The document discusses establishing educational and technological standards for educational software based on the internet. It presents a literature review on e-learning technologies and their benefits. The researcher used a descriptive analytical method, including expert interviews and a questionnaire, to develop a list of standards. The results section provides the list, which includes 53 educational standard items across 5 areas (general information, content organization, screen design, evaluation, and flexibility) and 39 technological standard items across 3 areas (design, tools, and evaluation). The standards aim to provide guidance for developing high-quality educational software based on internet.
Information and communication technologies (ICT) have become commonplace entities in all aspects of life. In the 21st century world is moving rapidly into digital media and information, so the role of ICT in education is very important .Higher education in the country is experiencing a major transformation in terms of access, equity and quality. ICT helps to share availability of best practices and best course material in education. ICT based education causes changes in the educational objectives in the conception of the teaching and learning process. In this regard the paper addresses the integration of ICTs in various aspects of higher education in the present scenario.
The primary objective of our empirical research project was the assessment of the
efficiency of the heretofore delivered courses in light of the new learning options. Presently
the respective research results are being processed and following a more sophisticated
statistical analysis the information will be used as starting points for other scholarly
inquiries. Our long term goals also include a comparison of the respective research results
with similar scholarly programs performed in Hungary and in other countries as well.
Finally, we can conclude that the integration of the new methods into the
methodological components of teacher training programs is expected to obtain a strategic
significance. The Eszterházy Károly College adopting such initiatives has proven to be a
pioneer in this field as teaching programs supported by network-based learning are being
continually offered and delivered in order to assure the highest possible standards and
potential perfection of the respective teaching efforts.
Unlocking digital literacy practices of EFL teachersEkoPurwanti1
Digital literacy practice is necessary for education since information and communication technology has developed rapidly, resulting in shifting to the era of digital technology. The digital literacy practices in school and especially in classrooms are required for preparing 21st-century students. This study aims to (1) determine teachers’ perceptions of digital literacy practices in the level of classroom and school, (2) point out the digital literacy practices of English Foreign Language (EFL) teachers, and (3) investigate the challenges faced by the EFL teachers in applying digital literacy practices in the classroom. This study revealed the digital literacy practices of thirteen EFL Teachers in Yogyakarta using questionnaires and semi-structured interviews. The results uncovered that digital literacy was highly supported, evidenced by the facility, equipment, and the connectivity provided in all schools with a variety of free internet access. In the classroom level, these teachers practised digital literacy by using some digital tools. In implementing digital literacy, the teachers faced some challenges, such as defective equipment and Internet access and intrinsic factors such as teachers’ knowledge in technology, their attitudes toward digital technology, and students’ commitment to apply digital literacy. These findings are followed by recommendations for schools, teachers, and further research.
Developing online learning resources: Big data, social networks, and cloud co...eraser Juan José Calderón
"Developing online learning resources: Big data, social netorks, and cloud computing to support pervasive knowledge" de Muhammad Anshari & Yabit Alas1 & Lim Sei Guan
Published online: 21 May 2015 # Springer Science+Business Media New York 2015
Abstract
Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of pervasive knowledge acquisition to enrich users’ experience in learning. In conventional learning practices, a student is perceived as a recipient of information and knowledge. However, nowadays students are empowered to involve in learning processes that play an active role in creating, extracting, and improving OLR collaborative learning platform and knowledge sharing as well as distributing. Researchers have employed contents analysis for reviewing literatures in peer-reviewed journals and interviews with the teachers who utilize OLR. In fact, researchers propose pervasive knowledge can address the need of integrating technologies like cloud computing, big data, Web 2.0, and Semantic Web. Pervasive knowledge redefines value added, variety, volume, and velocity of OLR, which is flexible in terms of resources adoption, knowledge acquisition, and technological implementation.
Information and communication technologies (ICT) have become commonplace entities in all aspects of life. In the 21st century world is moving rapidly into digital media and information, so the role of ICT in education is very important .Higher education in the country is experiencing a major transformation in terms of access, equity and quality. ICT helps to share availability of best practices and best course material in education. ICT based education causes changes in the educational objectives in the conception of the teaching and learning process. In this regard the paper addresses the integration of ICTs in various aspects of higher education in the present scenario.
The primary objective of our empirical research project was the assessment of the
efficiency of the heretofore delivered courses in light of the new learning options. Presently
the respective research results are being processed and following a more sophisticated
statistical analysis the information will be used as starting points for other scholarly
inquiries. Our long term goals also include a comparison of the respective research results
with similar scholarly programs performed in Hungary and in other countries as well.
Finally, we can conclude that the integration of the new methods into the
methodological components of teacher training programs is expected to obtain a strategic
significance. The Eszterházy Károly College adopting such initiatives has proven to be a
pioneer in this field as teaching programs supported by network-based learning are being
continually offered and delivered in order to assure the highest possible standards and
potential perfection of the respective teaching efforts.
