This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play an important role in teaching and learning through e-learning by motivating learners and representing authentic real-world contexts.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
The document discusses the role of information and communication technologies (ICT) in teaching and learning. It begins by outlining how ICT can complement and strengthen instruction by making vast amounts of educational material and tools available. ICT also facilitates participation, exploration, and collaborative learning. However, the status of ICT infrastructure in most Indian schools is inadequate, with few computers available on average per school. Teachers also lack training in effectively integrating ICT into their pedagogy. While ICT has great potential to improve education, more investment is needed to develop ICT capabilities in Indian schools.
11.the role of teacher and technology in perspective of classroom teachingAlexander Decker
This document summarizes a journal article that discusses the role of teachers and technology in classroom teaching. The summary is as follows:
1. The article examines the relationship between teachers and technology in classroom instruction and how technology can help teachers perform their many roles more effectively.
2. It discusses how technology, when integrated properly based on sound pedagogical principles, can be used as a tool to enhance the learning process for students and facilitate improved teaching.
3. The article also explores how teachers can better implement technology in their classrooms through training and understanding how to apply technology to support instructional goals and strategies.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
The role of teacher and technology in perspective of classroom teachingAlexander Decker
This document discusses the role of teachers and technology in classroom teaching. It argues that technology should be integrated into the teaching and learning process as a series of actions and changes that bring about learning, rather than as isolated activities. When used effectively, technology can help teachers deliver instruction in a learner-centered way and allow students and teachers to collaborate. However, simply introducing new hardware and software is not enough - technology must be implemented based on educational principles and theories of learning. The document examines how technology can support teachers' productivity and professional practice by allowing them to more easily communicate, collaborate, manage data and enhance instruction.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
A fifth standard teacher used digital tools to make an age-old topic interactive, collaborative and engaging for students. What we are seeing is a shift from the traditional learning environment to a new learning environment where technology plays a vital role in enabling students to explore, experiment and create
collectively.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
The document discusses the role of information and communication technologies (ICT) in teaching and learning. It begins by outlining how ICT can complement and strengthen instruction by making vast amounts of educational material and tools available. ICT also facilitates participation, exploration, and collaborative learning. However, the status of ICT infrastructure in most Indian schools is inadequate, with few computers available on average per school. Teachers also lack training in effectively integrating ICT into their pedagogy. While ICT has great potential to improve education, more investment is needed to develop ICT capabilities in Indian schools.
11.the role of teacher and technology in perspective of classroom teachingAlexander Decker
This document summarizes a journal article that discusses the role of teachers and technology in classroom teaching. The summary is as follows:
1. The article examines the relationship between teachers and technology in classroom instruction and how technology can help teachers perform their many roles more effectively.
2. It discusses how technology, when integrated properly based on sound pedagogical principles, can be used as a tool to enhance the learning process for students and facilitate improved teaching.
3. The article also explores how teachers can better implement technology in their classrooms through training and understanding how to apply technology to support instructional goals and strategies.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
The role of teacher and technology in perspective of classroom teachingAlexander Decker
This document discusses the role of teachers and technology in classroom teaching. It argues that technology should be integrated into the teaching and learning process as a series of actions and changes that bring about learning, rather than as isolated activities. When used effectively, technology can help teachers deliver instruction in a learner-centered way and allow students and teachers to collaborate. However, simply introducing new hardware and software is not enough - technology must be implemented based on educational principles and theories of learning. The document examines how technology can support teachers' productivity and professional practice by allowing them to more easily communicate, collaborate, manage data and enhance instruction.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
A fifth standard teacher used digital tools to make an age-old topic interactive, collaborative and engaging for students. What we are seeing is a shift from the traditional learning environment to a new learning environment where technology plays a vital role in enabling students to explore, experiment and create
collectively.
This document discusses e-content development in social science. It defines e-content as digital information delivered over networks that can be interpreted by humans during communication to share knowledge and influence each other. The document outlines the nature of e-content, noting it should be didactic to bridge the gap between teacher and student. It also describes the design and development process for e-content using instructional design models like ADDIE. Social science e-content could include case studies to build and test theories. E-learning through e-content allows for anytime, anywhere learning and group collaboration using learning objects.
This document discusses educational technology and its importance in modern teaching and learning. It outlines how educational technology engages learners through design and environments. The document contrasts old and new generations of learners, noting today's students are more interested in technology. It identifies six essential skills like solution fluency, information fluency and collaboration fluency needed for students to succeed. The document also discusses four IT-based project types that can develop higher-order thinking skills.
