This document discusses elearning in library and information science based on a PhD from University of Delhi. It provides operational definitions of key terms like elearning and elearning resources. It outlines the objectives and design of the study, which aims to explore the use of elearning in LIS departments in India and design a prototype elearning model. The document also reviews relevant literature on topics like learning management systems, elearning tools and content development.
Extent of Utilization of E-Learning Resources for Instructional Delivery by O...Premier Publishers
The need to equip prospective office technology managers with competencies for sustained relevance in the era of office automation necessitated the study to determine the extent e-learning resources are utilized for instructional delivery by Office Technology and Management lecturers in polytechnics in South-East Nigeria. One research question guided the study and two null hypotheses were tested. Descriptive survey design was adopted for the study. The population of 80 lecturers in all the public polytechnics in the area was studied without sampling because the size was small. A 5-point rating scale questionnaire containing 23 items, and validated by experts was used for data collection. Pilot test was used to establish the reliability of the instrument with Cronbach Alpha and a reliability coefficient value of 0.79 was obtained. Mean and standard deviation were used to answer the research question and determine the homogeneity of the respondents’ views while the hypotheses were tested with t-test at 0.05 level of significance. Findings revealed that the lecturers rarely utilize e-learning resources for instructional delivery. Based on the findings, it was concluded that inadequate utilization of e-learning resources in the programme is a major contributory factor to the ineffective duty performance of the products in offices of the current era. Consequently, it was recommended that management of the polytechnics should sponsor their lecturers to short time courses and conferences to equip them with competencies for e-learning utilization in order to improve the quality of their products.
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
Visite : https://www.phdassistance.com/blog/
Contact Us:
UK NO: +44-1143520021
India No: +91-8754446690
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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.
Extent of Utilization of E-Learning Resources for Instructional Delivery by O...Premier Publishers
The need to equip prospective office technology managers with competencies for sustained relevance in the era of office automation necessitated the study to determine the extent e-learning resources are utilized for instructional delivery by Office Technology and Management lecturers in polytechnics in South-East Nigeria. One research question guided the study and two null hypotheses were tested. Descriptive survey design was adopted for the study. The population of 80 lecturers in all the public polytechnics in the area was studied without sampling because the size was small. A 5-point rating scale questionnaire containing 23 items, and validated by experts was used for data collection. Pilot test was used to establish the reliability of the instrument with Cronbach Alpha and a reliability coefficient value of 0.79 was obtained. Mean and standard deviation were used to answer the research question and determine the homogeneity of the respondents’ views while the hypotheses were tested with t-test at 0.05 level of significance. Findings revealed that the lecturers rarely utilize e-learning resources for instructional delivery. Based on the findings, it was concluded that inadequate utilization of e-learning resources in the programme is a major contributory factor to the ineffective duty performance of the products in offices of the current era. Consequently, it was recommended that management of the polytechnics should sponsor their lecturers to short time courses and conferences to equip them with competencies for e-learning utilization in order to improve the quality of their products.
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
Visite : https://www.phdassistance.com/blog/
Contact Us:
UK NO: +44-1143520021
India No: +91-8754446690
Email: info@phdassistance.com
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.
National Repository of Open Educational Resources (NROER) launched by MHRD and NCERT to caters the need of teachers for free and open educational resources, available at http://nroer.gov.in/
Open Educational Resources: Emerging Scenarios in IndiaRamesh C. Sharma
Dr. Ramesh Sharma on OERs: Emerging Scenarios in India
In this session I discussed about various initiatives about OERs and their impact on teaching, learning, research, assessment and evaluation.
Open Educational Resources: An Aid to Faculty DevelopmentAnup Kumar Das
Open Educational Resources: An Aid to Faculty Development.
Presented at the 4th International Conference Confluence 2013: The Next Generation Information Technology Summit. Plenary Session: “Open Educational Resources as a Catalyst for Faculty Development”
26-27 September, 2013. Amity University Uttar Pradesh, India.
Review of monitoring tools for e learning platformsijcsit
The advancement of e-learning technologies has made it viable for developments in education and
technology to be combined in order to fulfil educational needs worldwide. E-learning consists of informal
learning approaches and emerging technologies to support the delivery of learning skills, materials,
collaboration and knowledge sharing. E-learning is a holistic approach that covers a wide range of
courses, technologies and infrastructures to provide an effective learning environment. The Learning
Management System (LMS) is the core of the entire e-learning process along with technology, content, and
services. This paper investigates the role of model-driven personalisation support modalities in providing
enhanced levels of learning and trusted assimilation in an e-learning delivery context. We present an
analysis of the impact of an integrated learning path that an e-learning system may employ to track
activities and evaluate the performance of learners.
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
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.
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.