Unlocking digital literacy practices of EFL teachersEkoPurwanti1
Digital literacy practice is necessary for education since information and communication technology has developed rapidly, resulting in shifting to the era of digital technology. The digital literacy practices in school and especially in classrooms are required for preparing 21st-century students. This study aims to (1) determine teachers’ perceptions of digital literacy practices in the level of classroom and school, (2) point out the digital literacy practices of English Foreign Language (EFL) teachers, and (3) investigate the challenges faced by the EFL teachers in applying digital literacy practices in the classroom. This study revealed the digital literacy practices of thirteen EFL Teachers in Yogyakarta using questionnaires and semi-structured interviews. The results uncovered that digital literacy was highly supported, evidenced by the facility, equipment, and the connectivity provided in all schools with a variety of free internet access. In the classroom level, these teachers practised digital literacy by using some digital tools. In implementing digital literacy, the teachers faced some challenges, such as defective equipment and Internet access and intrinsic factors such as teachers’ knowledge in technology, their attitudes toward digital technology, and students’ commitment to apply digital literacy. These findings are followed by recommendations for schools, teachers, and further research.
Developing online learning resources: Big data, social networks, and cloud co...eraser Juan José Calderón
"Developing online learning resources: Big data, social netorks, and cloud computing to support pervasive knowledge" de Muhammad Anshari & Yabit Alas1 & Lim Sei Guan
Published online: 21 May 2015 # Springer Science+Business Media New York 2015
Abstract
Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of pervasive knowledge acquisition to enrich users’ experience in learning. In conventional learning practices, a student is perceived as a recipient of information and knowledge. However, nowadays students are empowered to involve in learning processes that play an active role in creating, extracting, and improving OLR collaborative learning platform and knowledge sharing as well as distributing. Researchers have employed contents analysis for reviewing literatures in peer-reviewed journals and interviews with the teachers who utilize OLR. In fact, researchers propose pervasive knowledge can address the need of integrating technologies like cloud computing, big data, Web 2.0, and Semantic Web. Pervasive knowledge redefines value added, variety, volume, and velocity of OLR, which is flexible in terms of resources adoption, knowledge acquisition, and technological implementation.
Implementing e-learning in far western region of Nepal by Gajendra Sharma* and Mahesh Prashad Bhatta in Crimson Publishers: Electronics and Telecommunications
The rapid developments of internet and communication technologies have materially altered many characteristics and concepts of the learning environment. E-learning has started to make way into developing countries and is believed to have huge potential for governments struggling to meet a growing demand for education while facing shortage of expert teachers, shortage of update textbooks and limited teaching materials. The objective of this study is to determine the major challenges of implementing e-learning systems in far western region of Nepal. The results of this study will serve as a basic for improving higher education in developing countries. There are many commercial or free e-learning systems available on the market. Most of these e-learning systems provide lot of functionality and modules. Some courses are completely based on e-learning resources instead of traditional learning model. E-learning system also offers graphs and charts of student’s results. This system is based on linear workflow. That means students can see new learning resources and tests only after previous was done. Students can also create their own learning plan by defining dates. System is able to export this plan into general calendar format or remind students via e-mail.
https://crimsonpublishers.com/cojec/fulltext/COJEC.000514.php
For More open access journals in Crimson Publishers
please click on link: https://crimsonpublishers.com
For More Articles on Electronics and Telecommunications
Please click on: https://crimsonpublishers.com/cojec
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.
Designing Online Learning, Web 2.0 and Online Learning ResourcesSanjaya Mishra
This is a presentation for the National workshop on Development of Self-Learning Materials (SLM) for distance and online learning, 2009. Presentation on 19/09/2009.
Unit 4:Application of ICT for Enriching Classroom Experiences – Application and use of Multimedia Educational Software for Classroom situations – Use of Internet based media for teaching and learning enrichment – Project based learning using computers, Internet and Activities – Collaborative learning using group discussion, projects, field visits, blogs, etc. E-learning: Meaning, Advantages and Disadvantages – Open Educational Resources: Concept and Significance
This study investigated ICT skills on use of University Web Portal by students of National Open University of Nigeria (NOUN), Ibadan. Descriptive survey method was used for the research design and the study population was made up of students of NOUN, Ibadan. Simple random sampling technique was adopted for this study to select only 237 as the sample size. The questionnaire was the main instruments employed for data collected and was analysed using simple percentages. Findings revealed the level of ICT as very low. The educational activities carried out on web portal include submission of assignment, register for courses among others. The use of NOUN web portal is frequent for submission of assignment, register for courses etc. The ICT skill influences the use of NOUN web portal by the students. The constraints to effective use of University web portal include internet connection failure, inability to access the web portal properly. The University web portal plays an important role in students study and academic programme. Therefore, management should on admissions to the programme recommend the use of multimedia devices such as iPhone, iPad, Computer system and other supportive gadgets for educational purpose however; this can be incorporated in their tuition fees.
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
E-teaching is an innovative teaching strategy
using the e-learning technology to empower both learners and
teachers thus providing opportunities for superior learning
experiences. The study enhances the education practice of those
teachers handling different graduate programs specifically
those offered by Lyceum of the Philippines University -
Batangas. This study focused on assessing and analyzing the
different important factors pertaining to the readiness and
inclination of the teachers. This involves introduction of
e-teaching on the part of the teachers and e-learning on the part
of the graduate students to their respective programs of study.
The findings revealed that the graduate school teachers are
aware of their vital role in developing effective delivery of
instruction and their openness on the active participation in
conducting classes in an online learning environment. Also, the
university is ready to take the e-teaching program as a mode of
instruction for the Graduate School.
