This document provides a summary of the findings of a scenario study on e-learning conducted with 1022 lecturers from 58 Malaysian higher education institutions. The study aimed to identify lecturers' knowledge and skills regarding e-learning, issues in implementing e-learning, and training needs. It found that most lecturers were familiar with tools like PowerPoint and Facebook but less so with learning management systems and authoring tools. Respondents applied theories like behaviorism and learning styles more than andragogy or instructional design principles. The study provides insights that can help develop training to advance e-learning implementation in Malaysian higher education.
Trends and Directions of Technology in Elementary Schools under the Bangkok ...Dr Poonsri Vate-U-Lan
The future can be forecast from a decision based on current knowledge in relation to the trends and directions of computer technology implementation in a school. It depends frequently on the influence of administrators and their knowledge level. It is crucial to study the demand and the confidence level of e-learning implementation in the schools from an administration perspective. In 2013, a group of 120 school administrators attended a seminar workshop on e-learning at a university in Bangkok, Thailand. Fifty-six participants returned the questionnaire. The survey elicited level of their interest towards a combination of instructional approaches and computer technology. The research results are presented in this paper and outline the different levels of their interest towards each computer-technology application. The questionnaire contained questions regarding the potential of e-learning implementation based upon the available infrastructure in their schools. The results showed that e-learning was considered to be an education tool where implementation was not seen as problematic and it was likely to be an addition to the education offerings in schools. The survey also found that social networking was influential among schools, parents and students in relation to the potential benefits of e-learning implementation in schools. The survey indicates that the demand and confidence levels of e-learning implementation at the schools under Bangkok Metropolitan were rated at a high level.
How can high quality “on-line teaching” be guaranteed in a business school context? Under what conditions can “on-line teaching” be a satisfactory substitute for traditional face-to-face teaching? Or is a combination of the two the most effective option for executive education?”
Trends and Directions of Technology in Elementary Schools under the Bangkok ...Dr Poonsri Vate-U-Lan
The future can be forecast from a decision based on current knowledge in relation to the trends and directions of computer technology implementation in a school. It depends frequently on the influence of administrators and their knowledge level. It is crucial to study the demand and the confidence level of e-learning implementation in the schools from an administration perspective. In 2013, a group of 120 school administrators attended a seminar workshop on e-learning at a university in Bangkok, Thailand. Fifty-six participants returned the questionnaire. The survey elicited level of their interest towards a combination of instructional approaches and computer technology. The research results are presented in this paper and outline the different levels of their interest towards each computer-technology application. The questionnaire contained questions regarding the potential of e-learning implementation based upon the available infrastructure in their schools. The results showed that e-learning was considered to be an education tool where implementation was not seen as problematic and it was likely to be an addition to the education offerings in schools. The survey also found that social networking was influential among schools, parents and students in relation to the potential benefits of e-learning implementation in schools. The survey indicates that the demand and confidence levels of e-learning implementation at the schools under Bangkok Metropolitan were rated at a high level.
How can high quality “on-line teaching” be guaranteed in a business school context? Under what conditions can “on-line teaching” be a satisfactory substitute for traditional face-to-face teaching? Or is a combination of the two the most effective option for executive education?”
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.
This study aims to develop and determine the feasibility of E-Module learning media in Electromechanical Work Basic Subjects. This research is a development research using ADDIE model. The product developed is emodule learning media on subjects in Electromechanical Basic Work. Data collection is done by means of observation, interviews and questionnaires. The data analysis technique used in this research is descriptive analysis. This research was conducted on 128 students of 10th grade Department Electrical Installation Engineering in Vocational High School in Serang, Banten. The results of the research are Media validation is very feasible with a percentage of 95.3%. Material validation is very feasible with a percentage of 97.9%. The results of the questionnaire evaluation data of small group trials get an average percentage value of 91.7% and in the very feasible category. The results of the assessment in the large group trial data questionnaire received very decent results with a percentage of 92.4%. The results of the exercises carried out an average value of 92.1 before using learning media the average value obtained by students 80.5. The results of the evaluation scores get an average value of 88.5. The e-module learning media in Electromechanical Basic Work subjects can facilitate students in the learning process and facilitate the teacher in teaching.
Preservice mathematics teachers’ perceptions of using a web 2.0 technology as...Dr. Mokter Hossain
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in
Curriculum, Teaching, and Learning
with an emphasis on
Information Technology in Teaching-Learning Mathematics
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.
Promoting quality of e-learning and ICT use in Mongolian education: NGO invo...Mr Nyak
ABSTRACT
Since 1992 distance education (DE), especially e-learning, has found wider usage in the field of
higher, formal and vocational education in Mongolia as available technologies, including the Internet,
have greatly facilitated teaching and learning methods. In recent years some NGOs and higher education
institutions have been collaborating with foreign partners in developing and delivering quality e-learning
programmes in Mongolia. This paper will discuss how an NGO, Mongolian e-Knowledge (MeK) has
assured the quality of its e-learning development and delivery. It will look at the MeK’s quality assurance
(QA) mechanism, analyze various QA measures taken during the e-learning process, and discuss issues
and challenges of QA in e-learning.
