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1 – 10 of over 6000This study aims to explore disciplinary differences in completing blended learning tasks in an academic literacy course and the feasibility of adopting a blended learning…
Abstract
Purpose
This study aims to explore disciplinary differences in completing blended learning tasks in an academic literacy course and the feasibility of adopting a blended learning analytics approach to explore disciplinary differences.
Design/methodology/approach
Following a learning analytics approach, this study blends data from the learning management system and timetabling arrangements.
Findings
Results suggest that online behaviors of design students and accounting students are different in terms of starting day and completion rate. Blending data sources also provides a new perspective to our learning analytics study.
Originality/value
This study is an important contribution to the field because studies on learning analytics with multiple data sources are rare, and most disciplinary studies rely on survey data; students’ actual behaviors are under-explored.
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Mehdi Dadkhah and Mohammad Lagzian
At the moment, business intelligence (BI) is known as the way for analyzing data in an organization. Simple search in the literature shows that there are many papers which discuss…
Abstract
Purpose
At the moment, business intelligence (BI) is known as the way for analyzing data in an organization. Simple search in the literature shows that there are many papers which discuss about BI applications and related matters. In addition, there are different approaches and tools that support using BI in organizations. This paper aims to focus on the use of BI tools for academic applications, and it describes how the academic area will benefit from using BI.
Design/methodology/approach
This paper is based on using BI tools and other library studies.
Findings
A process for using BI tools in academic applications has been presented. Also, two cases are stated about activities of e-learning participants and literature analysis, for which BI tools are used to analyze data and simplify difficult tasks.
Originality/value
This paper shows how BI tools can be used for research and academic applications.
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– The purpose of this paper is to explore experiences of e-learners in relation to their time preferences, and to examine how technology changes temporal culture in e-learning.
Abstract
Purpose
The purpose of this paper is to explore experiences of e-learners in relation to their time preferences, and to examine how technology changes temporal culture in e-learning.
Design/methodology/approach
A pilot study using multiple methods of data collection to provide a rich picture of the experience of e-learners in relation to temporal flexibility. Taking a narrative approach it analysed data from a survey, time tracking data as well as data from online discussion boards, learners’ assignments and short telephone interviews.
Findings
The study found e-learners may experience temporal culture shock when starting to study online for the first time. It highlights the need to explore an individual's time preference and to consider the temporal culture of the e-learning programme.
Research limitations/implications
It highlights that the issue of time is still missing from educational studies and suggests that temporal aspects are included in e-learning research studies. This is a small exploratory study but it indicates the need for further research to explore the potential for temporal culture shock and influence of e-learner time preferences.
Practical implications
Designing an e-learning environment for learners needs to consider learner time preferences to ensure that temporal flexibility is a realised benefit, not a barrier to learning. The temporal culture of the online learning environment also needs to be made explicit so that learner expectations can be managed.
Originality/value
It contributes to the literature on e-learning in the higher education context by providing a temporal lens to explore learner experiences. It is of value to educationalists and learning technologists designing, delivering or evaluating e-learning programmes. Online learners may also benefit from its findings.
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Chokri Barhoumi, Areej Alsaysi and Souheil Essid
This study aims to explore the effectiveness of the e-learning solutions adopted during the COVID-19 pandemic based on teachers' and students' opinions in Saudi higher education.
Abstract
Purpose
This study aims to explore the effectiveness of the e-learning solutions adopted during the COVID-19 pandemic based on teachers' and students' opinions in Saudi higher education.
Design/methodology/approach
This study was performed during the 2021 academic year and involved a survey approach to analyze the effectiveness of Saudi e-learning solutions adopted during the COVID-19 pandemic. Subjective opinions were collected from a sample of 106 teachers and 1,196 students.