Professional Development of Teachers: Use of ICT for Capacity BuildingDrSK Pulist
Professional Development and Capacity Building of Teachers and Teacher Educators with the hlep of Use of Information and Communication Technology (ICT)
Sensorineural hearing loss in Type 2 diabetes mellitusiosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Implementing e-learning in far western region of Nepal by Gajendra Sharma* and Mahesh Prashad Bhatta in Crimson Publishers: Electronics and Telecommunications
The rapid developments of internet and communication technologies have materially altered many characteristics and concepts of the learning environment. E-learning has started to make way into developing countries and is believed to have huge potential for governments struggling to meet a growing demand for education while facing shortage of expert teachers, shortage of update textbooks and limited teaching materials. The objective of this study is to determine the major challenges of implementing e-learning systems in far western region of Nepal. The results of this study will serve as a basic for improving higher education in developing countries. There are many commercial or free e-learning systems available on the market. Most of these e-learning systems provide lot of functionality and modules. Some courses are completely based on e-learning resources instead of traditional learning model. E-learning system also offers graphs and charts of student’s results. This system is based on linear workflow. That means students can see new learning resources and tests only after previous was done. Students can also create their own learning plan by defining dates. System is able to export this plan into general calendar format or remind students via e-mail.
https://crimsonpublishers.com/cojec/fulltext/COJEC.000514.php
For More open access journals in Crimson Publishers
please click on link: https://crimsonpublishers.com
For More Articles on Electronics and Telecommunications
Please click on: https://crimsonpublishers.com/cojec
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.
Designing Online Learning, Web 2.0 and Online Learning ResourcesSanjaya Mishra
This is a presentation for the National workshop on Development of Self-Learning Materials (SLM) for distance and online learning, 2009. Presentation on 19/09/2009.
Unit 4:Application of ICT for Enriching Classroom Experiences – Application and use of Multimedia Educational Software for Classroom situations – Use of Internet based media for teaching and learning enrichment – Project based learning using computers, Internet and Activities – Collaborative learning using group discussion, projects, field visits, blogs, etc. E-learning: Meaning, Advantages and Disadvantages – Open Educational Resources: Concept and Significance
This study investigated ICT skills on use of University Web Portal by students of National Open University of Nigeria (NOUN), Ibadan. Descriptive survey method was used for the research design and the study population was made up of students of NOUN, Ibadan. Simple random sampling technique was adopted for this study to select only 237 as the sample size. The questionnaire was the main instruments employed for data collected and was analysed using simple percentages. Findings revealed the level of ICT as very low. The educational activities carried out on web portal include submission of assignment, register for courses among others. The use of NOUN web portal is frequent for submission of assignment, register for courses etc. The ICT skill influences the use of NOUN web portal by the students. The constraints to effective use of University web portal include internet connection failure, inability to access the web portal properly. The University web portal plays an important role in students study and academic programme. Therefore, management should on admissions to the programme recommend the use of multimedia devices such as iPhone, iPad, Computer system and other supportive gadgets for educational purpose however; this can be incorporated in their tuition fees.
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
E-teaching is an innovative teaching strategy
using the e-learning technology to empower both learners and
teachers thus providing opportunities for superior learning
experiences. The study enhances the education practice of those
teachers handling different graduate programs specifically
those offered by Lyceum of the Philippines University -
Batangas. This study focused on assessing and analyzing the
different important factors pertaining to the readiness and
inclination of the teachers. This involves introduction of
e-teaching on the part of the teachers and e-learning on the part
of the graduate students to their respective programs of study.
The findings revealed that the graduate school teachers are
aware of their vital role in developing effective delivery of
instruction and their openness on the active participation in
conducting classes in an online learning environment. Also, the
university is ready to take the e-teaching program as a mode of
instruction for the Graduate School.
Professional Development of Teachers: Use of ICT for Capacity BuildingDrSK Pulist
Professional Development and Capacity Building of Teachers and Teacher Educators with the hlep of Use of Information and Communication Technology (ICT)
Sensorineural hearing loss in Type 2 diabetes mellitusiosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
A Case Of Canine Trypanosomosis With Epistaxis In A TwoYear Old Alsatian Dogiosrjce
IOSR Journal of Agriculture and Veterinary Science (IOSR-JAVS) is a double blind peer reviewed International Journal edited by the International Organization of Scientific Research (IOSR). The journal provides a common forum where all aspects of Agricultural and Veterinary Sciences are presented. The journal invites original papers, review articles, technical reports and short communications containing new insight into any aspect Agricultural and Veterinary Sciences that are not published or not being considered for publication elsewhere.
Foreign Body Reaction to a Plastic Pin-like Object in the Chin – A Case Reportiosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Recent Trends in E-Learning and Technologies IIJSRJournal
This work centers around the various advances accessible to help instructing and learning in e-Learning frameworks whose significance for schooling educators and framework designers is obvious. It is important to decide the most fitting e-learning advances to help the individual necessities in instructing, which make it conceivable to give the best learning freedoms to understudies, considering the current circumstance where instructive frameworks have quick requests got from the Covid 19 pandemic, which makes homeroom based instructive practices offer way to far off exercises. There are as of now drifts in the improvement of an assortment of accessible advances which might be outlined in Web environments and Virtual Reality among other arising advances; subsequently, the choice to utilize a specific innovation should be founded on strong exploration and obvious proof. This article audits a considerable lot of these e-Learning framework innovations and gives data, about their utilization, openings and patterns being developed.