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
This document proposes a self-organizing peer-to-peer (P2P) learning model for education, inspired by P2P file sharing networks. It describes tools developed to support this model, including an intelligent student grouping tool, a collaborative learning environment (CLE), a social learning network (ELSE), and a mobile learning platform. The goal is to maximize knowledge transfer and learning efficiency through autonomous knowledge sharing between peers.
This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
This document provides background information for a proposed small-scale study on digital technologies and literacy development at an Out of School Hours Care centre. The study aims to identify which digital technologies provide an engaging medium for learning in a fun and collaborative way. It will examine how technology affects student engagement and promotes communication through observations, interviews, and surveys of staff before and after implementing technology. The identified areas of need from initial assessments are expressing meaning using photography, collaboratively recording activities, and encouraging technology use between children and educators.
This document presents a model for understanding how digital technologies can best support personalized learning in schools. The model conceptualizes four learning spaces that influence students' education: the personal learning space, teaching space, school space, and living space. These spaces are interrelated and influenced by technologies. The model was validated using data from research projects, which found that technologies can provide feedback, motivation, and opportunities for collaboration. However, teachers and students may have differing comfort levels with technologies and understandings of personalized learning. Recommendations include better aligning perceptions across learning spaces to effectively use digital tools for personalization.
Relevance of e-training for English Teachers.publishedIntakhab Alam Khan
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
11.developing teaching material for e learning environmentAlexander Decker
This document summarizes key elements in developing effective teaching materials for e-learning environments. It discusses activity, scenario, feedback, delivery context, influence, content design and writing, and materials development. Effective e-learning relies on engaging tasks and interesting scenarios to provide meaningful learning experiences. Feedback is also important to amplify learning. The content, delivery, and broader context must be designed appropriately. Developing e-learning materials requires considering pedagogical principles, instructional design strategies, and technical standards to create quality online learning content and experiences.
2.[8 12]developing teaching material for e-learning environmentAlexander Decker
1) The document discusses key elements to consider when developing effective teaching materials for e-learning environments, including activity, scenario, feedback, delivery, context, content design and writing, and materials development.
2) It emphasizes the importance of engaging activities that actively involve learners, as well as interesting scenarios that provide context and stimulate learning.
3) Effective feedback is also highlighted as an important element to amplify learning and allow students to improve their skills and knowledge. The various feedback strategies that can be used are discussed.
This document summarizes the author's experience in an Educational Technology course. It discusses how the course helped the author understand how to use various technologies, from traditional to modern, in teaching. The author learned about conceptual models for instruction and how information technology can support student-centered learning. The course also involved hands-on practice with computer skills and software resources for education. While technology will be important in the future of education, the author believes teachers can never be replaced, as technology cannot show care, encouragement, or listen to students' problems in the same way.
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
The document discusses the readiness of teacher education institutions in the Philippines for Education 4.0. It finds that administrators and faculty members perceive themselves as ready in terms of their skills in selecting and integrating digital resources for teaching and learning, as they receive capacity building through seminars and conferences on technological literacy. However, they are not skilled in using learning management systems, online class modalities, augmented reality, robotics, or 3D printing, which may be due to a lack of digital infrastructure and virtual laboratories. Respondents also disagreed that the institutions are ready in terms of research programs and initiatives for Education 4.0. The study thus concludes that institutions need to rethink infrastructure planning, strengthen research, and improve teacher training capabilities to
This document discusses the effectiveness of integrating technology into inquiry-based learning programs. It argues that technology supports inquiry-based learning by providing students access to real-world problems, research tools, and opportunities to collaborate. Several studies are cited that show how technology can enhance inquiry across different subject areas and grade levels by individualizing instruction, reducing human error, and modeling expert thinking. The document focuses specifically on how technology benefits science education by engaging students in scientific questions and allowing them to conduct experiments through virtual environments. In conclusion, the author argues that schools should embrace technology because it increases the productivity and engagement of students in inquiry-based learning.
Distance Education: Alternative Learning System Beyond Bordersphyscibio14
This document provides an overview of distance education. It begins by outlining the objectives of familiarizing learners with distance education concepts, citing advantages and disadvantages, describing interactions and technology, and affirming it as a viable higher education strategy. It then discusses the concept and context of distance education, how it has evolved historically using different technologies. It also defines distance education, describes its characteristics like flexibility and learner-centered approach. The document outlines advantages like accessibility and convenience, different interactions and key players. It concludes by discussing different distance education technologies.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
This document discusses e-content development in social science. It defines e-content as digital information delivered over networks that can be interpreted by humans during communication to share knowledge and influence each other. The document outlines the nature of e-content, noting it should be didactic to bridge the gap between teacher and student. It also describes the design and development process for e-content using instructional design models like ADDIE. Social science e-content could include case studies to build and test theories. E-learning through e-content allows for anytime, anywhere learning and group collaboration using learning objects.
