A STUDY ON COURSE CONTENT REQUIREMENTS AND DESIGN STRATEGY OF TEA ART E-LEARNING

2019 ◽  
Author(s):  
Biyun Hong ◽  
◽  
Min-Yuan Ma ◽  
Yueshuang Lou ◽  
◽  
...  
Keyword(s):  
Design Strategy ◽  
Course Content ◽  
E Learning

Conceptual maps in e-learning

2003 ◽  
Vol 11 (2-3) ◽  
pp. 171-184 ◽  
Author(s):  
Jacopo Armani ◽  
Andrea Rocci
Keyword(s):  
Discourse Analysis ◽  
Design Strategy ◽  
Context Aware ◽  
Future Directions ◽  
Communication Problems ◽  
New Information ◽  
Conceptual Maps ◽  
E Learning ◽  
Hypermedia Applications ◽  
Linguistic Means

The paper presents a design strategy for e-learning hypermedia interfaces based on the notion of conceptual-navigational map. It proposes to analyze the cognitive and communication problems that arise in the use of hypermedia applications with specific goals, such as e-learning courseware modules, with the linguistic tools of pragmatics and discourse analysis, and shows how this can help in identifying specific communication problems related to the grounding and contextualization of new information, and how it can lead to new insights for design and to interfaces inspired by the linguistic means used in verbal communication to manage analogous problems. The implementation of such a design strategy in the SWISSLING courseware modules is discussed, and future directions of development towards context- aware adaptive hypermedia are briefly outlined.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

The Cultural Adaptation of E-Learning

2011 ◽  
pp. 308-325 ◽  
Author(s):  
Andrea L. Edmundson
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Cultural Analysis ◽  
Instructional Designer ◽  
Course Content ◽  
Instructional Methodologies ◽  
Cultural Preferences ◽  
E Learning ◽  
Design Skills

Culturally appropriate instructional design requires the integration of instructional design skills with intercultural knowledge. In e-learning, as in classroom-based courses, courses that accommodate the learning styles and cultural preferences of the targeted learners will offer the best—and fastest—learning outcomes. In this chapter, the author illustrates how to modify an existing e-learning course—or design one ‘from scratch’—that aligns the course content, the instructional methodologies (including activities and assessments) and the technology to the needs and environment of learners in other countries. The ‘smart’ instructional designer conducts a cultural analysis and makes validated changes to e-learning courses, before they are sent for translation, localization, or final production.

Evaluating an Online Programming Instructional Process Organized Through Elaboration Theory

2018 ◽  
Vol 13 (4) ◽  
pp. 1-16
Author(s):  
Ünal Çakıroğlu ◽  
Mücahit Öztürk
Keyword(s):  
Online Courses ◽  
Evaluation Criteria ◽  
Instructional Technologies ◽  
Web Conferencing ◽  
Elaboration Theory ◽  
Course Content ◽  
Instructional Process ◽  
E Learning ◽  
Delivery Platform ◽  
Quality Learning

This article draws on a semester design study to evaluate the quality of an online from the point of e-learning. Adobe Connect web conferencing system was used as a delivery platform in an Introductory Programming course. The course content was specifically sequenced and elaborated in terms of elaboration theory (ET). Thirty pre-service computer teachers enrolled in instructional technologies department online program were participated to the study. The evaluation criteria included dimensions of e-learning in which both qualitative and quantitative data was used. The results indicated that the online course almost met the seven dimensions of e-learning in order to provide high quality learning outcomes. Elaborating the content provided positive contributions to the dimensions of content, interaction, learning and support. Along with the results, some implications were provided for elaborating and evaluating the content for online courses.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals New Weighted Clustering Approach to Map and Prioritise Learning Knowledge Objects towards Learning Approaches

2016 ◽  
Vol 11 (06) ◽  
pp. 28
Author(s):  
Sai Sabitha ◽  
Deepti Mehrotra ◽  
Abhay Bansal
Keyword(s):  
Management System ◽  
Learning Experience ◽  
Learning Management System ◽  
Feature Space ◽  
Learning Objects ◽  
Learning Approaches ◽  
Course Content ◽  
E Learning ◽  
Knowledge Objects ◽  
Learning Management

To have a unique learning experience and a high learning impact, diverse courses should be incorporated in e-Learning. Learning Management System, a tool in e-Learning manages and delivers content to users. Learning Objects (LO), the course content is the fundamental unit of Learning Management System. Knowledge Object of Knowledge Management System can also be a viable resource in technology supported learning. A learning scenario for a given learner has to be identified. The course content (LO) has to match their learning skills. Data mining techniques can be widely used to find similar objects and K-Mean clustering technique can be used to produce more consistent clusters. The clusters can have strong and similar concepts of Learning Knowledge Objects. A new algorithm, a weighted cosine distance that gives real-valued distances between instances which further modifies the structure of the feature space is used for prioritising objects in clusters. These objects can be further mapped to learning approaches of the users. An experiment is conducted by using Learning and Knowledge Objects to understand the effectiveness of the weighted measure, thereby a personalized holistic learning environment is provided to the learners.

