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1 – 10 of over 1000The purpose of this paper is to describe the results of a research study on eLearning across Europe. The aims are to identify the main focus of eLearning projects supported by the…
Abstract
Purpose
The purpose of this paper is to describe the results of a research study on eLearning across Europe. The aims are to identify the main focus of eLearning projects supported by the European Leonardo da Vinci programme and to give recommendations for the future.
Design/methodology/approach
The objectives were achieved in two different steps: First, the projects were categorized by the researchers according to an agreed set of criteria. This in turn led through the so‐called funnel methodology to a representative selection of eLearning projects which were evaluated more deeply by means of expert interviews.
Findings
The study showed that technical matters and narrowly‐defined subject areas still receive the most emphasis by eLearning developers. What is needed, however, is a stronger focus on the learners and their needs. The need for innovation in eLearning is not in the area of technological innovation, rather pedagogical innovation and increased value, for the learners need to play a more important role in eLearning projects.
Research limitations/implications
This thematic monitoring should be seen as only a first step and needs to be continued to help steer the development of eLearning projects financed by the European Commission.
Practical implications
The main focus of the outcomes is the necessity of the enforcement of learner‐oriented approaches instead of technology‐driven approaches in order to create added value for the eLearners.
Originality/value
This project was the first overall European monitoring in the field of eLearning, analysing the actual changes in thinking on eLearning and defining clear recommendations for the future.
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Cheddi Kiravu, Kamen M. Yanev, Moses O. Tunde, Anna M. Jeffrey, Dirk Schoenian and Ansel Renner
Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in…
Abstract
Purpose
Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal.
Design/methodology/approach
The qualitative approach compares the eLearner-content interactivity deriving from Mathematica’s Computable Document File (CDF) application, Pearson’s myLab and Lucas-Nuelle’s UniTrain-I. Illustrative interactive examples written in JavaScript and Java are thereby drawn from an engineering eLearning course developed at the University of Botswana (UB).
Findings
Based on its scientific rigour, wide application scope, engineering analytical depth, minimal programming requirements and cross-subject-cum-faculty application and deployment potential, the authors found the CDF to be a versatile environment for generating dynamically interactive eLearning contents. The UniTrain-I, blending a multimedia information and communication technology (ICT)-based interactive eLearner-content philosophy with practical laboratory experimentation, is recommended for meeting the paper’s dual eLearning goal as the most adept framework to-date, blending dynamic interactive eLearning content with laboratory hands-on engineering experimentation.
Research limitations/implications
The lack of other competing frameworks limited the considerations to only the three mentioned above. Consequently, the results are subject to review as the ongoing research advances new insights.
Originality/value
The conclusions help eLearning designers plan ICT-based resources for integration into practical electrical engineering eLearning pedagogy and both CDF and UniTrain-I help dispel the prevailing apparent disquiet regarding the effectiveness of the eLearning-mediated electrical engineering pedagogy. In addition, the cited examples document an original electrical engineering eLearning course developed at the UB.
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Abdullah Alhabeeb and Jennifer Rowley
The purpose of this paper is to offer insights into the development of eLearning systems and the perceptions of key players in the management of eLearning systems in three large…
Abstract
Purpose
The purpose of this paper is to offer insights into the development of eLearning systems and the perceptions of key players in the management of eLearning systems in three large universities in Saudi Arabia. It establishes the relative importance of different factors and compares these findings with studies conducted elsewhere in the world.
Design/methodology/approach
Desk research was conducted to gather a profile of the eLearning initiatives in the participating universities. Structured interviews were conducted with senior managers with responsibility for implementing and promoting eLearning in their universities. The interview protocol prompted discussion of the importance of the following sets of factors in the success and acceptance of eLearning: student characteristics, instructor characteristics, learning environment, instructional design, and support. Interviews were transcribed and analysed using thematic analysis.
Findings
Supported by the Saudi Government, the three universities in this study have been developing their eLearning services. The two most important groups of critical success factors in this process were regarded as those related to student and instructor characteristics. Further analysis within each group of factors suggested that participants regarded instructor knowledge with learning technologies and student knowledge of computer systems, and technical infrastructure as important facilitators of success. Amongst instructional design factors, clarity of learning objectives and content quality were regarded as important. Insights are offered as to the reasons for these selections.
Originality/value
This study furthers earlier research on eLearning managers’ views and contributes to understanding of eLearning and its management in the Middle East.
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Abdul Hakim Hassan Mustafa Mohamed, Fadi Abdel Muniem Abdel Fattah, Mohamed Izzeldin AbdelRahman Bashir, Maia Alhajri, Akbar Khanan and Zaheer Abbas
In the COVID-19 pandemic, students were subjected to high pressure when they were forced to move to distance learning in a lockdown environment. Such a drastic move for…
Abstract
Purpose
In the COVID-19 pandemic, students were subjected to high pressure when they were forced to move to distance learning in a lockdown environment. Such a drastic move for communities living in groups with solid relationship ties comes at a price. This study aims to investigate the acceptance of distance learning amongst Omani higher education institutions (HEI) students during COVID-19 lockdown.