OPEN EDUCATIONAL RESOURCES FOR ONLINE LANGUAGE TEACHER TRAINING: CONCEPTUAL F...IJITE
This paper discusses a conceptual framework for the design of Open Educational Resources (OERs) for
online language teacher training including an example of practical implementation. The authors identify in
the principles of micro- and macro- learning, cognitive load theory and Threshold Concepts (TCs), the key
elements that lead to the creation of effective OERs designed for the Lilac Project which aims to support
language teachers in managing online learning environments. Data from questionnaires and focus groups
were utilised to establish a set of TCs connected to online language teaching. These were then crossreferenced with existing TCs, and utilised to create micro learning content that does not negatively impact
the cognitive load, but, at the same time, is positioned within a larger macro structure that allows for the
development of deeper knowledge and competences. The structure of Lilac OERs will be presented as a
practical example of how the potential of technologies to support learning can be embedded in online
contexts.
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
Enriching E-Learning with web Services for the Creation of Virtual Learning P...IJERDJOURNAL
ABSTRACT:- The study aims at creation of virtual learning environment(VLE) using the context of web services .Now-a-days eLearning is gaining a wide spread acceptance since its inception. Much of the effort is placed on developing rich educational content & create global platform in which Information and Communication Technologies (ICTs) are used to transform education. Therefore education system need to be redesigned in a better way for which amalgamation of web services with eLearning is considered to solve the complex problems. The author tries to describe the web services architecture with the incorporation of eLearning that has defined a new way of learning. With the emergence of computer technology and urbane softwares, there is every possibility of enriching learning experience of students. Gamification, StoryBoard, Bring Your Own Device (BYOD), Localization are considered as supporting services for boosting up knowledge management process. Group Discussions, Twitter chats, Skype calls are performed in social learning. Web 2.0 services such as as blogs promote content creation, wikis make user enable of creating editable contents.
COMPARING THE CHALLENGES OF IMPLEMENTING WEB-BASED AND TRADITIONAL TEACHING S...adeij1
Web-based teaching systems have several advantages and have the potential to benefit education greatly. It
is significant to carefully consider learners' and instructors' specific needs and circumstances when
deciding whether to use these systems. Using web-based and traditional teaching methods may be
appropriate to provide a well-rounded educational experience. It may be appropriate to use a combination
of web-based and traditional teaching methods to provide a well-rounded educational experience. Webbased teaching systems have the potential to greatly benefit education in developing countries by
increasing access to quality education and reducing the cost of delivering education. However, there are
also several challenges to implementing these systems in developing countries, such as limited
infrastructure and resources, limited access to technology, and low digital literacy. The purpose of this
review article is to analyse and contrast the efficacy of web-based teaching systems with traditional
teaching systems, assess their respective advantages and disadvantages, identify the factors that influence
their effectiveness, and conclude that web-based teaching systems offer certain benefits over traditional
teaching systems, including greater flexibility, convenience, and the capacity to deliver multimedia content.
However, traditional teaching systems also have advantages, such as the ability to provide face-to-face
interaction and immediate feedback. This review paper examines the factors that impact the efficacy of
both systems, such as the system's design, the quality of the educational materials, and the proficiency of
the instructor. Both systems have their strengths and weaknesses, and the best approach depends on the
specific needs and circumstances of the learner and the instructor
Comparing the Challenges of Implementing Web-Based and Traditional Teaching S...adeij1
Web-based teaching systems have several advantages and have the potential to benefit education greatly. It is significant to carefully consider learners' and instructors' specific needs and circumstances when deciding whether to use these systems. Using web-based and traditional teaching methods may be appropriate to provide a well-rounded educational experience. It may be appropriate to use a combination of web-based and traditional teaching methods to provide a well-rounded educational experience. Webbased teaching systems have the potential to greatly benefit education in developing countries by increasing access to quality education and reducing the cost of delivering education. However, there are also several challenges to implementing these systems in developing countries, such as limited infrastructure and resources, limited access to technology, and low digital literacy. The purpose of this review article is to analyse and contrast the efficacy of web-based teaching systems with traditional teaching systems, assess their respective advantages and disadvantages, identify the factors that influence their effectiveness, and conclude that web-based teaching systems offer certain benefits over traditional teaching systems, including greater flexibility, convenience, and the capacity to deliver multimedia content. However, traditional teaching systems also have advantages, such as the ability to provide face-to-face interaction and immediate feedback. This review paper examines the factors that impact the efficacy of both systems, such as the system's design, the quality of the educational materials, and the proficiency of the instructor. Both systems have their strengths and weaknesses, and the best approach depends on the specific needs and circumstances of the learner and the instructor.