This document discusses educational technology and its importance in modern teaching and learning. It outlines how educational technology engages learners through design and environments. The document contrasts old and new generations of learners, noting today's students are more interested in technology. It identifies six essential skills like solution fluency, information fluency and collaboration fluency needed for students to succeed. The document also discusses four IT-based project types that can develop higher-order thinking skills.
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
This document proposes a self-organizing peer-to-peer (P2P) learning model for education, inspired by P2P file sharing networks. It describes tools developed to support this model, including an intelligent student grouping tool, a collaborative learning environment (CLE), a social learning network (ELSE), and a mobile learning platform. The goal is to maximize knowledge transfer and learning efficiency through autonomous knowledge sharing between peers.
This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
This document provides background information for a proposed small-scale study on digital technologies and literacy development at an Out of School Hours Care centre. The study aims to identify which digital technologies provide an engaging medium for learning in a fun and collaborative way. It will examine how technology affects student engagement and promotes communication through observations, interviews, and surveys of staff before and after implementing technology. The identified areas of need from initial assessments are expressing meaning using photography, collaboratively recording activities, and encouraging technology use between children and educators.
This document presents a model for understanding how digital technologies can best support personalized learning in schools. The model conceptualizes four learning spaces that influence students' education: the personal learning space, teaching space, school space, and living space. These spaces are interrelated and influenced by technologies. The model was validated using data from research projects, which found that technologies can provide feedback, motivation, and opportunities for collaboration. However, teachers and students may have differing comfort levels with technologies and understandings of personalized learning. Recommendations include better aligning perceptions across learning spaces to effectively use digital tools for personalization.
Relevance of e-training for English Teachers.publishedIntakhab Alam Khan
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
11.developing teaching material for e learning environmentAlexander Decker
This document summarizes key elements in developing effective teaching materials for e-learning environments. It discusses activity, scenario, feedback, delivery context, influence, content design and writing, and materials development. Effective e-learning relies on engaging tasks and interesting scenarios to provide meaningful learning experiences. Feedback is also important to amplify learning. The content, delivery, and broader context must be designed appropriately. Developing e-learning materials requires considering pedagogical principles, instructional design strategies, and technical standards to create quality online learning content and experiences.
2.[8 12]developing teaching material for e-learning environmentAlexander Decker
1) The document discusses key elements to consider when developing effective teaching materials for e-learning environments, including activity, scenario, feedback, delivery, context, content design and writing, and materials development.
2) It emphasizes the importance of engaging activities that actively involve learners, as well as interesting scenarios that provide context and stimulate learning.
3) Effective feedback is also highlighted as an important element to amplify learning and allow students to improve their skills and knowledge. The various feedback strategies that can be used are discussed.
This document summarizes the author's experience in an Educational Technology course. It discusses how the course helped the author understand how to use various technologies, from traditional to modern, in teaching. The author learned about conceptual models for instruction and how information technology can support student-centered learning. The course also involved hands-on practice with computer skills and software resources for education. While technology will be important in the future of education, the author believes teachers can never be replaced, as technology cannot show care, encouragement, or listen to students' problems in the same way.
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
The document discusses the readiness of teacher education institutions in the Philippines for Education 4.0. It finds that administrators and faculty members perceive themselves as ready in terms of their skills in selecting and integrating digital resources for teaching and learning, as they receive capacity building through seminars and conferences on technological literacy. However, they are not skilled in using learning management systems, online class modalities, augmented reality, robotics, or 3D printing, which may be due to a lack of digital infrastructure and virtual laboratories. Respondents also disagreed that the institutions are ready in terms of research programs and initiatives for Education 4.0. The study thus concludes that institutions need to rethink infrastructure planning, strengthen research, and improve teacher training capabilities to
This document discusses the effectiveness of integrating technology into inquiry-based learning programs. It argues that technology supports inquiry-based learning by providing students access to real-world problems, research tools, and opportunities to collaborate. Several studies are cited that show how technology can enhance inquiry across different subject areas and grade levels by individualizing instruction, reducing human error, and modeling expert thinking. The document focuses specifically on how technology benefits science education by engaging students in scientific questions and allowing them to conduct experiments through virtual environments. In conclusion, the author argues that schools should embrace technology because it increases the productivity and engagement of students in inquiry-based learning.