Random forest application on cognitive level classification of E-learning co...IJECEIAES
The e-learning is the primary method of learning for most learners after the regular academics studies. The knowledge delivery through E-learning technologies increased exponentially over the years because of the advancement in internet and e-learning technologies. Knowledge delivery to some people would never have been possible without the e-learning technologies. Most of the working professional do focused studies for carrier advancement, promotion or to improve the domain knowledge. These learner can find many free e-learning web sites from the internet easily in the domain of interest. However it is quite difficult to find the best e-learning content suitable for their learning based on their domain knowledge level. User spent most of the time figuring out the right content from a plethora of available content and end up learning nothing. An intelligent framework using machine learning algorithms with random forest Classifier is proposed to address this issue, which classifies the e-learning content based on its difficulty levels and provide the learner the best content suitable based on the knowledge level .The frame work is trained with the data set collected from multiple popular e-learning web sites. The model is tested with real time e-learning web sites links and found that the e-contents in the web sites are recommended to the user based on its difficulty levels as beginner level, intermediate level and advanced level.
Application of Information Technology in Advancement of Educationinventionjournals
ABSTRACT: The information technology incorporated in education provides a vision of better quality education facilitated through the adoption and promotion of IT. In education IT is helpful to provide database, to provide students access to digital technologies and internet in and outside the classroom and provides self paced learning through the tools like assignment and evaluation of learners. it also provide quality digital content access to the teachers immediate two way communication between teacher and learner. However, a feedback study was felt to have actual idea of advancement in education due to IT in the small towns like Sitapur. Hence the study was made regarding application of IT in secondary schools by students & teachers of class ix of Sitapur district.
National Repository of Open Educational Resources (NROER) launched by MHRD and NCERT to caters the need of teachers for free and open educational resources, available at http://nroer.gov.in/
Open Educational Resources: Emerging Scenarios in IndiaRamesh C. Sharma
Dr. Ramesh Sharma on OERs: Emerging Scenarios in India
In this session I discussed about various initiatives about OERs and their impact on teaching, learning, research, assessment and evaluation.
Open Educational Resources: An Aid to Faculty DevelopmentAnup Kumar Das
Open Educational Resources: An Aid to Faculty Development.
Presented at the 4th International Conference Confluence 2013: The Next Generation Information Technology Summit. Plenary Session: “Open Educational Resources as a Catalyst for Faculty Development”
26-27 September, 2013. Amity University Uttar Pradesh, India.
Review of monitoring tools for e learning platformsijcsit
The advancement of e-learning technologies has made it viable for developments in education and
technology to be combined in order to fulfil educational needs worldwide. E-learning consists of informal
learning approaches and emerging technologies to support the delivery of learning skills, materials,
collaboration and knowledge sharing. E-learning is a holistic approach that covers a wide range of
courses, technologies and infrastructures to provide an effective learning environment. The Learning
Management System (LMS) is the core of the entire e-learning process along with technology, content, and
services. This paper investigates the role of model-driven personalisation support modalities in providing
enhanced levels of learning and trusted assimilation in an e-learning delivery context. We present an
analysis of the impact of an integrated learning path that an e-learning system may employ to track
activities and evaluate the performance of learners.
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
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.
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.
Random forest application on cognitive level classification of E-learning co...IJECEIAES
The e-learning is the primary method of learning for most learners after the regular academics studies. The knowledge delivery through E-learning technologies increased exponentially over the years because of the advancement in internet and e-learning technologies. Knowledge delivery to some people would never have been possible without the e-learning technologies. Most of the working professional do focused studies for carrier advancement, promotion or to improve the domain knowledge. These learner can find many free e-learning web sites from the internet easily in the domain of interest. However it is quite difficult to find the best e-learning content suitable for their learning based on their domain knowledge level. User spent most of the time figuring out the right content from a plethora of available content and end up learning nothing. An intelligent framework using machine learning algorithms with random forest Classifier is proposed to address this issue, which classifies the e-learning content based on its difficulty levels and provide the learner the best content suitable based on the knowledge level .The frame work is trained with the data set collected from multiple popular e-learning web sites. The model is tested with real time e-learning web sites links and found that the e-contents in the web sites are recommended to the user based on its difficulty levels as beginner level, intermediate level and advanced level.
Application of Information Technology in Advancement of Educationinventionjournals
ABSTRACT: The information technology incorporated in education provides a vision of better quality education facilitated through the adoption and promotion of IT. In education IT is helpful to provide database, to provide students access to digital technologies and internet in and outside the classroom and provides self paced learning through the tools like assignment and evaluation of learners. it also provide quality digital content access to the teachers immediate two way communication between teacher and learner. However, a feedback study was felt to have actual idea of advancement in education due to IT in the small towns like Sitapur. Hence the study was made regarding application of IT in secondary schools by students & teachers of class ix of Sitapur district.
To investigate master’s program content related to construction of electronic portfolios in an online Educational Technology Leadership (ETL) master’s program and potential transference of
concepts to PK-12 classrooms.
