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The main purpose of using technology in the delivery of virtual learning programs in higher education in Africa is to ensure access and equity as a strategy to develop human resources. Examining how specific educational innovations in higher education are working is necessary. The purpose of this study is to examine the World Bank ' s education policies in Africa with special focus on AVU Kenyatta University Project. In addition, the paper seeks to critically examine the use of information technology (IT) distance learning project initiated by the World Bank in Kenya. The project served as an important pioneering role to eLearning in Africa.

To achieve the primary purpose of the study, a critical analysis of relevant literature was conducted. The literature search included computerized search of accessible and available material on AVU and distance education in Africa.

The results of the study show that AVU ' s design and implementation in Africa was initially flawed like many other World Bank education projects. While distance learning should lower costs of higher education, this was not the case. The AVU project was initially faced with challenges, but, over a period of 16 years, the Africa Region is now considered one of the most dynamic e-learning markets on the planet. The continent has witnessed increased digitization of universities, booming enrollment in online higher education and the rapid adoption of self-paced learning.

The concept of virtual learning if appropriately applied could be of great benefit to universities and students in Africa. Thus, design and implementation of innovations in education should be grounded in the relevant theories of learning and should involve educational experts.

There are limited studies that focus on the issues of access, efficiency, equity and use of innovative technologies in the design and successful delivery of virtual learning courses in African universities, hence the importance of this study.

The purpose of this paper is to outline a practical approach to best practice in corporate learning and development (L&D) – within the context of measuring the return on investment (ROI) of any piece of learning.

Report of a webinar, augmented with other research and observations.

Employee development is at the top of CEO priority lists – at least in the USA. While there are a number of ways by which a learner can acquire the knowledge and skills to develop her/himself, there are four approaches to learning and development (L&D) activity particularly worth investigating from an ROI perspective. In terms of learning, size matters. Learning stands a better chance of being assimilated and applied if it is miniaturised – and adheres to five “best practice” strategies.

Organisations can increase the effectiveness of their L&D activities – along with their return on investment (ROI) in learning if they follow five “best practice” strategies. These should be: Aligned to organisational objectives, Self-paced and learner-focused, Designed to embed learning into workflow, granular, bite-sized, chunked learning, Delivered via a multi-media approach – using a blend of video, graphics, audio, text and which is made available to the learner via a choice of delivery media to suit the learner's learning preferences, tastes and needs as well as the available delivery technology.

As above. The paper also outlines some of the key issues in seeking to measure the ROI of learning objectively.

Instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skills. Focuses on printed forms of instructional materials and provides detailed information, including examples, on five types of job performance aids, three types of instruction sheets, and two types of modules. Checklists of considerations that affect the quality of finished products are also provided. Job performance aids (JPAs)provide procedural or factual guidance in the performance of tasks. They store essential details in a variety of functional forms for use just before or during task performance. Research shows that JPAs are a cost‐effective supplement or alternative to training. They reduce the time needed to master task performance and facilitate the transfer of learning from the training setting to the job. Instruction sheets assure that all trainees have the same complete and accurate information for performing practical work and for completing assignments. These sheets also help manage large groups of trainees with diverse abilities who are working simultaneously at several different tasks. Modules are carefully structured documents which facilitate self‐directed and self‐paced learning. While their components may vary, modules typically include learning objectives, an introduction, instructional content, directions, learning activities, and test questions with feedback answers. With modules, trainees assume personal responsibility for their progress. Regardless of the care used in their preparation, all types of instructional materials must be evaluated prior to general use. Presents a comprehensive quality control procedure for confirming effectiveness and value. This was prepared to enhance both formal classroom instruction and individual study. Figures, tables, checklists, appendices, and a glossary of keywords and terms, supplement the text in explaining the content.

The purpose of this paper is to evaluate the employee’s perception toward e-learning programs or services and to explore the attribute for improvements.

For this study, 294 employees from four different types of banks in North India were selected as respondents. Four types of banks were considered – government bank, private bank, foreign bank, and cooperative bank. The respondents were asked to give their responses as per their perceptions toward e-learning on a five-point Likert scale.

Although e-learning has not been able to fulfill its promise in revolutionizing corporate training in India, there is little doubt that in future the mode of learning will play a major role in human resource development in India because the research carried out on the successful implementation of e-learning is mostly in the western part of world.