Distance Education: Alternative Learning System Beyond Bordersphyscibio14
This document provides an overview of distance education. It begins by outlining the objectives of familiarizing learners with distance education concepts, citing advantages and disadvantages, describing interactions and technology, and affirming it as a viable higher education strategy. It then discusses the concept and context of distance education, how it has evolved historically using different technologies. It also defines distance education, describes its characteristics like flexibility and learner-centered approach. The document outlines advantages like accessibility and convenience, different interactions and key players. It concludes by discussing different distance education technologies.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
This document provides an overview of big data. It defines big data as large volumes of diverse data that are growing rapidly and require new techniques to capture, store, distribute, manage, and analyze. The key characteristics of big data are volume, velocity, and variety. Common sources of big data include sensors, mobile devices, social media, and business transactions. Tools like Hadoop and MapReduce are used to store and process big data across distributed systems. Applications of big data include smarter healthcare, traffic control, and personalized marketing. The future of big data is promising with the market expected to grow substantially in the coming years.
This document reviews various e-learning methodologies. It discusses asynchronous and synchronous learning methods. Asynchronous methods allow learners and instructors flexibility in time and location through tools like email and discussion forums. Synchronous methods require all participants to be online at the same time, using tools like video conferencing and real-time chat. The document also examines interactions between learners and instructors and among learners, noting benefits of both asynchronous flexibility and synchronous collaboration.
Blended learning - Online Learning and Traditional LearningArpit Srivastava
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
This document provides an overview of educational technology and its role in learning. It discusses how technology can be used as both a tool for delivering content as well as a tool for facilitating constructive and collaborative learning. Some key points made include:
- Technology allows for knowledge sharing and access to up-to-date information but can also enable ideological propaganda and other exploitative uses if not used properly.
- It can be used to engage students in active and authentic learning or to simply deliver pre-determined content.
- When used effectively, technology has been shown to increase student learning, understanding, achievement, and motivation while supporting skills like critical thinking.
- Examples of technologies discussed include computers, speakers, cellphones and their
This document provides an overview of e-learning, including definitions, goals and benefits, the e-learning market and industry growth, content and technology issues, and services. E-learning is defined as instruction delivered via digital technologies to remote learners, and has benefits like improved performance, increased access, and flexibility. The global e-learning market is large and growing. Content and technology continue to evolve through approaches like learning objects and new platforms.
The document discusses the development of digital competence. It states that digital literacy is an essential skill for students in their further education and everyday lives. One of the goals of music education in schools is to develop responsible use of advanced technology. The author created an online classroom to shift from traditional teaching to a more innovative and stimulating online learning environment. Developing digital competence is an ongoing process that requires students to be actively engaged in asking questions, researching, and finding answers under the guidance of teachers.
This document summarizes a study on the attitudes of higher education teachers toward e-learning. The study found that teachers with computer knowledge and who have blogs had more positive attitudes toward e-learning compared to teachers without computer knowledge or blogs. Teachers with internet access at home and school, email addresses, and computer knowledge also had higher ICT familiarity. The study recommends developing programs to foster positive attitudes among teachers toward e-learning and ICT. Overall, the findings suggest familiarity with technology is associated with more favorable views of e-learning among higher education teachers.
Impact of technology on teaching and learningSteven Poast
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International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document provides an overview of e-learning and related concepts. It discusses the definition of e-learning and its history. Several learning theories that relate to e-learning are outlined, including dual coding theory and social constructivism. Factors like spatial and temporal contiguity that can enhance learning are mentioned. The importance of self-regulation in e-learning is covered. Challenges for teachers in adopting technology and the need for proper training and support are also summarized.
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
A Framework For A Cyber Classroom Towards A Human-Centric Virtual ClassroomMichele Thomas
This document describes a project called the Dynamic Education project that aimed to reduce the information gap between on-campus and off-campus students. The project was conducted over three phases: Phase 1 focused on capturing classroom teaching digitally; Phase 2 aimed to increase student interaction; and Phase 3 sought to develop a fully virtual human-centric classroom. Outcomes of Phase 1 showed capturing classroom sessions was time-consuming, and technologies like tablet PCs were most effective for digital note-taking while lecturing. The goal of reducing information inequities between on- and off-campus students guided the project.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
This document summarizes an article that proposes two frameworks for online education success. The first framework is for course instructors to balance instructional events, learner interactions, and technologies. The second framework is for administrators to create a simple, stable, sustainable, and scalable technology infrastructure that enables important learner interactions. The frameworks are intended to facilitate constructive dialogues between instructors and administrators regarding technology-related decisions and support for online courses.
This document discusses e-learning as a model for practical learning in the current era of globalization and rapid technological development. It defines e-learning as electronic learning that uses electronic media and the internet as a learning system. The objectives of e-learning are outlined as increasing access and flexibility, enhancing quality, developing skills and competencies, meeting different learning styles and needs, and being cost effective. Benefits of e-learning include being cost effective by reducing travel costs, providing flexibility to learn anytime and anywhere, accommodating different learning styles, and developing knowledge of the internet.
