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1 – 10 of over 4000
Article
Publication date: 18 July 2023

Khurram Shahzad and Shakeel Ahmad Khan

The purpose of this study was to identify the effects of emerging technologies in e-learning on university librarians and libraries. The study also intended to identify emerging…

1154

Abstract

Purpose

The purpose of this study was to identify the effects of emerging technologies in e-learning on university librarians and libraries. The study also intended to identify emerging technologies in e-learning and challenges being faced to implement e-learning technologies.

Design/methodology/approach

The preferred reporting items for the systematic review and meta-analysis method was applied as the research methodology for conducting the study. A total of 25 core studies published in peer-reviewed journals were selected to conduct a systematic literature review. The data were analysed through a thematic approach.

Findings

The results of the study revealed that e-learning technologies assist library professionals to strengthen their expertise and support them in initiating smart library services to deliver customer-focused services. A shortage of skilled manpower, the unavailability of adequate IT infrastructure, a lack of technical support, copyright issues, poor planning and ineffective library leadership are major challenges to implementing emerging technologies in e-learning.

Originality/value

The study offers theoretical implications by adding valuable literature to the existing body of knowledge. It has a societal impact as it has offered recommendations and practical solutions for the successful adoption of emerging technologies in e-learning. The study also offers managerial implications to develop fruitful policies for implementing e-learning technologies for the innovative sustainable competence development of library manpower and implementation of smart library services.

Details

The Electronic Library , vol. 41 no. 4
Type: Research Article
ISSN: 0264-0473

Keywords

Open Access
Article
Publication date: 5 March 2018

Martin Debattista

The recognition of practice in online instruction is still subject to interpretation and different approaches as a result of the rapid changes in technology and its effect on…

15984

Abstract

Purpose

The recognition of practice in online instruction is still subject to interpretation and different approaches as a result of the rapid changes in technology and its effect on society. The purpose of this paper is to address these differences through a synthesis that can be easily accessed and consulted by educators in the field of e-learning.

Design/methodology/approach

This paper reviews different examples of rubrics and instruments in higher education to propose a more comprehensive rubric that constitutes a synthesis of how some institutions in HE approach best practice in this field.

Findings

The proposed comprehensive rubric emanating from the synthesis of different approaches supports the development, remixing, sharing and integration of online modules and courses by providing a single reference point with as wide a range as possible of potential pedagogical tools, facilities and approaches to e-learning.

Research limitations/implications

It is not within the scope of this paper to review quality assurance processes and administrative components, but to propose a rubric for course design and self-review of faculty and higher education institutions for a better alignment with what is regarded as current standard best practice.

Practical implications

Instructional designers in e-learning have a new comprehensive rubric that can consult at design stage.

Originality/value

Different approaches towards what is called “good practice” are brought together and analysed to provide a synthesis and a single source that can be consulted by practitioners in the field of e-learning.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 2
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 4 April 2023

Fadi Abdelfattah, Abrar Mohammed Al Alawi, Khalid Abed Dahleez and Ayman El Saleh

This paper aims to review the critical challenges and factors influencing the successful adoption of electronic learning (e-learning) systems in higher educational institutions…

Abstract

Purpose

This paper aims to review the critical challenges and factors influencing the successful adoption of electronic learning (e-learning) systems in higher educational institutions before and during the current propagation of the coronavirus disease 2019 (COVID-19) pandemic.

Design/methodology/approach

This study undertook a literature review concerning the in-depth revision of previous studies published in 2020 and 2021. A total of 100 out of 170 selected research papers were adopted to identify and recognise the factors restricting the application of e-learning systems.

Findings

The findings determine and illuminate the most challenging factors that impact the successful application of online learning, particularly during the wide propagation of the COVID-19 pandemic. The review of the literature provides evidence that technological, organisational and behavioural issues constitute significant drivers that frontier the facilitation of the e-learning process in higher educational institutions.