Text Neck Epidemic: a Growing Problem for Smart Phone Users in ThailandDr Poonsri Vate-U-Lan
This research study examined the
rapid changes in computer user behavior
among Thai internet users, and analyzed
differences in the computer health risk
between desktop users and mobile device
users. The emphasis is on “Text Neck”
which has become a global epidemic
affecting millions of people of all ages using
various computer devices. The purpose of
this study was to consider the incidence and
relationship between health problems, and
Thai Internet users’ behavior on computer
and smart devices. The main research
instrument was an internet-based survey
which yielded 642 responses. The research
findings reflected that the text neck health
problem in Thailand is growing. This
survey found that the smart phone device
was the most popular computer application
rather than desktop computers as almost
two thirds of Thais always have their smart
phones with them. The research isolated
other behaviors of Thai computer users that
contribute to health problems as the survey
found that almost two thirds of respondents
never wear glasses to protect their eyes
from the blue light that emanates from
computer screens (64.33%). Almost one
third of participants continuously worked
on the computer without a break (30.84%).
On occasions, 62.3 percent of users
experienced pain in the neck and/or
shoulder regions when working on the
computer.
Designing An Effective Mobile-learning Model By Integrating Student CultureCSCJournals
Mobile learning is a good technology because it allows communication, collaboration, and sharing information or resources among all of learning members. Mobile learning can be used as perfect solutions to support the learning process. Thither are many concepts and factors influencing effective learning results through creativity, collaboration, and communication. However, culture is an unaccounted factor which should be appended to the existing M-learning model. Culture may improve the learning outcomes of students. We would like to research on how to design an effective model by integrating culture to maximize the benefits of mobile learning.
Utilization of Digital Camera Simulation MediaAM Publications
At the Photo Media Development course, students has difficulty in understanding the materials related to the aperture, shutter and ISO. Meanwhile, the setting of the three combinations of those is the basis of photography. This research conducted by implementing the classroom activity research as the methodology and has been done in 2 cycles. The subject of the study was 47 students from class 2013. The procedure consisted of four stages in each cycle: planning, action, observation and reflection. Data in this research collected from the observation on the field and test for the subject, which were described descriptively to enrich the result of every cycle obtained in this research. This study aims to define the improvement of students’ understanding of the materials related in the development of photo media course. The result of the preliminary study for this research showed the average score that was 40.10. In the first cycle of the research, the students’ average score was 68.55. In the second cycle, the learning outcome was increase to the point where the students’ average score was 83.57. The conclusion draw as the result from the two cycle of this research is there is improvement in the students’ learning outcome in this research, happened in every cycle in this research.
Full paper technologies and strategies for providing education through (july 14)Isdianto Isdianto
As we know that technology helps many people in the world whatever their fields. One of the main benefit of the technology is the helping distance teaching and learning. Technology here is the main support for the educational development in the most remote regions in Indonesia. Many people use the advanced technologies, such as internet, as the main wares of the educational development. They promote the using of internet in many schools in Indonesia, specially in remote regions, such as remote regions in Sumatera, Kalimantan, Sulawesi and Papua. Today, most of the students in such remote regions always have fun in their study with internet as the advanced technology. Technology has enchaned teaching and learning method in Indonesia, Specially in remote region. Many Students has used advanced technology, such as computer in the classroom, new website, interactive key board, Blog and wikis, in this case, Web 2.0 that implemented in the class, so the students can have much more dialogues, digest dialogues, ideas and brainstorming. Beside that kinds, wireless michrophone, mobile and digital game, also to be the other alternatives of the advanced technologies in enchanced teaching and learning system. Distance educational system by using advanced technologies make the goal of international education system become more achievable and more accessible to all students. Here, Technology has more contributions to the enchanced teaching and learning system, like what display in this site: http://www.slideshare.net/NASuprawoto/penggunaan-internet-dalam-pembelajaran-matematika-di-sd. This research is using desciptive methode for describing much more about strategies for providing education at remote area, west kalimantan, such as Open and Distance Learning System and getting sample at Open Distance Learning of Pontianak, West Kalimantan.
Here, Online tutorial is the most favourable mechanism for providing education through Open and Distance Learning System all over the world. Online tutorial gives the students so many things and choices for learning, beginning from the materials of studies, the choices of books shopping, various literatures at online library, various kind of friends for communicating between one student to another.
So, Technologies and Online Learning Strategies can provide education through Open and Distance Learning System at Remote Regions in Indonesia.
Key words : Technologies, Strategies, education, Open and Distance Learning System, Remote
Area
ENHANCING STUDENTS’ LEARNING AND SATISFACTION THROUGH THE USE OF SOCIAL MEDIAIJITE
Communication in and out the classroom is an essential component for education. As the technology emerges, there is a need to adopt to the new technologies to enhance students’ learning experience. Social media technologies provide informal communication methods that promote student engagement and
satisfaction by removing communication barriers. In this paper, we report our experience in using different social media technologies to enhance students’ learning experience and satisfaction with the course. We perform our experiment in software project management course and conduct a survey to assess the students’ perspective towards using these different social media technologies in enhancing their learning
and satisfaction. Results show that students are satisfied and feel that their learning experience has improved when using social media for class communication.