Design/methodology/approach
This is a quantitative research based on an online survey designed to study participants’ acceptance of distance learning during COVID-19 lockdown.
Findings
A sample of 757 Omani students was selected, of which 81.2% were female. About 60% of the students’ Age lies 15–20 years. The highest percentage (38.8%) of students belongs to the College of Arts and Humanities. A total of 80% of the students reported a moderate level of information technology skills, and also more than 80% of the students had never attended eLearning calls. Most of the students affirm the eLearning acceptance (students’ willingness to use eLearning tools for the tasks they are designed for), eLearning usefulness (using eLearning would enhance students’ performance), eLearning ease of use (the degree to which a student believes that using eLearning tools are free from effort), learning from home during COVID-19 and eLearning effectiveness (student’s satisfaction and the benefits student will gain from learning via online platforms). Multiple regression analysis confirms that more than 81% of the variation in the eLearning acceptance was explained by eLearning usefulness, eLearning ease of use, learning from home during COVID-19 and eLearning effectiveness independent variables. Moreover, these independent predictors have a positive association with eLearning acceptance.
Originality/value
This research intends to fill the gap in Omani HEI students’ acceptance of distance learning during the COVID-19 pandemic.
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Yiye Han and Steven Yates
Monash University Library (MUL) has embraced eLearning as a strategy in its contribution to information research and learning skills development within the university. The purpose…
Abstract
Purpose
Monash University Library (MUL) has embraced eLearning as a strategy in its contribution to information research and learning skills development within the university. The purpose of this paper is to describe an evaluation of the implementation of the strategy with recommendations for sustaining and improving practice.
Design/methodology/approach
The evaluation is divided into four categories using a mixed methods methodology for evidence gathering. Quantitative and qualitative data are obtained from both primary and secondary sources for an enriched understanding of practices.
Findings
Findings suggest that library staff have gained knowledge and skills indicating a sustainable strategy. However, further work is required to sustain staff development and support staff requirements in the long term.
Research limitations/implications
This research is limited by its wide focus. Although this is mostly resolved through the use of multiple data collection methods, the thoroughness of the evaluation may have suffered while attempting to be comprehensive.
Practical implications
The conclusions of this evaluation as well as methods of its execution can be shared with other institutions wishing to produce eLearning resources in a sustainable and effective manner.
Originality/value
MUL develops its eLearning resources in-house, whereas many other institutions outsource. The findings of this case study could be viewed as a positive indication of this in-house practice, which in turn might inform other organisations who are looking for a financially beneficial eLearning alternative.
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Mehwish Waheed, Kiran Kaur and Atika Qazi
– The purpose of this paper is to identify the unique d
Abstract
Purpose
The purpose of this paper is to identify the unique d
i
mensions associated with knowledge quality (KQ) based on students’ perception in an educational institution.
Design/methodology/approach
Purposive sampling was used to select students who were active users of the electronic-Learning (eLearning) system at two faculties in a single university. The qualitative data gathering employed an unstructured open-ended questionnaire distributed to the 52 selected participants.
Findings
The qualitative findings unearth the students’ perspective about quality of knowledge gained from content used in online courses. In total, 34 underlying sub-dimensions of KQ emerged, which were categorized into five KQ dimensions: intrinsic KQ, contextual KQ, representational KQ, accessible KQ, and actionable KQ.
Research limitations/implications
The findings provide an insight to educators to consider KQ dimensions in providing quality knowledge to students in an eLearning environment.
Originality/value
Previous studies have used information quality dimensions to measure KQ because of a lack of conceptualization of KQ that leads to difficulties in operationalizing this construct. In this study, a conceptual and operational definition of KQ, in the context of eLearning, is proposed based on grounded data from students participating in an online learning environment.
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Gurmak Singh and Glenn Hardaker
The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of…
Abstract
Purpose
The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of the study is on the examination of how the organisation's diffusion structures, systems or processes influence the individual adoption of eLearning. The findings from this literature review contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies.
Design/methodology/approach
An extensive search of the literature was conducted. The selected references were analysed into a number of categories; macro-level studies examining HE context of eLearning, micro-level studies focusing on individual and social factors and articles focusing on management issues of adoption and diffusion of technological innovations. Finally, over 300 articles were used to compile the findings of this paper.
Findings
The paper argues that future research studies should not model the adoption and diffusion of eLearning based primarily on either an individualist (Micro) or structuralist (Macro) perspective, but by using a more interactive approach to examine the complexity and multiple levels and dimensions of social reality.
Research limitations/implications
A significant exclusion and one which clearly calls for further research, is the aspect of institutional structures such as library systems, virtual learning environments, administrative support systems and other technical systems such as enrolment, registration, assessment and students, with respect to the adoption of eLearning. Future studies may want to explore the interplay between these structures and agency.