There are three main points:
1. Educational technology is a field of study concerned with using educational methods and resources to facilitate learning. It emphasizes using diverse media like communication skills to improve teaching approaches.
2. There are five domains of educational technology: design, development, utilization, evaluation, and management. These are used to create effective instructional materials and improve the instructional process to enhance learning.
3. Learning through educational technology courses helps students understand how to use instructional media in relation to education. It allows them to engage with real-world situations and helps teachers facilitate learning.
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
Bridging the gap of the educational system across different countries through...PhD Assistance
The gap in the educational system has been a major drawback globally. The idea and concept of E-Learning have been evolved as a result of many kinds of Research. E-learning has assisted in closing this gap. The main goal of the study is to offer quality education through e-learning by assessing the effectiveness of e-learning mode. The focus has been to assess the e-learning potential to provide a quality education through electronic means and also to evaluate the scope of e-learning. E-learning provides a better standard of living for students across the world. This paper deals with improving the student’s quality of education and their standard of living
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E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
My Portfolio in Educational Technology (EDTECH 2) RAYGNE
This document discusses educational technology and its importance in schools. It defines educational technology as using educational methods and resources to facilitate learning. It describes Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can affect learning. It also discusses principles for selecting and using instructional materials, and the role of information technology in educational technology. The document emphasizes that educational technology helps prepare students for the modern world by teaching them how to effectively use technology for learning.
This document discusses educational technology and its importance in schools. It defines educational technology as using educational methods and resources to facilitate learning. It describes Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can affect learning. It also discusses principles for selecting and using instructional materials, and the role of information technology in educational technology. The document emphasizes that educational technology helps prepare students for the modern world by teaching them how to effectively use technology for learning.
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This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
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This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
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This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
A synthesis of taylor’s and fayol’s management approaches for managing market...Alexander Decker
1) The document discusses synthesizing Taylor's scientific management approach and Fayol's process management approach to identify an effective way to manage marketing executives in Nigerian banks.
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This document summarizes four algorithms for sequential pattern mining: GSP, ISM, FreeSpan, and PrefixSpan. GSP is an Apriori-based algorithm that incorporates time constraints. ISM extends SPADE to incrementally update patterns after database changes. FreeSpan uses frequent items to recursively project databases and grow subsequences. PrefixSpan also uses projection but claims to not require candidate generation. It recursively projects databases based on short prefix patterns. The document concludes by stating the goal was to find an efficient scheme for extracting sequential patterns from transactional datasets.
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This document summarizes several techniques for live virtual machine migration in cloud computing. It discusses works that have proposed affinity-aware migration models to improve resource utilization, energy efficient migration approaches using storage migration and live VM migration, and a dynamic consolidation technique using migration control to avoid unnecessary migrations. The document also summarizes works that have designed methods to minimize migration downtime and network traffic, proposed a resource reservation framework for efficient migration of multiple VMs, and addressed real-time issues in live migration. Finally, it provides a table summarizing the techniques, tools used, and potential future work or gaps identified for each discussed work.
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This document surveys trust architectures that leverage provenance in wireless sensor networks. It begins with background on provenance, which refers to the documented history or derivation of data. Provenance can be used to assess trust by providing metadata about how data was processed. The document then discusses challenges for using provenance to establish trust in wireless sensor networks, which have constraints on energy and computation. Finally, it provides background on trust, which is the subjective probability that a node will behave dependably. Trust architectures need to be lightweight to account for the constraints of wireless sensor networks.
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A study to evaluate the attitude of faculty members of public universities of...Alexander Decker
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review study on e learning for the empowerment of
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 10, 2011
A Review Study on E-Learning for the Empowerment of
Teaching and Learning in Higher Education
*V.Karamchand Gandhi
Assistant Professor,
Department of Computer Science,
Bharath College of Science and Management,
Thanjavur, Tamil Nadu – South India.
Mobile : +91 9626657564
*E-Mail: vedhagandhi@gmail.com
Sponsoring information: No Sponsor or Support by any Organization.
Abstract
The convergence of the Internet and learning, or Internet-enabled learning, the use of network technologies to
create, faster, deliver, and facilitate learning, anytime and anywhere and the delivery of individualized,
comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge,
linking learners and practitioners with experts. These are the fundamental definitions of e-learning. With
good design and delivery, e-learning does all these things. But, at its heart, it is, simply, learning. E-Learning
has to keep the people it's designed for in mind. How do we learn? How do we acquire and retain skills and
information to help us develop? Only when we address individual learning styles can the "e" in e-learning
factor in. Then the technical side—the electronic delivery—can be adapted to the learner. In this paper, the
basic ideas of e-learning, modalities of e-learning, media influences in e-learning process and various
pedagogical designs of e-learning are emphasized.
