Dental Nurse Perceptions of an e-Learning Strategy at a Bangkok Hospital

10.5580/2bc6 ◽  
2012 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Learning Strategy ◽  
E Learning

PENGARUH STRATEGI PEMBELAJARAN E-LEARNING DAN MINAT BELAJAR TERHADAP HASIL BELAJAR AKUNTANSI

Akademika ◽  
2019 ◽  
Vol 8 (01) ◽  
pp. 81-100
Author(s):  
Eva Kristiyani ◽  
Iffah Budiningsih
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Student Group ◽  
Design Factor ◽  
Significant Difference ◽  
E Learning ◽  
Learning Interest ◽  
Equivalent Class

The aim of this research is to know the influence of e-learning learning strategy and interest in learning to accounting learning result. This research was conducted at SMK Permata Bangsa Kelurahan Jakasetia, South Bekasi Subdistrict, Bekasi City involving 56 samples taken with random sampling technique to the equivalent class. Instrument used in this research is the accounting test and questionnaire interest in student learning; and the data analysis using two-way ANAVA and Tukey Test. The results of this study obtained: (1) there is a significant difference between the learning outcomes of students who are taught with e-learning learning strategies and expository strategies in which the results of student accounting learning taught by e-learning strategy is higher than the students taught by strategy expository learning. (2) There is an interaction between students who are taught using learning strategies with interest in learning on accounting learning outcomes. (3) This means that the result of group accounting learning which is taught using e-learning learning strategy is significantly higher than that taught using expository learning strategy in students who have high learning interest. (4) While the learning result of student group accounting that is taught using e-learning strategy is same as learning result which is taught using expository learning strategy to students who have low learning interest, influenced by student environment factor and learning design factor in research.

The Emerging Use of E-Learning Environments in K-12 Education

2011 ◽  
pp. 586-603
Author(s):  
Christopher O’Mahony
Keyword(s):  
Secondary Education ◽  
Learning Environments ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Early Years ◽  
Virtual Learning Environments ◽  
Recent Emergence ◽  
The World ◽  
E Learning ◽  
K 12

Virtual learning environments (VLEs) and managed learning environments (MLEs) are emerging as popular and useful tools in a variety of educational contexts. Since the late 1990s a number of ‘off-the-shelf’ solutions have been produced. These have generally been targeted at the tertiary education sector. In the early years of the new millennium, we have seen increased interest in VLEs/MLEs in the primary and secondary education sectors. In this chapter, a brief overview of e-learning in the secondary and tertiary education sectors over the period from 1994 to 2004 is provided, leading to the more recent emergence of VLEs and MLEs. Three models of e-learning are explored. Examples of solutions from around the world are considered in light of these definitions. Through the case of one school’s journey towards an e-learning strategy, we look at the decisions and dilemmas facing schools and school authorities in developing their own VLE/MLE solutions.

Voice-Based e-Learning Approach for e-Government

2011 ◽  
pp. 25-33
Author(s):  
A. A. Azeta ◽  
Charles K. Ayo ◽  
Aderemi Aaron Anthony Atayero ◽  
Nicholas Ikhu-Omoregbe
Keyword(s):  
Business Processes ◽  
Learning Strategy ◽  
Organizational Structures ◽  
Learning System ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Mobility Impaired ◽  
Methods Of Learning ◽  
Physically Challenged

Government establishments are most times highly involved in different reorganization programs. The processes in e-Government are diversified and complex, hence the need for an appropriate training and learning strategy for governmental employees. Changing business processes and organizational structures always mean that the personnel have to be familiar with the changed procedures. Consequently, the employees need to be trained to develop capacity for new responsibilities. Existing methods of learning and training do not make provision for certain category of employees such as the visually impaired. They do not provide an alternative learning platform for government of employees that are not physically challenged. Many studies have demonstrated the value of several learning platforms, including mobile learning (m-Learning) but with the problems of access barriers and streamlined participation of most learners. The purpose of this chapter is to propose a voice-based e-Learning system, also known as voice-learning (v-Learning) as a variant of the m-Learning with particular relevance for the visually and mobility impaired learners. V-Learning makes possible ubiquitous learning in e-Government and provides additional capacity and speed of response to help facilitate change. Cost reduction is also achieved and there is no shortage of teachers.

The Role of the Tutor in Blended E-Learning

2009 ◽  
pp. 18-34 ◽  
Author(s):  
Rhona Sharpe ◽  
Jillian Pawlyn
Keyword(s):  
Staff Development ◽  
Blended Learning ◽  
Professional Learning ◽  
Interprofessional Education ◽  
Learning Strategy ◽  
Environment Analysis ◽  
Face To Face ◽  
E Learning ◽  
Five Elements ◽  
Uk National Health Service

This chapter reports on an implementation of blended e-learning within three modules in the School of Health and Social Care at Oxford Brookes University. All preregistration students within the school are required to take an interprofessional education module in each year of their study. These three modules have undergone a radical redesign, prompted by the school and university strategies for e-learning and the European and UK National Health Service IT skills agenda. The redesign resulted in a blended-learning strategy that combined face-to-face teaching with online work of increasing sophistication during each of the three modules. In each module, there was an emphasis on collaborative, interprofessional learning. Interviews were conducted with seven members of the course teams to ask them about their perceptions of their roles as tutors in this blended environment. Analysis of the interview transcripts revealed five elements of the tutors’ roles: relationships with students, supporting group work, supporting professional learning, managing the blend, and developing new tutoring skills. The implications are discussed for improving staff development for tutors in this case study and for our understanding of blended learning more generally.

scholarly journals The Impact of E-Learning Strategy on Students' Academic Achievement. Case Study: Al- Quds Open University.

2020 ◽  
Vol 9 (6) ◽  
pp. 44
Author(s):  
Yousef Abdel Latif Abdel Jawad ◽  
Basem Shalash
Keyword(s):  
Academic Performance ◽  
Learning Strategy ◽  
Arabic Language ◽  
Open University ◽  
Language Programs ◽  
Paired Samples ◽  
The Social ◽  
Learning Programs ◽  
E Learning ◽  
The Impact

The study examines the effect of e-learning on the students’ academic performance at Al-Quds Open University. 382 students have been randomly selected from the university's official records where a statistical analysis of the study variables was performed using the Statistical Package of Social Sciences program (SPSS.20).  The study hypotheses were tested by Paired Samples T-tests.The study has revealed that there are statistically significant differences in the students’ academic performance over the implementation of the e-learning strategy with regard to the level of the vast majority of students, gender, educational program, as well as their academic level.The study recommends the necessity of enhancing the e-learning strategy in the higher education institutions to foster the students’ academic performance taking into account the specificity of some learning programs such as the Arabic language programs and the social studies.

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