Findings
The teachers disagreed that online courses provide students with multiple opportunities to track their learning progress with timely feedback, with an arithmetic mean of 2.566 and a standard deviation of 1.627. Moreover, the students disagreed that the use of multimedia facilitates the ease of learning and knowledge extraction from online resources, with an arithmetic mean of 2.443 and a standard deviation of 1.633. Generally, the study implies that today during the COVID-19 pandemic, we need to exploit the power of multimedia tools to bring out knowledge from online learning resources such as images, animations, simulations, video and hypermedia. Based on the results, we need to concentrate on exploiting the power of hypertext systems used in flexible online instruction to enable flexible thinking for online students. Therefore, the e-learning process must favor cognitive flexibility and foster knowledge acquisition for students in the context of e-learning during the COVID-19 pandemic.
Originality/value
The findings may be useful in discovering the degree of effectiveness of Saudi e-learning solutions during the spread of the COVID-19 pandemic.
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To explore the influence of competitive strategy in entrepreneur‐led SMEs and the effects on e‐learning HRD.
Abstract
Purpose
To explore the influence of competitive strategy in entrepreneur‐led SMEs and the effects on e‐learning HRD.
Design/methodology/approach
Performance consulting company reviews provide holistic information on nine case studies on small and medium sized enterprises drawn from the printing, agri‐foods and media industries.
Findings
Competitive strategy is a major influence on an entrepreneur and value chain investments, such as e‐learning HRD. E‐learning benefits and limitations are recognised, and influences categorised through a four‐learning influences model. Embedded e‐learning activities in value chain activities are highlighted. The perception of the entrepreneur, the physical adoption of ICT, the company culture, and the presence of knowledge workers appear to determine the adoption of e‐learning rather than industry sector.
Practical implications
Competitive strategy appears as key influence for entrepreneurs in their choice of prioritisation of resource for value chain activities, including e‐learning. E‐learning embedded into work processes is becoming widely used by knowledge workers, but the informal nature of learning means that it is not recognised immediately as a HRD support activity by line managers or employees. Certain knowledge workers are developing personal learning environments.
Originality/value
Analyses the influences of competitive strategy on the secondary value chain activities of e‐learning HRD from the perspective of an entrepreneur directing an SME. Knowledge workers use informal, embedded learning in these cases, without its explicit recognition as e‐learning. A tension appears to exist between the perception of some entrepreneurs of the Internet as a leisure activity for employees and its use by knowledge workers as a catalyst for informal learning.
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Grete Netteland, Barbara Wasson and Anders I. Mørch
The purpose of this paper is to provide new insights into the implementation of large‐scale learning projects; thereby better understanding the difficulties, frustrations, and…
Abstract
Purpose
The purpose of this paper is to provide new insights into the implementation of large‐scale learning projects; thereby better understanding the difficulties, frustrations, and obstacles encountered when implementing enterprise‐wide e‐learning as a tool for training and organization transformation in a complex organization.
Design/methodology/approach
Information‐sharing disturbances, one of five categories of disturbances that emerged from a grounded theory open coding procedure applied to empirical data collected through a longitudinal field research, are in focus. Third generation activity theory, specifically the notions network of activity systems, disturbances, tensions and contradictions, is used as an analytical lens through which to understand the role of information sharing in a large‐scale implementation.
Findings
The study has identified how information sharing disturbances became a critical factor in the implementation of e‐learning in a large company. A number of tensions that point to potential contradictions have been identified. Ways in which to deal with such tensions in future implementations of e‐learning have been suggested.
Research limitations/implications
Activity‐theoretical discussion of e‐learning in a large organization, identifying underlying tensions, is of relevance to large organizations introducing new technologies for working and learning.
Practical implications
The study has identified the causes of an important type of problem that can slow down or hinder e‐learning adoption in an organization, and thereby pointing out shortcomings of standardised e‐learning applications.
Originality/value
Empirical studies of enterprise‐wide implementations of e‐learning have rarely been reported on in the research literature.
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This paper aims to understand the situational appropriateness of adopting e‐learning for the in‐house company qualification, and more specifically to compare the benefits of…
Abstract
Purpose
This paper aims to understand the situational appropriateness of adopting e‐learning for the in‐house company qualification, and more specifically to compare the benefits of studying online to more traditional way of studying with print material.
Design/methodology/approach
At the end of seven months study, final test results for company certification were collected and analyzed. Additionally, quantitative and qualitative data from the 59 employees' individual learning experiences were obtained to address the research questions.