The Importance of the Use of Multimedia Technologies in the Educational Proce...ijtsrd
This article provides information on the importance of the use of multimedia technologies in the educational process in the effectiveness of the lesson.E learning, including text, graphics, sound, animated materials on a computer screen, allows you to study, edit and record. The use of information technology in lectures, workshops, laboratories and independent forms of training will be effective. Juraeva Aziza Akramovna | Nasirova Shoira Nomuradovna "The Importance of the Use of Multimedia Technologies in the Educational Process in the Effectiveness of the Lesson" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47617.pdf Paper URL : https://www.ijtsrd.com/management/other/47617/the-importance-of-the-use-of-multimedia-technologies-in-the-educational-process-in-the-effectiveness-of-the-lesson/juraeva-aziza-akramovna
Affective e-learning approaches, technology and implementation model: a syste...IJECEIAES
A systematic literature study including articles from 2016 to 2022 was done to evaluate the various approaches, technologies, and implementation models involved in measuring student engagement during learning. The review’s objective was to compile and analyze all studies that investigated how instructors can gauge students’ mental states while teaching and assess the most effective teaching methods. Additionally, it aims to extract and assess expanded methodologies from chosen research publications to offer suggestions and answers to researchers and practitioners. Planning, carrying out the analysis, and publishing the results have all received significant attention in the research approach. The study’s findings indicate that more needs to be done to evaluate student participation objectively and follow their development for improved academic performance. Physiological approaches should be given more support among the alternatives. While deep learning implementation models and contactless technology should interest more researchers. And, the recommender system should be integrated into e-learning system. Other approaches, technologies, and methodology articles, on the other hand, lacked authenticity in conveying student feeling.
The purposes of this study were: i) Developing strategic management of
education and training online tutorial; ii) Testing the feasibility of strategic
management of education and training online tutorial; iii) Finding out the
obstacles in strategic management of education and training online tutorial
development process; and iv) Finding the solutions in overcoming obstacles
in developing strategic management of education and training online tutorial.
This developmental research used the analysis, design, development,
implementation, and evaluation (ADDIE) model and involved second year
students of the faculty of teacher training and education in the Kupang
Region, Indonesia. The instruments used in this study were: i) Validation
guidelines for online tutorial material and supporting instruments; ii)
Students’ self-directed learning questionnaire; and iii) Online tutorial
formative test questions. Data analysis used descriptive and inferential
statistical test. The results show that the online tutorial: i) Fulfilled the aspect
of validity in the excellent category; ii) Fulfilled the effectiveness aspect in
the good category; iii) Limitations of the source, difficulties in compacting
the content of material and developing discussion questions are the obstacles
in developing the online tutorial; and iv) The solutions are (utilize
Universitas Terbuka (UT)'s open educational resources (OER), make
concept maps, and keep practicing to make question samples and consult the
questions made to the experts).
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
A Survey on E-Learning System with Data MiningIIRindia
E-learning process has been widely used in university campus and educational institutions are playing vital role to enhance the skill set of students. Modern E-learning done by many electronic devices, such as smartphones, Tabs, and so on, on existing E-learning tools is insufficient to achieve the purpose of online training of education. This paper presents a survey of online e-Learning authoring tools for creating and integrating reusable e-learning tool for generation and enhancing existing learning resources with them. The work concentrates on evaluation of the existing e-learning tools a, and authoring tools that have shown good performance in the past for online learners. This survey work takes more than 20 online tools that deal with the educational sector mechanism, for the purpose of observations, and the outcome were analyzed. The findings of this paper are the main reason for developing a new tool, and it shows that educators can enhance existing learning resources by adding assessment resources, if suitable authoring tools are provided. Finally, the different factors that assure the reusability of the created new e-learning tool has been analysed in this paper.E-learning environment is a guide for both students and tutorial management system. The useful on the e-learning system for apart from students and distance learning students. The purpose of using e-learning environment for online education system, developed in data mining for more number of clustering servers and resource chain has been good.
This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale.
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Educational and Technological Standards of Educational Software Based on Internet
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 5 Ver. III (Sep. - Oct. 2015), PP 49-55
www.iosrjournals.org
DOI: 10.9790/7388-05534955 www.iosrjournals.org 49 | Page
Educational and Technological Standards of Educational
Software Based on Internet
Dr. Esmail Omer Ali Hassounah1
, Yaser H. M. Radwan 2
1
(Department of Teaching Methods, College of Education - Al Aqsa University, Palestine)
2
(Department of Computer, Palestine Technical College- Deir El- Balah, Palestine)
Abstract: 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.
Keywords: Educational Technology, Educational Software, Internet.
I. Introduction
The Present Era Witnesses a great leap in Technological innovations related to internet and
educational software in educational process. These innovations can improve both public and private education
jointly with the rest of educational systems. To happen, this will result in learning process to take place inside
and outside school classes and during an open time periods.
In education field, new method of internet communication has been to allow multiple ways regarding
methods of teaching and learning for each the teacher and the student. Since the educational software based on
the Internet expands the potentials of information, experience and skills exchange outside the educational
process, this will give students a huge chance in activating his role in acquiring new skills addition to enable
them become self-learners. This chance will be reflected through the development of student’s intellectual and
creativity in matter of research unlike the traditional methods where the student plays an negative role as he will
only act as a receiver for skills and experiences.( Izzo Afaneh and others ,2005, p.138. 141) .
First : Electronic learning-based on the Internet:
The researchers define the electronic learning as “Tools, techniques and software on the global Web
network, which enable the teacher to circulate the lessons and the objectives, setting up duties and tasks of
study, and communicate with his students through multiple techniques, also, it enables the student to read
educational content and solving tasks, send tasks and participate in discussion forums and dialogue, and revise
his steps in the lessons and obtained grades.
These tools are divided into two parts (Yaser Radwan, 2008):
Asynchronous tools such as: Educational lessons surf, Instant communication between the student and the
teacher, files and documents transfer and correspondence via e-mail.
Synchronous such as: text and audio conversation between students themselves and between their teachers.