Keywords: Individualized self-paced e-learning online, Individualized self-paced e-learning offline,
Group-based e-learning synchronously, Group-based e-learning asynchronously, Scenario-Based Learning,
Case-Based Learning.
1. Introduction
E-learning is commonly referred to the intentional use of networked information and communications
technology in teaching and learning. A number of other terms are also used to describe this mode of
teaching and learning. They include online learning, virtual learning, distributed learning, network and
web-based learning. Fundamentally, they all refer to educational processes that utilize information and
communications technology to mediate asynchronous as well as synchronous learning and teaching
activities [5]. The term e-learning comprises a lot more than online learning, virtual learning, distributed
learning, networked or web-based learning. As the letter “e” in e-learning stands for the word “electronic”,
e-learning would incorporate all educational activities that are carried out by individuals or groups working
online or offline, and synchronously or asynchronously via networked or standalone computers and other
electronic devices.
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2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 10, 2011
2. Modalities of E-learning activity
Individualized self-paced e-learning online refers to situations where an individual learner is accessing
learning resources such as a database or course content online via an Intranet or the Internet. A typical
example of this is a learner studying alone or conducting some research on the Internet or a local network.
Individualized self-paced e-learning offline refers to situations where an individual learner is using
learning resources such as a database or a computer-assisted learning package offline (i.e., while not
connected to an Intranet or the Internet). An example of this is a learner working alone off a hard drive, a
CD or DVD.
Group-based e-learning synchronously refers to situations where groups of learners are working together
in real time via an Intranet or the Internet. It may include text-based conferencing, and one or two-way
audio and videoconferencing. Examples of this include learners engaged in a real-time chat or an
audio-video conference.
Group-based e-learning asynchronously refers to situations where groups of learners are working over an
Intranet or the Internet where exchanges among participants occur with a time delay (i.e., not in real time).
Typical examples of this kind of activity include on-line discussions via electronic mailing lists and
text-based conferencing within learning managements systems
3. The flexibilities of E-learning Technology
A key attribute of information and communications technology is its ability to enable flexible access to
information and resources. Flexible access refers to access and use of information and resources at a time,
place and pace that are suitable and convenient to individual learners rather than the teacher and/or the
educational organization [2].
The concept of distance education was founded on the principles of flexible access. It aimed to allow
distance learners, who were generally adult learners in full or part-time employment to be able to study at a
time, place, and pace that suited their convenience. The goal of distance education was to free these
learners from the constraints of conventional residential educational settings. They would not be required to
live or attend lectures in locations away from where they may be living and working. The printed distance
study materials, which each distance learner received, would carry the core subject matter content they
would need including all their learning activities and assessment tasks. Students would be required to
complete these tasks, submit their assignments and take their examinations within a set time frame. While
these printed study materials allowed distance learners a great deal of freedom from time, place and pace of
study, it had its limitations. For one thing, non-printed subject matter content and simulations etc. could not
be easily represented in print form.
Access to information and communications technology changed all that as it offered a range of possibilities
for capturing and delivering all types of subject matter content to learners and teachers in distributed
educational settings. This meant access to subject matter content and learning resources via networked
information and communications technologies across a range of settings such as conventional classrooms,
workplaces, homes, and various forms of community centers. Contemporary educational institutions,
including conventional distance education providers, often pride themselves in being able to meet the
learning needs of their students and staff at a time, place and pace that is most convenient to them.
4. Optimizing the influence of Media in Learning
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Skillful integration of media and instructional method (i.e., learning and teaching strategies) is critical in
the optimization of the influence of media in learning. This has to do with careful selection and matching of
media attributes with learning and teaching strategies. Contemporary information and communications
technologies afford a wide range and variety of opportunities to re-think and re-engineer the nature of our
teaching and learning practices. A major part of this re-engineering process includes shifts in the roles of
teachers from being providers and deliverers of subject matter content to becoming moderators and
facilitators of learning within the context of a learner and learning-centered approach to education [4].
Learner and learning-centeredness is regarded as a desirable trait in education and training generally.
Learner and learning-centered educational environments are those where the learner and the learning
process is the focus of program design, development and delivery. In such educational settings, the learner
— not the teacher, organization, or technology — is in charge of the learning experience.