Findings
The paper finds that the first year's experiences of using e‐learning course were mostly positive. The results showed that participants learning online gained similar or slightly better learning outcomes than those who used the print material. Those learning online earned the certificate in less time in comparison with those studying the print version.
Research limitations/implications
The present study is limited by its small and potentially non‐representative sample, representing those who voluntarily participated to work towards the in‐house qualification.
Practical implications
The practical implications of the results include integrating e‐learning into the real workplace environment. When enough attention is paid to the course design, e‐learning provides good possibilities for effective use of employee time. The work has relevance for other corporate training providers considering incorporating e‐learning into their professional development programs.
Originality/value
Not many companies who have moved traditionally delivered programs online, have been able to compare groups of employees who have studied from text‐based material with those who have taken the online version. Two separate research processes implemented provided a unique opportunity to analyze work‐based learning outcomes.
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Daniela Perbandt, Marie-Sophie Heinelt, Paula Bacelar-Nicolau, Mahsa Mapar and Sandra Sofia Caeiro
Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several…
Abstract
Purpose
Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition.
Design/methodology/approach
The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data.
Findings
Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application” to a greater extent.
Originality/value
Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.
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Bing Wu and Chenyan Zhang
– The purpose of this study is to design a trust-based knowledge-sharing framework based on the characteristics of the e-learning community.
Abstract
Purpose
The purpose of this study is to design a trust-based knowledge-sharing framework based on the characteristics of the e-learning community.
Design/methodology/approach
The interaction network is constructed to illustrate the relationships between knowledge-sharing agents and objects. Then, a trust evaluation method for knowledge sharing is proposed based on identified agent types and object types. Three sub-methods are included in the model to provide the trust-level references between agents.
Findings
This study develops strategies based on proposed diagnosis framework to improve the willingness of knowledge sharing in the e-learning community. Finally, the authors apply the proposed diagnosis framework to a case study in China to propose strategies for the development of inter-organization knowledge sharing via e-learning community.
Originality/value
Previous research on e-learning community strategies has generally suggested broad guidelines without diagnosing the current trust status. The purpose of this study is to design a trust-based knowledge-sharing framework based on the characteristics of the e-learning community.
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Sibel Somyürek, Peter Brusilovsky, Ayça Çebi, Kamil Akhüseyinoğlu and Tolga Güyer
Interest is currently growing in open social learner modeling (OSLM), which means making peer models and a learner's own model visible to encourage users in e-learning. The…
Abstract
Purpose
Interest is currently growing in open social learner modeling (OSLM), which means making peer models and a learner's own model visible to encourage users in e-learning. The purpose of this study is to examine students' views about the OSLM in an e-learning system.
Design/methodology/approach
This case study was conducted with 40 undergraduate students enrolled in advanced programming and database management system courses. A Likert-type questionnaire and open-ended questions were used to obtain the students' views. System usage data were also analyzed to ensure the richness and diversity of the overall data set.
Findings
The quantitative data of the students' views were analyzed with descriptive statistics; the results are presented as graphics. The qualitative data of the students' views were examined by content analysis to derive themes. These themes are organized into four subtopics: the students' positive views, their negative views, their improvement suggestions and their preferences about using similar OSLM visualizations in other e-learning systems. The students' subjective views are discussed in the context of their recorded interactions with the system.
Research limitations/implications
Competition due to seeing peer models was considered by participants both as positive and negative features of the learning system. So, this study revealed that, the ways to combine peer learner models to e-learning systems that promote positive competition without resulting social pressure, still need to be explored.
Practical implications
By combining open learner models with open peer models, OSLM enhances the learning process in three different ways: it supports self-regulation, encourages competition and empowers self-evaluation. To take advantage of these positive contributions, practitioners should consider enhancing e-learning systems with both own learner and peer model features.
Originality/value
Despite increasing interest in OSLM studies, several limitations and problems must be addressed such as sparsity of data and lack of study of different contexts and cultures. To date, no published study in this area exists in Turkey. The purpose of this study is to fill this gap by examining OSLM features in an e-learning system from the perspectives of Turkish students by using both their system interaction data and their subjective views.
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