Practical implications
The study findings contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Considering the slow and often disappointing adoption of eLearning within higher education institutions (HEIs), the study reveals the nature of adoption that may inform the development of institutional eLearning diffusion structures.
Social implications
The paper identifies that the importance of individual factors influencing the adoption of eLearning has been acknowledged by the above studies, and the underlying message has emerged that levels of eLearning adoption would be higher if strategic managers recognised the social dimensions of eLearning innovation and diffusion, such as: academic and professional goals, interests and needs; technology interests; patterns of work; sources of support; and social networks. The argument is that currently eLearning is geared towards technically “literate” and innovative staff, and this strategy reduces the likelihood of mainstream faculty actually adopting instructional technology for their own teaching.
Originality/value
A review of the eLearning literature shows that there only a few substantive theoretical accounts which adequately integrate multiple levels of analysis and explain adoption and diffusion of eLearning in terms of the interplay between structural influences and individual action. The paper argues for future research to be integrated in a general analytical framework.
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Robert A. Ellis, Nerida Jarkey, Mary Jane Mahony, Mary Peat and Stephen Sheely
This paper seeks to discuss the characteristics that shape a model to manage eLearning in a large, predominantly campus‐based university. It focuses on how such a model can…
Abstract
Purpose
This paper seeks to discuss the characteristics that shape a model to manage eLearning in a large, predominantly campus‐based university. It focuses on how such a model can provide a sustainable approach to supporting eLearning for more than 40,000 students while still managing basic quality assurance for the University executive and the individual disciplinary needs of faculties.
Design/methodology/approach
Prior research and theoretical issues related to a generalised course development and teaching process are discussed followed by an analysis of a case‐study from a large metropolitan Australian university. The case‐study illustrates key aspects of the management model providing insights into how staff are empowered and supported to develop meaningful eLearning resources for students, how quality improvement is managed, and how organizational learning takes place.
Findings
Following the analysis of how key aspects of the model relate to the university discussed in the case study, several challenges for quality improvement at the level of both course and university are identified. The case‐study reveals the complexity of quality improvement strategies, which (mainly due to the fact that eLearning complements the face‐to‐face learning experience) require a relational and embedded approach. Key principles for managing eLearning development and evaluation for campus‐based universities are abstracted from the case‐study and offered as a guide to universities who face similar challenges
Research limitations/implications
Although not all aspects of the case‐study can be applied to other contexts, the key principles of the proposed management model are likely to apply to other campus‐based universities which share the same focus on integrating eLearning in sustainable ways but also wish to foreground quality assurance issues.
Originality/value
The paper integrates the discussion of theoretical approaches and models for eLearning management in higher education with the description of a case‐study from a large, diverse, campus‐based university, while highlighting the complexity and practical challenges of implementing such a model.
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eLearning: snake oil or salvation? Changes in the world are forcing corporations to rethink how people adapt to their environment. How do people learn? Why? What's eLearning? Does…
Abstract
eLearning: snake oil or salvation? Changes in the world are forcing corporations to rethink how people adapt to their environment. How do people learn? Why? What's eLearning? Does it work? This paper addresses these questions and recounts the history and pitfalls of computer‐based training and first‐generation eLearning. It traces the roots of CBT Systems, SmartForce, Internet Time Group, and the University of Phoenix. It takes a person to five years of TechLearn, the premier eLearning conference, from dot‐com euphoria to today's real‐time realities. The subject‐matter here is corporate learning, in particular mastering technical and social skills, and product knowledge. The focus is on learning what is required to meet the promise made to the customer. While there are parallels to collegiate education, the author lacks the experience to draw them.
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This study aims to investigate the factors that influence user experience (UX) of eLearning systems implemented in two institutions in Tanzania.
Abstract
Purpose
This study aims to investigate the factors that influence user experience (UX) of eLearning systems implemented in two institutions in Tanzania.
Design/methodology/approach
The study adopted questionnaire consisting of Nielsen’s heuristics and didactic metrics as pragmatic metrics and hedonic metrics followed by focus group discussions with students.
Findings
The study found that the eLearning system of University of Dar es Salaam had 43 UX problems related to Nielsen’s heuristics and 54 UX problems related to didactic heuristics. The eLearning system of the Open University of Tanzania had 50 UX problems related to Nielsen’s heuristics and 59 UX problems related to didactic heuristics. Moreover, the two systems provided positive UX hedonic quality on identification and evocation dimensions while stimulation was perceived to be neutral.
Research limitations/implications
The study has used learners as evaluators rather than expert evaluators. Learners are not particularly experienced in the learning domain, and therefore, it is difficult for them to identify many didactic violations of the eLearning systems.
Originality/value
The study contributes toward finding the underlying factors for non-use or underuse of the installed eLearning systems in various universities in sub-Saharan Africa.
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