Construction and validation of e-learning resources access scale (ELRAS)S. Raj Kumar
The purpose of the present study is to develop and validate a Scale to measures student E-Learning Resources Access. The author undertook the following steps to build the scale: Developing a preliminary draft, Tryout, reliability and validity, Item analysis and Final draft of the scale. The Scale was administered to 110 Arts and Science College students enrolled in Under Graduate courses from Thiruvallur and Vellore Districts of Tamilnadu. The results of the study revealed that the E-Learning Resources Access Scale (ELRAS) has high level of reliability and validity.
Keywords: E-learning resources access Scale, Under Graduate students, Arts and Science students, Item analysis, reliability, validity
Developing RLOs at ITT Dublin. Author: philip russellPhilip Russell
Poster presented with Gerry Ryder and Gillian Kerins at Librarians Information Literacy Annual Conference (LILAC), Glasgow Caledonian University, Glasgow, Scotland 11th-13th April 2012.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
This research aims This research aimed to provide good standards for the design and development of
educational software based on the Internet, which could benefit the organizers of the design and development of
educational software, from the point of view of educational technology lecturers, and educational software
designers at Al-Aqsa University Gaza-Palestine. The researcher used the descriptive analytical method during
the application of research on a sample of specialized lecturers in education technology. The researchers
designed the study tool in the form of a questionnaire. Its validity and reliability has been verified. Researchers
have achieved a list of educational and technological standards of educational software based on internet.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Development of e-learning can be understand through different models of e-learning. in fact there are models which are learner focused and helpful for effective instructional design.
Cultivating TALint: Using the Core Competencies as a framework for training f...NASIG
In 2014, the University of Toronto’s Faculty of Information and the University of Toronto Libraries (UTL) partnered in the development of the TALint (Toronto Academic Libraries Internship) program. Focused on workplace-integrated-learning (W-I-L), the TALint program provides enhanced educational experiences for Masters of Information students by combining periods of in-class study with actual workplace experiences. The two-year program is intended to enhance the quality of student learning by providing interns with specialized knowledge and practical skills, professional development and mentorship opportunities. It is often the case that the workplace is ahead of academic programs. This is particularly true in technical services and the field of electronic resource management, where the requisite knowledge and practical skills required to perform these roles has traditionally been under-represented within library and information studies curricula. The TALint program has provided UTL with the unique opportunity to bridge the gap between the expertise developed through information studies programs and the specific knowledge and skills required to take on roles as electronic resource librarians. With this year’s TALint cohort in UTL’s Metadata Technologies Team, we are using NASIG’s Core Competencies for Electronic Resources Librarians as a framework for training our two TALint interns. In this session, presenters will discuss the development of a comprehensive student training plan in electronic resource management, the ongoing assessment of learning outcomes, student perceptions of competency-based training, and the benefits of using the Core Competencies that have been felt beyond the internship program. We will share how this training plan can better equip Masters of Information students for careers in electronic resource management by producing graduates who are qualified, technologically skilled and workplace-ready.
Similar to E L E A R N I N G I N L I B R A R Y A N D I N F O R M A T I O N S C I E N C E (20)
Cultivating TALint: Using the Core Competencies as a framework for training f...
E L E A R N I N G I N L I B R A R Y A N D I N F O R M A T I O N S C I E N C E
1. ELEARNING IN LIBRARY AND
INFORMATION SCIENCE
Based on PhD from University of
Delhi
Supervisor: Dr.Shailendra Kumar
Scholar: Anas K.
2. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• OPERATIONAL DEFINITIONS
• E-Learning
• The term E-Learning is the short form of ‘Electronic Learning’. E-learning
describes any form of education involving the use of electronic media for
instruction and learning. In this research, it refers to all those activities of
utilizing ICTs, Internet tools and the web components to design, administer,
deliver, interact, and enhance the LIS teaching and learning process in
India.
• E-learning Resource
• The term ‘e-learning resource’ used in this study means all the e-learning
components, technologies and tools used in the e-learning process for
example e-learning software, courseware, communication tools, evaluation
tools, lecture notes, learner support services etc. The terms ‘e-learning
components’ and ‘e-learning tools’ are also used in the same meaning as
that of ‘e-learning resource’.
3. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• eMentor
• The term ‘eMentor’ refers to the teacher available in an e-learning
environment.
• Users Study
• The users in this study include the head of the departments, teaching
faculties, research scholars and post graduate students. ‘Users Study’
refers to the study or survey conducted among the users to examine their
perspectives about e-learning and the extent and effectiveness of their use
of e-learning in teaching and learning exercises.
4. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• NEED AND SIGNIFICANCE OF THE STUDY
• The study is significant in the present context of information and
communication technology revolution especially after the innovation of
Internet and World Wide Web. There are different e-learning components
and other educational technologies available for the teaching and learning
aid and very few of them are used in the LIS teaching and learning process.