The present study provides a useful insight about employee perceptions on the effectiveness of e-learning, which ultimately improves the e-service quality and results in the improvement of satisfaction of customers in the online banking sector.

The purpose of this paper is to study the limitations, opportunities and conditions for the development of e-learning in the inclusive education system in the universities.

The paper reviews the literature dedicated to e-learning, its application and adaptation in higher inclusive education. Systemic and social approaches were applied to the perception of higher inclusive education for the purposes of this study. The principles of evolutionary economics and institutional theory were used for determining the possibility of using e-learning in higher inclusive education. The findings are confirmed by an empirical study of the integration of e-learning into the higher inclusive education system by the example of Russia.

It has been shown that the development of e-learning in the national higher education system and its perception by the higher inclusive education system depends on the level of development of social and information interrelation in the society. In addition, e-learning can only be used in higher inclusive education when it is interrelated with traditional learning. The efficiency of e-learning in higher inclusive education depends on the systemic institutional environment which was formed both at the level of the state and at the level of a particular university. In this case, the institutional environment should be focused not only on the development of e-learning and inclusive education, but also on their collaboration.

The results of the study, which identified special aspects, opportunities and limitations of e-learning in higher inclusive education, can be applied to improve its effectiveness both at the level of individual universities and at the level of formation of national strategies for the development of higher education.

Given the growing relevance of higher inclusive education in the contemporary world and the limited number of studies of adaptation and the use of e-learning in it, the results obtained can contribute to the implementation of strategic planning of this direction at the national and local levels.

The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos.

Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique.

Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student’s satisfaction with the course.

Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

This chapter explores children’s agency in using mobile technologies at home and in school. Supporting children’s agency has been offered as a rationale for adopting personalised education worldwide. Children’s agency is also drawn upon as a justification for children’s use of personal mobile devices. This chapter considers children’s agency in light of the personalised education in one UK primary school and the children’s use of mobile technologies at school and at home. The findings are based on eight days of observations of classroom practice and interviews with six case study children in the Year 6 classroom. In sessions that were supported with mobile technologies, children’s learning was personalised to each child, but constrained by the amount of time that the activity lasted and that the technology was available for. Based on children’s accounts, their use of mobile technologies at home was constrained by their parents’ restrictions and monitoring practices. The chapter discusses the reality of children’s agency in light of adults’ mediation and children’s actual experiences of personalised learning.

The purpose of this paper is to examine the development and implementation of interactive video in an organisational setting, with a view to enhancing the quality of just in time training provided.

The paper uses a small but focused research approach which builds on current literature to inform the design and implementation of interactive video. Qualitative data is used to evaluate staff perceptions of training materials.

Findings indicate that the use of interactive video can greatly enhance the quality of training in the workplace.

Findings reinforce previous research on interactive video, demonstrating its ability to provide worthwhile and engaging content. This study demonstrates that investing in innovative and learner focused approaches to training can increase the effectiveness and flexibility of training materials.

While the use of video in education is widely researched, there is a comparative lack of literature around the use of interactive video in workplace training environments. This paper provides a unique look at the implementation of interactive video in a workplace setting and the staff perceptions of its impact. The study also provides an insight into the use of just in time training to solve a specific training problem.

The world’s educational space is facing critical issues from globalization, accessibility and effort to integrate both technology and learner-centered knowledge. Educational practitioners, scholars and influencers are enthusiastic about infusing technology in their pedagogy and teaching–learning practices. There is a growing concern among policy-makers about the learning benefits of inducing technology into education, the psychological impact using technology and the safety of the information in learning environments. However, radical changes have taken place in the socio-political world, and education has become more democratized and humanized. Students are made aware the value of knowledge in a hyperconnected world and the need to continually learn throughout all stages of life. Successful inculcation of knowledge cannot happen only by improving the curriculum but also by achieving through an all-round development that allows the students the freedom to choose and participate in independent activities that result in social welfare and community well-being. The debate as to how to maximize the use of technology in education continues. This book aims to address the humaneness that surrounds the world of technology in education. It highlights the use of emerging technologies in pedagogy and case studies are cited to address the ongoing debate that technology brings a positive effect on education and mankind. The demand for technology continues as mankind faces unprecedented challenges where classroom education may not be possible. Technology continues to fulfill the challenges of creating a more democratic educational environment.