Practical implications

The current paper suggests a guide for managers and scholars in educational institutions and acts as a roadmap for practitioners and academics in the educational field and policymakers as this research spotlights the significant factors challenging the e-learning process before and during the pandemic crisis.

Originality/value

The provided in-depth literature review in this research will support the researchers and system designers with a comprehensive review and recent studies conducted before and during the COVID-19 pandemic considering the factors limiting the e-learning process. This paper formulates a valuable contribution to the body of knowledge that will assist the stakeholders in the higher educational institutions' context.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-02-2022-0085.

Details

Online Information Review, vol. 47 no. 7
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 10 July 2009

Ulf Daniel Ehlers

The purpose of this paper is to analyse the changes taking place when learning moves from a transmissive learning model to a collaborative and reflective learning model and…

3942

Abstract

Purpose

The purpose of this paper is to analyse the changes taking place when learning moves from a transmissive learning model to a collaborative and reflective learning model and proposes consequences for quality development.

Design/methodology/approach

The paper summarises relevant research in the field of e‐learning to outline the differences between e‐learning 1.0 and e‐learning 2.0 and amalgamates it with a series of previously published works. The characteristics of quality development are analyses in a next step and suitable methodologies for developing quality for e‐learning 2.0 environments are selected, proposed and explained.

Findings

Even though the question of quality is controversially discussed already when e‐learning 1.0 appeared on the market, e‐learning 2.0 creates even more insecurity. This paper aims at answering the following questions: what constitutes the new, innovative element, which is described by Web 2.0 and e‐learning 2.0? Does this development have consequences for how it assures, manage and develop quality in e‐learning? In three steps, it is described what e‐learning 2.0 constitutes, which basic elements of Web 2.0 it builds on, and what has changed. In a second, step the consequences this implies for quality development in e‐learning are discussed. Third, a number of methods as examples and practical advice on how to further advance quality development are described.

Originality/value

The original value of the paper is to outline the changes which have to be taken into account in new and innovative learning environment which are build on Web 2.0 technologies and to draw consequences for quality development as well as suggest methodologies for educators and learners to improve quality of such learning environments.

Details

Quality Assurance in Education, vol. 17 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 4 November 2020

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.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 14 August 2023

Theodoros Millidonis, Petros Lois, Ifigenia Georgiou and Evangelos Tsoukatos

In this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the…

Abstract

Purpose

In this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.

Design/methodology/approach

To address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.

Findings

The authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.

Originality/value

The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

Details

International Journal of Educational Management, vol. 37 no. 6/7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 5 February 2018

Samnan Ali, M. Amaad Uppal and Stephen R. Gulliver

E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems…

3793

Abstract

Purpose

E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. The purpose of this paper is to consider a range of barriers, impacting the success of e-learning implementations, yet to the best of the authors’ knowledge no conceptual framework is able to consolidate existing research.

Design/methodology/approach

This paper undertook an in-depth review of literature concerning e-learning implementation barriers. Papers were extracted from established peer-reviewed journals and open sources. Articles not related to e-learning implementation barriers were discarded. A total of 259 papers were identified, published between 1990 and 2016. Hermeneutics and data-driven qualitative content analysis was used to define 68 unique barriers.

Findings

The 68 unique barriers were thematically grouped into four conceptual categories, i.e. Technology (T), Individual (I), Pedagogy (P), and Enabling Conditions (EC). These four categories led to the conceptualization of “TIPEC” framework, which highlights the key concepts hindering e-learning implementation and delivery. Results show that most articles only consider a narrow range of success barriers.

Practical implications

The proposed TIPEC framework acts as a guide for education practitioners, system developers, policy makers, and researchers. It provides stakeholders with a summary of e-learning barriers.

Originality/value

This paper fulfils an identified need for a conceptual framework that consolidates all current research related to e-learning implementation barriers.