There is a strong need to identify and propose these possible technologies
for LIS department in India. It is the need of the hour to develop such an
e-based learning system to improve the quality of LIS education. The
proposed study will explore both material and human interface of e-learning
resources and design a prototype e-learning resource model for the LIS
schools in India.
• LIS schools and departments in other developed countries have already
adopted e-learning technologies in their academic exercises. It is necessary
to explore the reasons why the LIS departments in India are isolated from
the mainstream of technology use in their teaching and learning process.
• No major studies have been done so far in India to find out the possibilities
and the implication of e-learning in library and information science
education.
5. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• OBJECTIVES OF THE STUDY
• The following objectives will be kept in mind while conducting the proposed
study:
• To study the impact and effectiveness of the use of e-learning adopted in
some of the library and information science departments in India.
• To explore the possibilities of modification and replication of e-learning in
library and information science departments in India.
• To find out the availability of infrastructure to meet the requirements of
faculty members to create and implement e-learning in the teaching
exercise.
• To examine the anticipated obstacles while implementing e-learning
resources in library and information science education in India and possible
solutions to address the hindrance.
• To find out how e-learning resources can supplement the traditional class
room based teaching and learning system and how to expand the scope of
LIS education beyond the campus through e-learning.
• To conduct a user opinion survey to ascertain the need and possibilities of
the application of e-learning in library and information science education in
India.
• To design and propose a feasible e-learning prototype model for library and
information science education in India.
• To provide possible suggestions and recommendations to optimize the use
of e-learning resource in library and information science teaching and
learning process.
6. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
RESEARCH DESIGN
The present research study is an exploratory in nature.
In the present study the attempt was made to explore the multitude
of dimensions in the implementation of e-learning in library and
information science education in India. It focuses on the particulars
of e-learning implementation in LIS education such as infrastructure
requirements and availability, respondents’ e-learning knowledge
level, respondents’ e-learning perspectives and experiences, and
the possibilities to accelerate the same. The attempt to study
students’ interest to learn through e-learning and their reflections
about the existing classroom based system is an important addition
in the study. The study covers ten LIS departments in all the central
universities in India.
The study developed and proposed an e-learning model
namely asynchronous learner centered e-learning resource model
(ALCERM) for library and information science education in India on
the basis of the survey conducted among the users. It also made a
further attempt to design a prototype e-learning classroom resource
in library and information science (eClis) on the basis of the model.
7. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• POPULATION AND SAMPLE OF THE STUDY
• The population of the study consists of head of the
departments (total -10), faculty members (total - 38) and
post graduate students and research scholars (total
-100) in the ten central universities in India. The detailed
lists of these departments were taken from the
Handbook of Indian Universities (AIU, 2004). The
primary respondents from these departments were
categorized into three groups: the head of the
departments, the teaching faculty members and students
comprising research scholars and masters students
8. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• UNDERSATNDING LITERATURE IN ELEARNING
• Higher Education and Learning Technologies
• Learning Theories
• Blended Learning
• Elearning Communication Tools and Media
• Institutional Repository
• Learning Object
• Interoperability
• Learning Object Reusability
• Learning Management System (LMS)
• Elearning Resource Models
• Content Plus Support Model
• Wrap Around Model
• Integrated Model
• User Centered Design Model
9. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Recent E-Learning Movement
• The term e-learning is used in a variety of ways by different authors and the
literature shows that it is often used interchangeably with terms such as
‘online learning’, ‘virtual learning’, ‘telematic learning’, 'computer-based
learning (CBL)’, ‘computer-based training (CBT)’, ‘distributed learning’,
‘online resource based learning (ORBL)’, ‘networked collaborative learning
(NCL)’, ‘computer supported collaborative learning (CSCL)’ and others. E-
learning can be defined as teaching and learning enabled by electronic
media
• E-LEARNING TOOLS AND APPLICATIONS
• The term e-learning is used in a variety of ways by different authors and the
literature shows that it is often used interchangeably with terms such as
‘online learning’, ‘virtual learning’, ‘telematic learning’, 'computer-based
learning (CBL)’, ‘computer-based training (CBT)’, ‘distributed learning’,
‘online resource based learning (ORBL)’, ‘networked collaborative learning
(NCL)’, ‘computer supported collaborative learning (CSCL)’ and others. E-
learning can be defined as teaching and learning enabled by electronic
media.
10. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• E-LEARNING ADVANTAGES AND DISADVANTAGES
• Spender (2001) in his study E-learning: are universities prepared in
online learning in a borderless market, identified and illustrated the major
advantages and disadvantages of e-learning as follow, advantages:
• E-leaning helps to center learning around the student instead of the
classroom. It also can focus on the strengths and needs of individual
learners, which is sometime not possible in a crowded class room within the
stipulated time period
• E-learning accommodates automated, continuous assessment of student
progress.
• E-learning permits to develop materials using the web resources and it
offers links to useful learning materials
• E-learning allows instructors to communicate information in a more
engaging fashion than in text-based distance education programmes, e-
learning offers a wide-range of text, diagrams and images with video and
sound, including virtual reality technology that in the future will improve the
effectiveness of the approach even further.