Course Management Systems Integration into Course Instruction

2012 ◽  
Vol 8 (2) ◽  
pp. 72-80
Author(s):  
Jared Keengwe ◽  
Joachim Jack Agamba
Keyword(s):  
Student Teaching ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Learning Tools ◽  
Course Content ◽  
Face To Face ◽  
Digital Learners ◽  
E Learning

The emergence of e-learning tools such as Course Management Systems (CMS) offer instructors a practical means to transition from face-to-face to blended delivery modalities that could better serve the needs of digital learners. However, instructors fail to take advantage of such existing modern classroom technologies to provide better learning experiences for their learners. Part of this is due to the lack of a system to determine the underuse of technological tools in a CMS. This project focused on examining the degree of Moodle technology integration into course instruction to support effective student teaching and learning by three instructors. This article stimulates reflections on pedagogical experiences with regard to course content material and instructor practices. The study illustrates that instructors and learners can believe technology is being used well in a CMS course site when the opposite is true.

scholarly journals Quarantined-at-Home Teaching Experience: My E-Learning Plan and Implementation

2020 ◽  
Vol 14 (1) ◽  
pp. 120-132 ◽  
Author(s):  
Azher Hameed Qamar
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching Experience ◽  
Course Content ◽  
Implementation Model ◽  
Learning Plan ◽  
Teacher Student ◽  
E Learning ◽  
Study Context ◽  
At Home

Using my own teaching experience in quarantined-at-home settings, I describe and reflect on my e-learning plan and its implementation. I am teaching two groups of undergraduate students consisting of 80 students. I have taught half of the course content during the first half of the semester in a formal university setting. However, after the novel corona breakout, we are engaged in online teaching. In line with university guidelines and available support, I initiated my e-learning plan based on blended learning and led by the core objectives to maintain accessibility and quality. Using asynchronous and synchronous modes I used common and easily available options to enhance two-way teacher-student communication. The feedback that I received after three weeks of implementation of my e-learning plan proved my understanding of the study context as workable and realistic. My conceptual models about the objectives leading the e-learning plan and the implementation model presented in this article can be helpful for the teachers teaching social sciences for the first time in ‘quarantined’ settings. 

scholarly journals Adaptive Learning Organizer for Web-Based Education

2010 ◽  
pp. 820-833
Author(s):  
Amel Yessad ◽  
Catherine Faron-Zucker ◽  
Rose Dieng-Kuntz ◽  
Med Tayeb Laskri
Keyword(s):  
Adaptive Learning ◽  
Distributed Learning ◽  
Learning Support ◽  
Web Based ◽  
Course Structure ◽  
Course Content ◽  
Use Of Resources ◽  
E Learning ◽  
Web Based System ◽  
Web Based Education

Adaptive learning support for learners becomes very important in the context of increasing re-use of resources from heterogeneous and distributed learning repositories. This paper presents OrPAF, an Adaptive Educational Hypermedia (AEHS) and web-based System which integrates semantic web models and technologies in order to achieve interoperability with e-learning systems. The key feature of OrPAF is the construction of adaptive hypermedia courses: both the course structure and the course content are dynamically generated and adapted to learners. We experimented the realized prototype on learners in order to evaluate the usability of OrPAF and the conceptual capabilities developed by the learners who used it.

scholarly journals Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic from the Perspective of Higher Education Students

10.28945/4628 ◽  
2020 ◽  
Vol 19 ◽  
pp. 731-753
Author(s):  
Kesavan Vadakalu Elumalai ◽  
Jayendira P Sankar ◽  
Kalaichelvi R ◽  
Jeena Ann John ◽  
Nidhi Menon ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Administrative Support ◽  
Course Design ◽  
Educational Institutions ◽  
Learner Characteristics ◽  
Course Content ◽  
E Learning ◽  
Instructor Characteristics

Aim/Purpose: The objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during the COVID-19 pandemic. Further, the study analyzes the moderating effect(s) of gender and level of the course on the quality of e-learning in higher education during the COVID-19 pandemic. objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during COVID-19 pandemic. Background: The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education “e-learning.” The learning supported with electronic technology like online classes and portals to access the courses outside the classroom is known as e-learning. This study aimed to point out the variables influencing the quality of e-learning, such as administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support. Methodology: An inferential statistics cross-sectional study was conducted of the students of higher education institutions in India and the Kingdom of Saudi Arabia with a self-administered questionnaire to learn the students’ perception of e-learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 784. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the quality of e-learning and the seven independent variables and two moderating variables in the higher education sector. Contribution: The study aims to explore the quality of e-learning in higher education from the students’ perspective. The study was analyzed based on the student’s data collected from the higher educational institutions of India and Saudi Arabia. The study will support the top management and administrators of higher educational institutions in decision making. Findings: The findings revealed that there is a positive relationship between the set of variables and the quality of e-learning in the higher education sector. Also, there is a significant difference in the perception of the students between gender, level of the course, and quality of e-learning in the higher education sector during the COVID-19 pandemic. Recommendations for Practitioners: The results of the study can help top management and administrators of higher educational institutions to improve their actions. Higher educational institutions need to concentrate on the study outcomes related to administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support to enhance the quality of e-learning. The study revealed that there should be a difference in the procedure of providing e-learning based on the level of the course and gender of the students. Recommendation for Researchers: The results were examined and interpreted in detail, based on the perspective of the students, and concluded with a view for future research. The study will be beneficial for academic researchers from different countries with a different set of students and framework. Impact on Society: The study revealed that the positive results of the students’ perspective on the quality of e-learning would help the policy-makers of the country in providing the learning process during the COVID-19 pandemic. Also, the result explored the importance of the quality aspects of e-learning for improvement. Future Research: There is a need for future studies to expose the quality of e-learning in higher education in the post-COVID-19 pandemic. Further researchers will bring the performance level of e-learning during the COVID-19 pandemic.

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