scholarly journals PERSONALIZATION OF INSTRUCTION IN ELECTRONIC LEARNING ENVIRONMENT

2011 ◽  
Vol 3 (2) ◽  
pp. 14-17
Author(s):  
Blanka CZECZOTKOVÁ ◽  
Kateřina KOSTOLÁNYOVÁ
Keyword(s):  
Learning Environment ◽  
Electronic Learning ◽  
Electronic Learning Environment

scholarly journals Learners’ continuance participation intention of collaborative group project in virtual learning environment: an extended TAM perspective

2019 ◽  
Vol 2 (1) ◽  
pp. 39-53 ◽  
Author(s):  
Honglei Li ◽  
Jiuhong Yu
Keyword(s):  
Learning Environment ◽  
Technology Acceptance ◽  
Virtual Learning Environment ◽  
Collaborative Group ◽  
Group Project ◽  
Electronic Learning ◽  
Business Information Systems ◽  
Electronic Learning Environment ◽  
Acceptance Model ◽  
Intention To Return

AbstractThe aim of this study is to explore learners’ intention to return to the electronic environment through the use of wikipages. The survey is based on students’ participation in a collaborative group project over a one semester course on business information systems. A research model based on the extended Technology Acceptance Model (TAM) has been proposed to investigate what factors will influence learners’ continuance participation in the electronic learning environment. 75% of students returned the questionnaire and the data analysis results based on the extended TAM Shows that the learners’ intention to return to the electronic learning environment was highly associated with their attitude towards the electronic learning tool and the affection associated with the tool.

scholarly journals Students as a subject of the e-learning environment

Eduweb ◽  
2021 ◽  
Vol 15 (3) ◽  
pp. 102-112
Author(s):  
Nadija Figol ◽  
Vasyl Teremko ◽  
Iryna Pobidash ◽  
Aelita Lytvyn ◽  
Tеtiana Skorokhod ◽  
...  
Keyword(s):  
Learning Environment ◽  
Personal Responsibility ◽  
Cognitive Activity ◽  
Positive Outcome ◽  
Personal Attributes ◽  
Electronic Learning ◽  
Student Community ◽  
Self Organized ◽  
E Learning ◽  
Electronic Learning Environment

The article is devoted to the subjective role of the student community in the e-learning environment. The basic personal attributes of a modern student required for successful learning in the electronic learning environment were defined, including proactive attitude, motivation, creativity, independence, persistence. The tasks that should be overcome by students to achieve the goal of successful learning were outlined as follows: to take personal responsibility for the process and the final result of learning, to increase their motivation and interest in a positive outcome, to be able to develop communication with other students and the lecturer, to associate the acquired theoretical knowledge with their experience and practical skills. Distant learners were outlined to face a variety of challenges from technical issues and lack of guidance materials to communication difficulties, which are just as important. The conclusion to be drawn is that the functions and competencies of both students and teachers are changing in the e-learning environment. Communication moves to a different level and starts to be from a peer to peer perspective. The e-learning environment requires students to be more self-organized, goal-oriented, self-conscious in the process of education, to realize the purpose of their cognitive activity, to be inquisitive and passionate.

Implementation of Project-Based Learning in Information Technology in an Electronic Learning Environment

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Toni Duneva ◽  
◽  
◽  
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Project Based Learning ◽  
Remote Access ◽  
Learner Motivation ◽  
Electronic Learning ◽  
Specialized Software ◽  
Functional Capabilities ◽  
E Learning ◽  
Electronic Learning Environment

This article examines project-based learning in an e-learning environment. An analysis has been made of the educational projects and the functional capabilities of the specialized software, suitable for their implementation in remote access learning. The paper proposes examples that justify the thesis of increasing learner motivation and knowledge effectiveness.

What You See is All That You Get! A Practical Guide to Incorporating Cognitive Strategies into the Design of Electronic Instruction

2004 ◽  
pp. 104-118
Author(s):  
Anne-Marie Armstrong
Keyword(s):  
Learning Environment ◽  
Instructional Strategies ◽  
Learning Theory ◽  
Real World ◽  
Cognitive Strategies ◽  
Instructional Delivery ◽  
Learning Processes ◽  
Electronic Learning ◽  
Electronic Learning Environment ◽  
And Training

Incorporating good instructional strategies based on learning theory is vital for electronic instruction. After all, the instruction must stand on its own without any fallback to a “live” and experienced instructor. What you see is not only what you get, but it is all you get! As with most forms of instruction, planning and preparation are key to instructional delivery and ultimately to stimulating the user’s learning processes. An instructor, trainer, or teacher brings many important skills and talents to the learning environment. Many of these skills and talents can be incorporated into the electronic learning environment. This chapter describes how cognitive strategies can be incorporated into each step of the ADDIE process. The chapter also contains many examples of design plans and templates that have worked in the real world of designing instruction for businesses and training organizations.

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