• Convenient for instructors to access any time, any place.
• It allows instructors to package essential information for all students to
access. Instructors can then concentrate on high level activities.
• It generates more personal gratification for instructors through quality
11. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• It allows instructors to package essential information for all students to
access. Instructors can then concentrate on high level activities.
• It generates more personal gratification for instructors through quality
student participation.
• It accommodates multiple learning style using a variety of delivery methods
geared to different learners; more effective for certain learners.
• E-learning provides immediate feedback and positive reinforcement.
• It enhances computer and Internet skills of faculty members as well as
students and also they become more competent with keyboard and other
ICT components.
• The e-learning discussions are documented and can be used as learning
material.
• It facilitates cooperation between participants.
• Increased access to information and other resources not available in
traditional environments.
12. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• E-learning systems are not without any disadvantages, major
disadvantages are listed below:
– The success of e-learning environment is greatly depend on the
active participation of all the participants and faculty members;
– Technical frustration due to the total reliance on technology and
outside support systems;
– Increased time-on-task due to the slowness of the medium and
the higher volume of messages, which can also contribute to
feelings of information overload;
– Possible miscommunication due to the loss of visual cues and
confusion in the sequence of events; and,
– Disjointed flow of communication because of the asynchronous
time frame.
13. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• E-LEARNING CONTENT
• Learning content is having a paramount importance in e-learning
environment. E-learning content is more than a textbook. It not only
contains knowledge, but is also a learning facilitator. The content developer
can utilize many tools to develop different learning content other than plain
text such as slides, graphics, still pictures, animations, audio, and video. In
this respect, it seems it should be more similar to a dialogue than to a book.
There are different tools available to develop an e-learning content, which
would be selected as per the institutes’ requirements. Every tool is having
different functions, the following are some of the content development
tools:-
• Content Creation Tools (CCT)
• Content creation tools are the tools that course designers and teachers use
to create the content in e-learning environment. The content creation tools
are used to develop learning materials. There are many types of content
such as plain text, slides, graphics, pictures, animations, simulations,
assessments, audio, video etc. Typical examples of these systems are
Dream Weaver, FrontPage, Word, PowerPoint, and Director. These are
generic tools with few features developed specially for e-learning education.
In addition to the much used generic CCT tools, there are a number of CCT
tools that are specially made for development of educational content. The
most important of these CCT tools are termed authoring tools and
assessment tools.
14. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Authoring tools
• Authoring tools could be regarded as a subset of content creation
tools. It is a software application, used by non-programmers, that
utilizes a metaphor (book, or flow chart) to create on- line courses.
One may say that authoring tools are content creation tools that are
especially developed for creation of educational content.
• Assessment tools
• Content related to assignments and assessment is especially
important for educators. It has therefore been developed various
tools for development of different types of assignments such as for
example quizzes, multiple choice assignments, etc.
15. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Learning Management System (LMS)
• A learning platform (LP) is the entirety of tools and software to organize and
facilitate web-supported learning. Most web-enabled learning platforms are
designed as client/server applications. Almost all of the top selling and most
widely deployed learning platforms today are web-based systems using the
web standards HTTP and HTML, where just a web-browser and internet
connection are needed for access on the user side. Essentially used
synonymously with the concept of web-based learning platforms is the term
learning management system (LMS): LMS are specialized learning
technology systems based on Internet and web-technologies to provide
education and training. They usually provide tools for:
• Information distribution
• Learning material management (e.g. authoring, content packaging)
• Multiple communication facilities (e.g. chat, discussion, conferencing, etc.)
• Course management (e.g. online assessment, learner activity tracking)
16. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Learning Management System is a broad term that is used for a wide range
of systems that organize and provide access to e-learning services for
students, teachers, and administrators. These services usually include
access control, provision of learning content, communication tools, and
organizations of user groups. Examples of well-known LMS systems are
WebCT, Blackboard, Moodle, ATutor, etc. are the systems stands for
proprietary and open source LMS. There are however large number of other
commercial and open LMS systems that educational institution have
developed themselves. Kaplan-Leiserson (2005) provides the following
definition of LMS: software that automates the administration of training
events. The LMS registers users, tracks courses in a catalog, and records
data from learners; it also provides reports to management. LMS is typically
designed to handle courses by multiple publishers and providers. It usually
doesn't include its own authoring capabilities; instead, it focuses on
managing courses created by a variety of other sources. Hall & Snider
(2000) presents this alternative definition: LMS is software that automates
the administration of training events. All learning management systems
manage the log-in of registered users, manage course catalogs, record data
from learners, and provide reports to management.
17. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• LMS is a program used to spread communication between teachers
and students and between students in the same class or those
participating in the same course. The LMS provides tools like e-mail,
chat, discussion groups, simultaneous writing to the same document
and statistical tools to be used by the teacher to track student
activities like logon, participation in discussion groups and handing
in of papers. Further, LMS can be used to create multiple-choice
tests, manage online examinations by closing the folder where the
student is handing in the examination paper within the timeout for
the exam. LMS can also be used for portfolio assessment. LMS is a
program intended to carry through three groups of tasks:
• Publication of educational content,
• Collaboration between students, tutors, and staff,
• Administration of users, courses, and classes.
18. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Regarding the first group of tasks, the tutor can load different course
materials into the LMS. These may constitute of in-line questions,
multiple-choice tests, active images, and presentations of lectures.
• For the second group, collaboration between students, tutors, and
staff, the LMS is used to spread communication between teachers
and students and between students in the same class or those
participating in the same course. LMS can provide synchronous
communication as well as asynchronous communications. Chat is
an example for synchronous or real time communication and
discussion group is an example for asynchronous communication.
These communication tools uses in e-learning environment for
interaction between students and teachers. Administrators and
teachers can broadcast messages to a class or group of users. The
students can use it to ask for administrative or technical help.
19. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• For the third group, the administrators or teachers can define any numbers
of discussion groups. These groups can be either private in which only
invited people can participate, or they can be public. Management is the
central element of a learning management system. Examples of
administrative tasks are:
• Create or delete new users
• Create or delete new classes
• Enroll students in classes
• Authorize users to access courses for specific periods of time.
• Assign different roles to control access to system. Offer multiple levels of
authority along with controlled access to your courses with user ID and
password
• Keep track of students individually or entire classes, and track student
progress, and statistical tools to be used by the teacher to track student
activities like logon, participation in discussion groups and handing in of
papers.
• Manage online examinations by closing the folder where the student is
handing in the examination paper within the timeout for the exam.
• Conduct portfolio assessment.
20. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Popular Learning Management System
• LMSCategory Company Homepage
• Blackboard Proprietary Blackboard, Inc.www.blackboard.com
• WebCT ProprietaryWebCT, Inc.www.webct.com
• TopClass ProprietaryWBT Systemswww.wbtsystems.com
• Moodle Open Source Moodle Inc. www.moodle.org
• ATutor Open SourceATRCwww.atutor.ca
• Brihaspati Open SourceIIT, Kanpur h
ttp://brihaspati.sourceforge.net
• ILIAS (Open Source)Universität Kölnhttp://www.ilias.uni-
koeln.de/ios/index-e.html
• FirstClass Proprietary Open Text
Corporationhttp://www.firstclass.com
• LearningSpace Proprietary IBM (Lotus)
http://www.lotus.com/products/learnspace.nsf/wdocs/homepage?
opendocument
21. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• LEARNING OBJECT STANDARDS
• The adoption of standards enables computer to process routine tasks
without any hindrance and not even slowing down the machine. Learning
standards create learning objects interoperable, reusable and
interchangeable of the learning object from one system to another.
• Liu, (2003) organized the learning standards and specifications in to five
categories
• Metadata: - Learning content and catalogues must be labelled in a
consistent way to support the indexing, storage, discovery (search) and
retrieval of learning objects by this multiple tools across multiple
repositories. Data used for this purpose are referred to as learning object
metadata (LOM). Several initiatives are creating metadata standards: the
Learning Object Metadata (LOM) of IEEE Learning Technology Standards
and the Dublin Core Metadata.
• Content Packaging: - Content packaging specifications and standards allow
courses to be transported from one learning system to another. The
initiatives dealing with content packaging include: the IMS content
packaging specification, the IMS simple sequencing specification, the ADL
Sharable Content Object Reference Model (SCORM).
22. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Learner Profile: - Learner profile information can include personal
data, learning plans, learning history, accessibility requirements,
certifications and degrees, assessments of knowledge and the
status of participation in current learning. The most important effort
to standardize learner profile information is the IMS Learner
Information Package (LIP) specification.
• Learner Registration: - Learner registration information allows
learning delivery and administration components to know what
offerings should be made available to a learner, and provides
information about learning participants to the delivery environment.
• Content Communication: - When content is launched, there is the
need to communicate learner data and previous activity information
in to the content. Work going on is the ADL’s Sharable Content
Object Reference Model (SCORM) project based on the CMI
specification of the Aviation Industry CBT Committee.
23. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Similar efforts to develop a common conceptual
definition of LOs have yet to emerge. Polsani explains
the broad understanding among the members of the LO
community about the functional requirements of LOs:
• Accessibility: the LO should be tagged with metadata so
that it can be stored and referenced in a database
• Reusability: once created, a LO should function in
different instructional contexts
• Interoperability: the LO should be independent of both
the delivery media and knowledge management systems
24. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Learning object development is a collective enterprise among the
programmers, graphic designers and subject experts, a standardized
approach can accelerate and establish efficiency in the LO strategy. The
organization benefits by using learning objects because it is able to:
• develop and deploy learning content quickly and efficiently
• port content easily between multiple learning management systems and
learning content management systems
• reduce content development and delivery costs
• reduce maintenance time and costs
• Likewise, the learner benefits because he or she can access individualized
learning paths and competency-based rather than course-based learning
events. It is important that the developers agree to a set of specifications for
development of LOs covering such areas as technology, editorial
requirements, stylistic considerations, etc. There are several arguments for
designing and developing material to be reused as learning objects,
including the following standards and criteria:
25. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• E-LEARNING COMMUNICATION MEDIA
• In an e-learning environment different types of media of
communication can be used. Communication between teacher and students
through the use of a discussion forum was an important aspect of this
course; the discussion forum contained links to learning event information,
announcements, and questions.
• Synchronous
• Communication in an e-learning environment can be through
synchronous or asynchronous learning media. Synchronous requires
simultaneous participation of all learners and instructors at different
locations. It indicates any learning event delivered in real-time to remote
learners, which includes immediate, two-way communication among
participants. It can also be considered as scheduled delivery of learning.
• Synchronous media commonly use virtual classroom, web conferencing,
Webcasting, Webinars, eConferece, software to support live and interactive
learning events delivered on the World Wide Web. The learning would be
taken place live and real time.
26. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Asynchronous
• In a traditional classroom learners can pose questions or comments to the
instructor, interact in verbal discussions, or collaborate with small groups.
Similar forms of interaction and collaboration exist in e-learning
environment, with a few substantial differences. The major difference is that
written communication is much more prevalent in e-learning classrooms.
• Asynchronous does not require simultaneous participation of learners and
instructors. It refers to a learning situation where the learning event does not
take place in real-time. Therefore, asynchronous e-learning is “on-demand
delivery” of learning, which gives learners more control over the learning
process and content. It usually takes forms such as: (1) electronic mail and
listserv, (2) public electronic bulletin boards/newsgroups or collaborative
systems for discussion, etc
• Asynchronous technologies involve having the learner control the time,
place, and even the content that they view. Asynchronous technologies
include web-based training courses and searchable databases, such as
learning or knowledge portals, testing tools, and help systems
27. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Synchronous vs. Asynchronous media used in e-learning
• Distinctive Features Examples Synchronous
• Real time
• Live
• Usually Scheduled and time specific
• Collective and often collaborative
• Simultaneous virtual presence with other learners and facilitators or
eMentors
• Concurrent learning with others
• Instant messaging
• Online Chat
• Live Webcasting
• Audio-conferencing
• Video-conferencing
• Web-conferencing
28. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• Asynchronous
• Intermittent access or interaction
• Self-paced
• Individual or intermittently collaborative
• Independent learning
• Usually available any time
• Recorded or pre-produced
• E-mail
• Threaded discussion
• Boards
• Web-based training
• Pod-casting
• DVD
• Computer based training
29. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• THE PRESENT STATE OF LIS TEACHING
• There are various methods and techniques used in the
teaching and learning exercises in library and information science
departments in India. The classroom based teaching is one of the
most known and effective teaching methods. The advent of
information and communication technologies changed the way we
teach and learn in a face-to-face system. The fact is that majority of
the faculty members are making use of the available technologies in
their department like computer and LCD (Liquid Crystal Display)
projector, document files, slideshows, graphics and images, audio
and video files, etc. The following session explains the facilities
available in the department, the skill of faculty members in using
these components, the support and encouragement proffered by the
department, etc.
30. Responses Frequency Percent
More than
adequate
1 10.0
Adequate 6 60.0
To some extent 3 30.0
Total 10 100.0
HEAD OF DEPARTMENTS RESPONSE IN LIS
Availability of ICT infrastructure in the Department
31. Frequency Percent
Yes 8 80.0
No 2 20.0
Total 10 100.0
Separate computer and net in the faculty room
32. Syllabus Infrastructure
Frequency Percent Frequency Percent
Every three
year
2 20.0 2 20.0
Every five
year
6 60.0 6 60.0
Every ten
year
1 10.0 1 10.0
Other 1 10.0 1 10.0
Total 10 100.0 10 100.0
Frequency of updating the syllabus and infrastructure
33. Present Teaching Method and Utilization of the Infrastructure
90% percentage of the departments facilitates information and
communication facilities to utilize them in the teaching and learning exercise.
It is very interesting that all the departments (90%) provide all possible
encouragements and support to the faculty members to utilize these
technologies in their regular teaching practice. It is observed that majority of
the head of the departments are ready to provide all possible supports if the
faculty members are ready to implement any new system in their teaching
practice.
34. 50 percent of the head of the departments are
affirmatively opined that their faculty members are quite
efficient especially regarding the application of
information and communication technologies in their
academic exercises. It is very important to have good
team of faculty members to explore and implement new
technologies in their regular teaching practice. 20% of
them believe that the faculty members are required to
undergo a thorough training programme to enhance
their ICT know-how and how to utilize e-learning in
teaching process. It is observed that they are mainly
using the basic components of ICTs in their academic
exercises.