Article
Publication date: 30 November 2005

Georgios A. Dafoulas and Mike Mimirinis

This paper discusses the key findings of an investigation of e‐learning computer systems and the establishment of a technology framework for a new generation of e‐learning

Abstract

This paper discusses the key findings of an investigation of e‐learning computer systems and the establishment of a technology framework for a new generation of e‐learning applications. The paper initially reviews an e‐learning system case study (a core university and a number of associated institutions named Global Campus) which incorporates: (i) the infrastructure of the Global Campus programme reviewed in light of studies on attitudes towards learning, patterns of Virtual Learning Environment (VLE) use, computer‐assisted assessment and learning tasks and patterns of communication, and (ii) an e‐learning environment based on the WebCT technology for delivery and assessment. Results of four earlier studies regarding (i) distance education, (ii) patterns of use of the VLE (iii) communication patterns in e‐learning and (iv) computer‐ assisted assessment are also critically reviewed. Conclusively, a set of guidelines for a technology framework are suggested and the authors’ perspectives for the classification and the evolution of e‐learning applications is provided.

Details

Interactive Technology and Smart Education, vol. 2 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 1 April 2014

Regina Yanson

– The purpose of this paper is to provide some guidelines to help organizations improve e-learning initiatives through the use of purposeful interactions among trainees.

374

Abstract

Purpose

The purpose of this paper is to provide some guidelines to help organizations improve e-learning initiatives through the use of purposeful interactions among trainees.

Design/methodology/approach

The recommendations suggested in this paper are based on a review of research that was conducted in the area of e-learning.

Findings

The addition of quality online and face-to-face peer interactions may be a way to combat some of the major problems associated with training online. Decisions about just how meaningful interactions should be incorporated depend on the nature of the training program, what you hope to accomplish and your financial and time constraints.

Practical implications

This paper provides helpful information for organizational leaders or managers who are interested in implementing e-learning initiatives or those looking for recommendations on how to improving current e-learning outcomes.

Originality/value

This paper will be of value to those who are involved in organizational training and developmental initiatives. The recommendations discussed in this paper will help the reader address important questions regarding how to include purposeful interaction in e-learning initiatives.

Details

Development and Learning in Organizations: An International Journal, vol. 28 no. 3
Type: Research Article
ISSN: 1477-7282

Keywords

Article
Publication date: 3 October 2019

Asela Indunil Gunesekera, Yukun Bao and Mboni Kibelloh

The purpose of this study is to review the effect of usability factors on e-learning user relationships, namely, student–student interaction (SSI), student–instructor interaction…

1738

Abstract

Purpose

The purpose of this study is to review the effect of usability factors on e-learning user relationships, namely, student–student interaction (SSI), student–instructor interaction (SII) and student–content interaction (SCI), in the existing e-learning literature. Further, this study intended to identify whether usability contributes to the satisfaction of e-learners.

Design/methodology/approach

This study has undertaken a systematic review using the PRISMA methodology to filter the literature in the domain of e-learning with respect to usability concerns using six databases. An analytical framework has been formulated to evaluate the literature against different dimensions of interactions and usability.

Findings

Results reveal that while SSI has grabbed 71.4 per cent research attention with respect to usability factors of e-learning systems, SCI has been given the least focus, i.e. 26.6 per cent. According to the results, e-learning systems’ usability issues influence the user relationships and affect the user satisfaction, which will lead to lack of user continuity.

Practical implications

The findings of this review will provide insights to instructional designers to construct more satisfied learning content for the users. The analysis framework of this study will encourage researchers to drive future research in e-learning along with the concern of usability.

Originality/value

This research emphasizes on the importance of SCI to focus future e-learning research on a different angle, in addition to SSI and SII. The analysis framework of this study will provide different dimensions, specifically for the empirical research in the domain of e-learning.

Details

Journal of Systems and Information Technology, vol. 21 no. 3
Type: Research Article
ISSN: 1328-7265

Keywords

1 – 10 of over 4000