in terms of improving the level of students’ emotional and learning satisfaction. Accordingly, the teacher's facial expression plays a key role in teaching students online. A number of tasks have been proposed that will contribute to the development of e-learning in Chinese higher education. The authors emphasize that in order to develop e-learning in Chinese higher education, it is necessary to pay attention to the following tasks: understanding and studying trends in the ICT development in education; targeting e-learning strategies at improving learning interests; constant monitoring and updating of software and hardware of higher educational institutions for introduction of new technologies in higher education; development and distribution of platforms with simple software interfaces for creating distance learning courses; development of information resources.

scholarly journals استراتيجيات التعلّم المدمج في جامعة الحستن بن طلال بالأردن من وجهة نظر أعضاء هيئة التدريس بالأردن

2017 ◽  
Vol 13 (1) ◽  
pp. 198-268
Author(s):  
د. منال عبد الرحمن العتيلي ◽  
أ.د. عبد الرحيم أحمد سالم
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
High Speed ◽  
Point Of View ◽  
Faculty Members ◽  
Teaching Staff ◽  
Inductive Methods ◽  
Strong Relation ◽  
E Learning ◽  
Good Relation

The objective of the study was to reveal the Blended learning strategies reality at Al Hussein Bin Talal of Jordan University from the point of view of the faculty members (field study). The study populations consist of the staff of the university. (312) faculty members had been chosen randomly from the teaching staff (79) males and (13) females. A measure consists of (34) paragraphs had been applied distributed into five fields as follows: scientific research through the searching machines (internet). Technical usage of e-learning, financial challenges and administrative barriers of e-learning, challenges of e-learning, planning and designing of e-learning.The methodology of the study: it followed the descriptive analytical, and inductive methods. In style of case study which was appropriate style with the aim of the study. The results of the study: The degree of agreement in the strategies followed by the faculty member was as followed: The degree of agreement in the first and second field was high, the third, fourth and the fifth was medium. The answers of the sample in all fields with high degree of agreement which mean there is a good relation between the answer s of the sample and the study fields. The research recommended also existence of strong relation between the demographic variables and the samples’ answers. The researcher recommended establishing workshops at the universities explaining the concept of Blended learning its importance how setting up courses and developed preparing trained human cadres , provision of infrastructure and speedy communication lines , equipment and devices with high speed and high storage.  

Perceived Innovative Teaching Procedures in Higher Education From Students' Perspectives From a Sentiment Analysis Approach

2018 ◽  
pp. 126-147 ◽  
Author(s):  
Ernesto D'Avanzo ◽  
Miltiadis Demetrios Lytras ◽  
Jose Picatoste ◽  
Isabel Novo-Corti ◽  
Paola Adinolfi
Keyword(s):  
Higher Education ◽  
Sentiment Analysis ◽  
Learning Analytics ◽  
Point Of View ◽  
Economic Activities ◽  
High Quality ◽  
Innovative Teaching ◽  
Learning Domains ◽  
E Learning ◽  
Core Issue

In the fourth revolution era talking innovation is not only necessary for improving and forwarding all social and economic activities, but also is it an exigence of those who are demanding high-quality goods or services. This is important for knowledge services, and becomes a core issue for educative issues designed for the millennials or digital natives. Sometimes, these exigencies are no shown directly, but it is possible assessing them by means of the analysis of sentiments, which reflects a range of feelings which are not clearly verbalized and even self-recognized. This paper analyzes sentiments for assessing the importance of innovative procedures in higher education, from the point of view of the students. A prototype architecture – LADEL (Learning Analytics Dashboard for E-Learning) - is introduced, for dealing with the diverse e-learning domains. Some experiments are conducted. This demonstrated the necessity of innovative procedures in higher education, since it is a widespread, multidisciplinary and transversal demand, even it is not always explicit.

Factors Affecting Successful Adoption and Adaption of E-Learning Strategies

2021 ◽  
pp. 19-35
Author(s):  
Enis Elezi ◽  
Christopher Bamber
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Action Learning ◽  
Independent Learning ◽  
Factors Affecting ◽  
E Learning ◽  
The Impact

This chapter explores factors affecting the development of e-learning strategies in the context of higher education institutions. The authors focus on understanding the impact of e-learning on pedagogical approaches to teaching and learning and elaborate on the challenges higher education institutions experience in implementing e-learning strategies. A combination of synchronous and asynchronous delivery allows educational establishments to not only offer a service that is good value for money but promotes action learning, and encourages ownership, independent learning, and creative thinking. This work proposes social networking scaffolding for asynchronous and synchronous e-learning, where the learner is at the centre of a social network system. Furthermore, the chapter provides guidance to higher education governors, leaders, and e-learning technicians in developing and implementing e-learning strategies.

scholarly journals Hacking Higher Education: Rethinking the EduHack Course

2021 ◽  
Vol 11 (2) ◽  
pp. 40
Author(s):  
Fabrizio Barpi ◽  
Davide Dalmazzo ◽  
Antonella De Blasio ◽  
Fiorella Vinci
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Online Course ◽  
Concepts And Categories ◽  
University Teachers ◽  
Project Idea ◽  
E Learning ◽  
Web Platform

The paper presents a report that discuss the experience of participation of the authors in the EduHack, an online course designed to train university teachers in the use of digital techniques and learning strategies. This study highlights two issues of great interest in pandemic times. The first one is the structure and the organization of the EduHack course with some suggestions related to its improvement; the second one is Drag&Fly, the project idea of an e-learning web platform developed by the authors during the collaborative part of the course. The experience of participation to EduHack course has been analyzed by authors using concepts and categories of analysis widespread in the pragmatic theoretical tradition, enhancing the possibility of changing the teachers’ approach to the design and the implementation of a higher education e-learning course.

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