35. Facility to access e-journals in the department
Frequency Percent
Yes 9 90.0
No 1 10.0
Total 10 100.0
36. University is a system to support and promote research work.
Majority of the departments are offering research programme and
contributing valuable output to the existing knowledge.
70% of the selected departments are offering research degree
such as M. Phil. or Ph. D.
60 percentage of these departments keep their research output
i.e. thesis and dissertation in simple printed format.
It is observed that few departments are there started converting
thesis and dissertation in to the digital format . The benefit of the
electronic version available online is that the other departments
can browse their research work and perceive the trend and the
gap of the research, which in turn would help to avoid the
replication of the work.
38. Majority of the department heads strongly believe that their department is not having
sufficient infrastructure to implement e-learning in their teaching exercises. It is clear
from the data that the infrastructure in 90% of the departments has to be improved.
. Frequency Percent
Plan within the six
month
1 10.0
Plan within one year 6 60.0
Interested but no
definite plan
3 30.0
Total 10 100.0
Future plan to accelerate e-learning in the teaching process
39. . Frequency Percent
Classroom based teaching
and learning combined with
asynchronous e-learning
9 90.0
Live synchronous e-learning
(via web conferencing
system)
1 10.0
Total 10 100.0
Suggested teaching and learning model for LIS in India
42. . Frequency Percent
Yes 7 33.3
No 14 66.7
Total 21 100.0
Faculty members having Personal Weblogs
43. .
Respons
es
Docume
nt Files
Slide
Shows
Graphics
and
Images
Audio and
Video files
Other
Fre
que
ncy
Per
cen
t
Fre
qu
enc
y
Per
cen
t
Freq
uenc
y
Perc
ent
Freq
uenc
y
Perc
ent
Freq
uenc
y
Per
cen
t
Yes 11 52.
4
18 85.
7
10 47.6 4 19.0 1 4.8
No 10 47.
6
3 14.
3
11 52.4 17 81.0 20 95.
2
Total 21 100
.0
21 100
.0
21 100.
0
21 100.
0
21 100
.0
Use of different ICT components in teaching process
44. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• E-LEARNING EXPERIENCE
• E-learning is a new way of learning the things, many of the LIS
departments in Europe and other developed countries are already
implemented e-learning in their regular face-to-face teaching
practice for example Indiana State University, Southern Connecticut
State University, Drexel University, University of Illinois, etc. In India
e-learning is still in its infancy particularly library and information
science education. Some initiations are taking place but still have a
long way to go. There are educational institutions and organizations
engaged in this endeavour like IGNOU, Delhi University,
Documentation Research and Training Centre (DRTC), (CEC-
UGC), SALIS in collaboration with UNESCO, etc. E-learning can be
supplemented to the existing system as an add-on programme and
it is not at all a replacement or substitute of the face-to-face system
45. . Frequency Percent
Excellent 2 3.8
Good 31 59.6
Fair 18 34.6
Poor 1 1.9
Total 52 100.0
STUDENTS RESPONSE
Respondents’ knowledge about e-learning
46. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• eCLIS: PROTOTYPE MODEL OF ELEARNING IN LIS
• Features of eClis
• The major features of e-learning Classroom-resource for library and
information science (eClis) are listed below.
• eClis makes it mandatory that all users have to log in to the system by using
their unique user name and password.
• eClis makes it easy to create new users such as admin or teacher or learner
and can edit or delete the profile of these users.
• eClis makes it easy to create new courses and papers. It enables to update
and edit the course and papers as per the requirements of the department.
• eClis facilitates attendance register to mark the presence or absence of
students in the class.
• eClis provides lecture note option where the faculty members can upload
their lecture notes on different topics and also provides a space for learners’
comments where the learner can post their comments on that lectures.
47. ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• eClis facilitates an integrated multimedia courseware in the subject it can
be used and re-used by different learners from various geographical
boundaries. There is a facility to edit the courseware as per the
requirements of the department. The faculty members can attach any
type of files like doc., PPT, audio and video, etc with the courseware and
this can be listed at the bottom of the each courseware.
• eClis provides the details of the eMentor and the learner can contact
them as and when the learner wish.
• eClis provides academic corner where the learner and eMentor can utilize
all the learning activities such as lectures, assignments and forums.
• eClis organizes all the students registered for each course under the
course category and also can show all the learners in the department
randomly.
• eClis lists the topics and concerned eMentors with their contact links.
• eClis is integrated by different course support activities such as
assignment, courseware, news and events, etc.
• eClis provides an academic calendar, which is very important for both
learners as well as the eMentors.
• eClis provides administration control option, administrator can manage all
the major activities of the entire system like add and delete of eMentor,
learner and courses.
• Learners can login anytime, anywhere to interact with eMentor and
exercises their course work as per their convenient.