5. Pedagogical designs for optimizing E-Learning
It is widely acknowledged that the role and influence of media (i.e., information and communications
technology) on learning and teaching is optimized especially when it is skillfully integrated into the
educational experience. For this to happen we need to focus our attention foremost, on the careful design of
the learning experience rather than the presentation of the subject matter content or the technology. This
means careful orchestration of what the learners are going to do in the learning environment [1].
This concept of “learning by doing” has been popularized, among others, by Roger Schank and his
collaborators and it is at the heart of pedagogical designs that stand to optimize e-learning. These
pedagogical designs include “scenario-based learning”, “goal-based learning”, “problem-based learning”,
“case-based learning”, “learning by designing”, and “role-play-based learning”. These pedagogical designs
are grounded in the principles of constructivism and situated cognition, and in the belief that learning is
most efficient and effective when it is contextualized and when it is based on real-world or similarly
authentic settings.
6. Scenario-based Learning
A very good example of learning by doing is scenario-based learning. Scenario-based learning is a
pedagogical design where one or more learning scenarios serve to anchor and contextualize all learning and
teaching activities. The scenarios in these educational settings are usually drawn from real life situations.
They may be contrived but they aim to be as authentic as possible and reflect the variety and complexity
that is part of real life situations. For the teacher and the tutor this scenario provides a meaningful context
which can be used to explain abstract concepts, principles and procedures a lot more easily. For the learner,
it serves to make learning relevant, meaningful and useful.
Typically a good learning scenario will reflect a common occurrence from the relevant field. It may be a
case, problem or incident that is commonly encountered in the workplace. Using such cases, problems or
incidences from the workplace in the education of learners serves to more adequately prepare them for the
workforce as opposed to focusing their attention on the mastery of the subject matter content. The use of
such scenarios is particularly relevant and meaningful in professional education [8].
A typically good learning scenario will sound like a story or a narrative of a common occurrence. It will
have a context, a plot, characters and other related parameters. It usually involves a precipitating event
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Vol 2, No 10, 2011
which places the learner or a group of learners in a role, or roles that will require them to deal with the
situation or problems caused by the event. The roles that learners might be asked to assume are those that
they are likely to play in real life as they enter the workforce. Attached to these roles, will be goals that
learners will be required to achieve. In order to achieve these goals they will be assigned numerous tasks
and activities, some of which may require them to collaborate with their peers and other relevant groups, if
these are part of the intended learning outcomes of their subject. While these activities essentially serve as
learning enhancement exercises, a selection of them could be made assessable and given a mark which
would contribute to the student’s final grade in the subject.
In order to attain the goals that learners are assigned in the scenario, and complete all the required activities,
learners will have access to a wide range of relevant resources. These resources could include textbooks
and other relevant reading material, multimedia content, and also experiences from the field of how expert
practitioners have gone about solving or dealing with similar cases, situations, problems or incidences.
The learning scenario, it is accompanying learning activities, and the assessment tasks serve as essential
scaffolds for promoting and engendering meaningful learning activity. They also serve to contextualize
learning and motivate learners who are turned off by too much focus on the mastery of the subject matter
content and not enough on practical and generalizable skills. The assessment tasks and learning activities
which the students are assigned are critical to the achievement of the intended learning outcomes. It is
therefore essential that they are congruent with the intended learning outcomes for the subject. While they
are embedded within the learning scenario they must be carefully designed and skillfully applied to direct
students to the core subject matter content. By successfully completing these assessment tasks and learning
activities, it is expected that learners will have accomplished the intended learning outcomes of the subject.
7. Related Pedagogical Designs
Other pedagogical designs that are also grounded in the concept of learning by doing include
“problem-based and goal-based learning”, “case-based learning”, “role-play-based learning”, and “learning
by designing”. They are different from scenario-based learning in the nature of the “precipitating event” or
“trigger” in the situation [7].
7.1Problem-based and Goal-based Learning
Of all learning by doing type pedagogical designs, these two designs are in fact most similar in orientation
to scenario-based learning. In problem-based learning, a problem situation serves as the context and anchor
for all learning and teaching activities. Problem-based learning begins with the presentation of a problem to
students, which can be in the form of short video clip, a picture with text, or just text. Upon encountering
this problem situation, students are expected to analyze it and decide what needs to be done next. A critical
feature of problem-based learning is small group problem-solving and inquiry. Students work in small
groups to analyze the presenting problem, make decisions on what needs to be done next, and act upon
them to resolve the problem situation satisfactorily. In so doing they will have been expected to achieve the
intended learning outcomes.
While problem-solving is implicit in problem-based learning, learners are not told explicitly what is their
role in the problem, or what they are supposed to do as they seek to analyze the presenting problem [3]. In
goal-based learning, on the other hand, they are told very specifically what is their role in the scenario and
what they are supposed to do in order to resolve the problem satisfactorily. How they go about analyzing
the problem to achieve a satisfactory solution to the problem is left to their imagination and creativity.