The most important Electronic learning technologies based on the Internet that led to rapid spread, and
ease of handling as offered by: (Ahmed Al-Mubarak ,2005); (Mohammed Khamis ,2003 p.243), are the
following:
- Web (World Wide Web).
- Educational software based on the Web.
- Virtual classroom.
- Newsgroups.
- Email.
- Chat.
- Mailing List in education
- Remote access service.
- Research.
Access to databases and indexes libraries.
Electronic books and references.
Academic research and working papers
2. Educational and Technological Standards of Educational Software Based on Internet
DOI: 10.9790/7388-05534955 www.iosrjournals.org 50 | Page
1.1. Justifications for Electronic learning via the Web:
The Electronic learning, at the moment, is considered the best way to familiarize the learner to
continuous learning, which helps him to educate himself lifelong. This will enable him, also, to educate himself
and to enrich his information. The flexibility of time and ease of use suit the psychological characteristics of
adult learners. The justifications for Web use in electronic learning, which is growing in the world, appears
through the points made by the following:(Majd al-Hashemi ,2001 p.172); (Mudar Zahran , Omar Zahran ,2003,
p.p 216-217); (Abd Hamayel , Majid Hamayel ,2004); ( Mohammed Al-Heila , Tawfiq Mera’i ,2004, p.p.421-
422):
1. Multimedia recruitment (voice, image, text, color) in the education process, which helps the learner to
interact with them and employ many of senses and refine intellectual skills.
2. Electronic learning via the Web is less expensive than traditional education and this is linked to
education economics.
3. Electronic learning via the Web for appropriate approach for adult education and staff training.
4. Improves the level of education and the development of intellectual capacity.
5. Strong management education, training and information exchange, and the integration of education and
training systems.
6. Solution of information and educational material inflation problems.
7. Flexibility in time and place, transfer of educational services to remote areas, and access to the largest
number of followers in different places.
8. Support learning style based on discovery, development and creative skills among students and to
abandon the lecture style, and changing systemize and traditional teaching methods in order to find a
class full of activity.
9. The use of interactive technologies and direct contact with learners scattered geographically.
10. Re-use courses in different forms, and development of written materials and curriculum.
11. Take advantage of electronic libraries and the speed to information access.
12. Software development enhancement compared with video systems and CD-ROM.
13. Arabic check module.
14. The progress of Arab language scientifically on the Web.
Second : Online Education Programs:
2.1. Online Educational Programs Properties:
Online education programs have a set of properties that are collected from its components as pages,
Hyper integrated multimedia, effectiveness, interactivity, organization, diversity, and flexibility to browse and
navigation. These properties are as follows: (Esmail Hassounah, 2008):
1- Integration: The integration of web-based education elements to achieve the desired goals of education
and learning.
2- Interactivity: It means the availability of user control in the style of presentation and assistance using
various interactive, depending on the user's ability and desire to learn.
3- Merging: The integration of web-based elements and educational objects in a particular sequence of a
non-linear manner according to the theories of learning.
4- Individuality: Learner is the core of the educational process and not the teacher.
5- Hypermedia: The educational programs of educational objects made up (audio, written text, images or
animations, video, hyperlinks).
6- Accessibility/Navigation : When deploying a web-based educational program to the Internet it will be
available anytime and anywhere,
7- Globality: web educational program allows students to deal with the biggest offered of science article
related to education program level.
8- Engagement: All parties of educational process participate in web learning environment, which
enriches the educational situation.
9- Accessibility: Online educational programs are subject to adjust, delete and adding in order to meet
the educational and individual needs.
10- Accuracy: Online educational programs present precise, clear and correct information scientifically
and linguistically.
11- Feedback: Provide immediate feedback to modify misconceptions to increase the motivation of the
learner, and increase the confidence of the learner himself in learning.
As the need is urgent in the Palestinian Community to keep pace with the rapid change in technology
and communications revolution, it is crucial to find new education strategy and ways to assist this strategy, such
as educational software based on the Internet.
3. Educational and Technological Standards of Educational Software Based on Internet
DOI: 10.9790/7388-05534955 www.iosrjournals.org 51 | Page
In order to keep educational software based on internet accredited and world-class scale, we must take
into consideration the quality when establishing online educational sites. (Tengku T. ,2005) .
Hence, the idea of creating a list of educational and technological standards for educational software
based in internet was emerged. This idea is to provide educational software based on internet standards with
high quality.
2.2. Educational software based on Internet standards:
One of the most important international standards for technical development and deployment of
electronic learning is SCORM. It has gained popularity among interested people in electronic learning, which
facilitated the spread in many of the electronic learning systems, since it characterized by segmentation and
creation of the content.
SCORM Means “Sharable Content Object Reference Model”. It is one of the electronic learning
design models, and defined by Learning and Electronic Training in Saudi Arabia as "a set of criteria which
organize the process of development, integration and dissemination of educational and training materials to act
as mediator between the authors of educational content and programmers of electronic learning management
systems on the other hand."
Sources of Derivation standards for Educational Sites and Methods of Assistance and Guidance:
Researches and studies rely on multiple sources at the derivation of educational software based on
internet standards design. By viewing many studies and literatures dealt with educational software based on
internet design standards, and previous studies and educational literatures in educational software based on
internet, including: Hassan Abdel Ati (2006, 341-342; Tamer Abdel Hafez (2007), “Education Committee
Working Group (2004); More, N. & Pinhey, K. (2006), Which dealt with the conditions and requirements that
must be provided in educational software standards. It was possible to identify sources to derive educational
design software based on internet standards, through the following:
- Previous studies and research, technology literature.