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Both, problem-based and goal-based learning designs have been widely used in the study of medical,
education and environmental sciences.
7.2 Case-based Learning
In case-based learning, a case serves to provide the context and anchor for all learning and teaching
activities. Cases have been very widely used in the study and teaching of Law, Business, Accounting and
Economics. In these instances, students are required to use the case to explore issues, concepts and
problems that they are likely to encounter. Cases that stand to optimize learning and teaching opportunities
are those that have the richness, complexity and variety that is embedded in real life situations and
encounters. It is therefore most important that the cases that are selected for study and teaching are
carefully selected to match the intended learning outcomes for the subject.
7.3 Learning by Designing
In learning by designing, the design task affords the essential anchor and scaffold for all learning and
teaching activities. In this learning design students are required to engage in a learning activity which
comprises conceptualizing and building something. This is a common learning and teaching activity in the
study of architecture, and engineering sciences. As in goal-based learning, in the case of learning by
designing, the goal is made very clear to the students. How the students chose to pursue that goal and
achieve the targeted learning outcomes is left to their imagination and creativity [6].
7.4 Role-Play-based Learning
In role-play-based learning, the role-play provides the anchor and scaffold for all learning and teaching
activities. Role-play is widely used as a valuable learning and teaching strategy in social sciences and
humanities subjects where very complex processes are prevalent. This learning design comprises the
playing out of identified roles by learners which is followed with reflection upon the activity and its
analysis in order to focus attention on the expected learning outcomes for the study.
8. Conclusion
Clever use of media can serve to motivate learner’s interest. Information and communication technologies
provide various opportunities for capturing and representing real-world scenarios. Certain media (such as
video) has attributes that are especially valuable for capturing authentic contexts and situations from the
real world. Skillful integration of media and teaching methods is critical in the optimization of learning.
This integration can be achieved through pedagogical designs such as: scenario based learning,
problem-based learning, case-based learning, role-play based learning, and design-based learning. In such a
way, these pedagogical designs may play very big role in teaching and learning via e-learning.
References
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Vol 2, No 10, 2011
[1] Naidu, S. “Experience-based pedagogical designs for e-learning. Educational Technology”, 41(5),
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[2] The Global E-Journal of Open and Flexible Learning (GEJOFEL). 1(1) 84-91. Published by the
Madhya Pradesh Bhoj (Open) University, Red Cross Building, Shivaji Nagar, Bhopal 462016 India.
[3] Designing and evaluating instruction for e-learning. In P. L. Rodgers(Ed.), Designing Instruction for
Technology-Enhanced Learning (pp. 134-159). Hershey, PA: Idea Group Publishers 2002.
[4] M. G. Moore and B. G. Anderson “Designing instruction for e-learning”, Handbook of Distance
Education (pp 349-365), London, UK: Lawrence Earlbaum Associates, Publishers. 2003
[5] E-Learning: A Guidebook of Principles, Procedures and Practices. New Delhi, India: Commonwealth
Educational Media Center for Asia (CEMCA), and the Commonwealth of Learning. ISBN: 81-88770-01-9.
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[6] K. Rama, and M. Menon “Learning design as an indicator of quality in teacher education” Paper
presented at NAAC-COL Roundtable on Innovations in Teacher Education, Bangalore, India, 2004.
Innovations in teacher education - International practices for quality assurance (pp. 65-76)
Bangalore:NAAC.
[7] J. E. Brindley, C. Walti, and Zawacki-Richter “Supporting learning with creative learning and
instructional designs” Learner Support in Open, Distance and Online Learning Environments, ASF Series
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[8] Naidu, S, Menon, M, Gunawardena, C, Lekamge, D., and Karunanayaka, S, “How can scenario-based
learning engender and promote reflective practice in online and distance education”. In Mike Spector (Ed.),
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V.KARAMCHAND GANDHI is working as an Assistant professor in the Department of Computer
Science, Bharath College of Science and Management, Thanjavur, Tamil Nadu state. He holds his Master’s
degree in Computer Science from St.Joseph’s College, Tiruchirppalli. He obtained his M.Phil and MBA
degrees to the feather of his educational career. He had six years of experience in teaching and three years
of experience in research. He is currently doing research in Wireless networks. He has presented and
published more than fifteen research papers in National and International conferences and journals. His
research interest includes Computer Networks, Image processing, Compiler design and Digital computer
fundamentals. He is life member of various technical societies such as IAENG, IACSIT, etc.,
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