- The views of experts and specialists.
Based on the above and in the light of the conditions and requirements that must be provided in the
standards, derivation sources, and to identify those relevant standards, the researcher, conducted the following:
II. Methodology
The researcher used the descriptive analytical method to access the list of the necessary standards that
must be met in the educational web pages.
First. Reading books and references of previous scientific studies both in Arabic and Foreign Language
specialized in the field of educational software and technological design; to identify good educational
software standards and foundations of a design and methods, and appropriate public teaching methods.
Second. field survey to identify the locations of educational software and educational web based on internet
produced for university students and students of the Al-Aqsa University and Palestine Technical College
Deir al-Balah, to identify and notify about these software.
Third. conduct personal interviews with lecturers specialized in design of educational sites to teach some of
university courses, to identify the weaknesses and strengths in it, and also to identify the different needs of
this group, and that must be considered when building this kind of educational software.
Fourth. preparation of initial standards, by:
a. Formulation of the design of educational software sites based on internet standards, in form of items.
b. Items organization and formation.
Fifth. listing items included in the initial list for the previous educational and technological standards for the
design of educational software based on the Internet in the form of a questionnaire, in two main axes,
educational standards and its five fields include (53) item, and technological standards includes the main
three fields (39) item..
Conditions and requirements that must be provided in the educational and technology standards for
educational software based on internet. Taking into account when deriving the following conditions:
1- The proposed criteria of educational software and educational characteristics at the existing sites on the
Web, and their educational potential.
2- The proposed standards characteristics of university students, and their educational needs.
3- The proposed standards, the nature of Palestinian society, and the reality of university education in
Palestine.
4- The psychological and educational foundations, in the formulation of educational software based on
internet standards.
4. Educational and Technological Standards of Educational Software Based on Internet
DOI: 10.9790/7388-05534955 www.iosrjournals.org 52 | Page
5- The proposed standards, modernity, accuracy, comprehensiveness, and build on the scientific and
educational foundations.
6- It must be addressed to the separation between the educational and technological standards for the
design of educational software based on internet process. This comes in order to facilitate handling and
treatment, because each one affects the other, within an integrated and interactive system.
Sixth. presenting the questionnaire to a group of judges, experts and specialists in the field of education and
technology and teaching methods, and designers of educational sites, for approval.
Seventh. setting up questionnaire results making the needed adjustments in the light of experts and
specialists views of to arrive at the Final list of educational and technological standards for multiple
software design based on internet.
Eighth.
III. Results
Educational and technological proposed criteria that must be met in educational software based on
internet design.
First: Educational standards:
1. General information about educational software and management:
- Information about the teacher or designer in terms of the name, qualifications, and function, and how to
contact him.
- The targeted audience information.
- General objectives of the educational software.
- Previous requirements for the study of the educational code.
- Sources of educational software and tools.
- Topics of educational software and component units and lessons.
- The general plan for each lesson within the educational code.
- List of printed and electronic references.
- Lecturers advertising related to the target group.
2. Scientific content of educational software and organization:
- Educational software is objectively clear.
- Scientific content is presented in a logical sequence.
- The educational software content reflects the educational goals.
- The educational software content is free of scientific errors.
- The lessons of educational software can be dealt in both writing and Branching.
- Avoid the use of terms, images, shapes characterized by racial discrimination.
- Learning functions and activities characterized by clarity and precision.
- Content Organization reflects an educational theory correctly.
- Documenting the educational content of the educational software.
- Provision of appropriate projects for the activities of the educational content of the educational
software.
- Concepts and vocabulary in the educational software related to the learners capabilities, and fit
individual differences among them.
- Educational software offers complete educational content, without refering to other sources to achieve
the goals of educational software.
3. Design screens educational software and tools:
Important parts of the educational content and titles screens characterized by one way of text
characteristics (change the font style, coloring, text effects).
Follow the rules of the language: dictation, grammar, and accurately punctuation of the number of
scientific content of educational software.
Software design must takes into account the structure of the learner's educational needs and abilities
and the outcome of the language vocabulary.
Educational software provides opportunities to train the learner to build knowledge individually or
cooperatively.
Line drawings and pictures included in the educational software help to clarify its content.
Line drawings and images are limited in tables to speed downloading educational software screens.
Unit screens coordinate with each other in terms of: size, font, color, and background.
Backgrounds screens Colors are differ from one unit to other, to g discriminate among them.
Links Included in the educational software Characterized by effectiveness.
All educational software monitors are linked the main menu.
5. Educational and Technological Standards of Educational Software Based on Internet
DOI: 10.9790/7388-05534955 www.iosrjournals.org 53 | Page
Topics of Educational software are linked with selected sites enrichment.
You can print any part of the lessons of educational software easily.
Educational software texts are as clear as a result of the discrepancy between the text and background.
4. Scientific content of the educational software learning evaluation:
Showing appropriate evaluation activities to the acquired knowledge by the learner from the
educational software (tests, exams, projects, reports, etc.).
Participation in discussions will increase the learner acquisition to understand the contents of the
educational software.
Appropriate use of tests and evaluation activities of the learner to acquire the objectives and content of
scientific educational software.
The aim of the appropriate evaluation activities is:
1- The acquisition educational objectives of the educational software.
2- Learner understanding of the contents of the educational software.
3- The interaction of the learner with the contents of the educational software.
5. Learning Assessment through educational software:
Educational software Screens present evaluation activities with direct impact upon the learner.
Educational software Screens present evaluation activities to show possession of educational
technology Web screens running.
Educational software Screens present evaluation activities on managing educational screens and the
available means of communication.
6. Flexibility and facilitated the use of educational software
Logging on by the learner direct and easy.
A simple educational software design, and keeping away from information and scientific content
traffic.
Educational software offers a set of instructions to help, guide and direct the learner to use and deal
with the pages of educational software, and content of education is characterized by clarity and
flexibility.
The content of educational software is downloaded quickly.
Display screens show a map of the educational software screens and their relationship to each other.
Integration of the use of multimedia (voice, image, video) with the educational content of the
educational software.
The learner surfs between the screens in flexible and convenient way.
Educational software Screens allows the learner get out of the educational screens at any time and any
part.
Educational software Screens enables the learner to complete the study of the educational contents of
the pages at the point (partial) that he stops at.
Provide educational programming guide for the use of educational materials and programming in clear
way.
Second: Technological standards:
A- Interaction with educational software elements:
Screens offer a variety of methods for the learner to interact with the content.
Screens allow tools that enable synchronous and asynchronous interaction between the learner and his
peers.
Screens offer a variety of opportunities to interact with the learner educational content lecturer at any
time.
Screens provide graphical interface allows the learner to interact with it well.
Screens provide the learner with total degree as a result of its response to the questions of self-
evaluation.
Screens provide activities to interact with all educational content (between three _ four pages).
Screens provide learner immediate feedback.
Screens offers activities strengthen the weaknesses of the learner.
Screens provide practical activities rather than memorization acquisition objectives and educational
content.
B- Educational software interface screen:
The use of educational software screens appropriately to serve the educational content, not distract the
attention of the learner.
6. Educational and Technological Standards of Educational Software Based on Internet
DOI: 10.9790/7388-05534955 www.iosrjournals.org 54 | Page
Number of colors must be no more than six colors.
Educational software screen must not exceed computer monitors screen space.
Educational software screen should contain buttons to enables the learner to navigate through the page
group (Previous Page - Next - Home).
Assembling control buttons at the bottom or top of the page bar.
Screens contain buttons to enable the learner to display multi-media (moving image, sound, and video)
that serve the educational content.
Develop appropriate blank spaces between the learner's own controlled buttons.
Control the main lists of screens to show or hide its contents.
Educational software Screens allows the learner to overcome the educational pages of educational
group screens and allow him to return to it at a later time.
Provide assistance and guidance to the learner during learning process.
C- Educational software screen elements:
1- Written texts:
Readability of written texts by the learner in the educational software screens to serve educational
content.
Written texts contrast with the background of educational software screens.
Taking into account the space between paragraphs of text and titles of educational content of in
educational software screens.
Use a specific font and style of each of the headings and paragraphs regarding written texts of all
educational software screens.
Use different styles for titles, subtitles and paragraphs related to educational content in the educational
software screens.
Taking into account the combination of text and image, if there is a need; to serve the learner acquire
educational content related educational screens contents.
2- Fixed Images:
The use of clear fixed images linked with the educational content of the educational software screens.
Not to exaggerate in the size of images, and to adopt one size for all educational software screens.
Adoption of a common format for images in all educational software screens; as a rectangular image,
whether horizontal or vertical.
Images should be linked to the issue of educational content, and reflect one educational and behavioral
goal.
3- Videos:
Use the pop-up screens, when viewing a video clip or a sound clip to exploit the larger screen space in
order to serves the educational content.
The integration of the use of video clips, commensurate with the goals of educational content screens to
attract the attention of the learner.
The use of one and suitable size of the videos in all educational software screens, so as to achieve a
clear picture for the learner.
Provide video clips with control buttons to enable the learner to display video clips in flexible way.
4- Educational software menus :
The stability of options and menus of interaction interface in one place and do not change if the screen
changed.
Taking into account the levels of menus, so that no more than two consecutive menus.
Written texts must contrast with screen background menus of educational software.
5- Educational software screens spaces:
Distribution of elements inside the frame in parallel, while maintaining the principle of unity.
That use of a single design for all educational video clips screens within the educational software
screens.
Taking into account the organization of screen components to the design of the of the frame in logical
manner.
That uses of a single design for all forms of educational screens within the educational software
screens.
7. Educational and Technological Standards of Educational Software Based on Internet
DOI: 10.9790/7388-05534955 www.iosrjournals.org 55 | Page
IV. Conclusion
Researchers have achieved a list of educational and technological standards of educational software
based on internet that could benefit the organizers of the design and development of educational software
standards. Researchers recommended the following.
1. Create a center for the development of educational software based on the internet provides technical
and educational services to students and faculty members of the Palestinian universities, particularly
universities in Gaza. This center must include of specialists in education technology, curriculum and
teaching methods, computer and software team.
2. The responsible on the production of educational websites and educational software must benefit from
the list of standards reached by the researcher, to produce educational software based on internet.
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