Discusses the faboodle application which acts as the bridge between moodle learning managements system and facebook. faboodle allows students to interact on moodle 1.8 LMS through facebook. The presentation also discusses the rationale for using facebook over moodle LMS.
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.
This study aims to develop and determine the feasibility of E-Module learning media in Electromechanical Work Basic Subjects. This research is a development research using ADDIE model. The product developed is emodule learning media on subjects in Electromechanical Basic Work. Data collection is done by means of observation, interviews and questionnaires. The data analysis technique used in this research is descriptive analysis. This research was conducted on 128 students of 10th grade Department Electrical Installation Engineering in Vocational High School in Serang, Banten. The results of the research are Media validation is very feasible with a percentage of 95.3%. Material validation is very feasible with a percentage of 97.9%. The results of the questionnaire evaluation data of small group trials get an average percentage value of 91.7% and in the very feasible category. The results of the assessment in the large group trial data questionnaire received very decent results with a percentage of 92.4%. The results of the exercises carried out an average value of 92.1 before using learning media the average value obtained by students 80.5. The results of the evaluation scores get an average value of 88.5. The e-module learning media in Electromechanical Basic Work subjects can facilitate students in the learning process and facilitate the teacher in teaching.
Preservice mathematics teachers’ perceptions of using a web 2.0 technology as...Dr. Mokter Hossain
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in
Curriculum, Teaching, and Learning
with an emphasis on
Information Technology in Teaching-Learning Mathematics
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.
Promoting quality of e-learning and ICT use in Mongolian education: NGO invo...Mr Nyak
ABSTRACT
Since 1992 distance education (DE), especially e-learning, has found wider usage in the field of
higher, formal and vocational education in Mongolia as available technologies, including the Internet,
have greatly facilitated teaching and learning methods. In recent years some NGOs and higher education
institutions have been collaborating with foreign partners in developing and delivering quality e-learning
programmes in Mongolia. This paper will discuss how an NGO, Mongolian e-Knowledge (MeK) has
assured the quality of its e-learning development and delivery. It will look at the MeK’s quality assurance
(QA) mechanism, analyze various QA measures taken during the e-learning process, and discuss issues
and challenges of QA in e-learning.
Text Neck Epidemic: a Growing Problem for Smart Phone Users in ThailandDr Poonsri Vate-U-Lan
This research study examined the
rapid changes in computer user behavior
among Thai internet users, and analyzed
differences in the computer health risk
between desktop users and mobile device
users. The emphasis is on “Text Neck”
which has become a global epidemic
affecting millions of people of all ages using
various computer devices. The purpose of
this study was to consider the incidence and
relationship between health problems, and
Thai Internet users’ behavior on computer
and smart devices. The main research
instrument was an internet-based survey
which yielded 642 responses. The research
findings reflected that the text neck health
problem in Thailand is growing. This
survey found that the smart phone device
was the most popular computer application
rather than desktop computers as almost
two thirds of Thais always have their smart
phones with them. The research isolated
other behaviors of Thai computer users that
contribute to health problems as the survey
found that almost two thirds of respondents
never wear glasses to protect their eyes
from the blue light that emanates from
computer screens (64.33%). Almost one
third of participants continuously worked
on the computer without a break (30.84%).
On occasions, 62.3 percent of users
experienced pain in the neck and/or
shoulder regions when working on the
computer.
Designing An Effective Mobile-learning Model By Integrating Student CultureCSCJournals
Mobile learning is a good technology because it allows communication, collaboration, and sharing information or resources among all of learning members. Mobile learning can be used as perfect solutions to support the learning process. Thither are many concepts and factors influencing effective learning results through creativity, collaboration, and communication. However, culture is an unaccounted factor which should be appended to the existing M-learning model. Culture may improve the learning outcomes of students. We would like to research on how to design an effective model by integrating culture to maximize the benefits of mobile learning.
Utilization of Digital Camera Simulation MediaAM Publications
At the Photo Media Development course, students has difficulty in understanding the materials related to the aperture, shutter and ISO. Meanwhile, the setting of the three combinations of those is the basis of photography. This research conducted by implementing the classroom activity research as the methodology and has been done in 2 cycles. The subject of the study was 47 students from class 2013. The procedure consisted of four stages in each cycle: planning, action, observation and reflection. Data in this research collected from the observation on the field and test for the subject, which were described descriptively to enrich the result of every cycle obtained in this research. This study aims to define the improvement of students’ understanding of the materials related in the development of photo media course. The result of the preliminary study for this research showed the average score that was 40.10. In the first cycle of the research, the students’ average score was 68.55. In the second cycle, the learning outcome was increase to the point where the students’ average score was 83.57. The conclusion draw as the result from the two cycle of this research is there is improvement in the students’ learning outcome in this research, happened in every cycle in this research.
Full paper technologies and strategies for providing education through (july 14)Isdianto Isdianto
As we know that technology helps many people in the world whatever their fields. One of the main benefit of the technology is the helping distance teaching and learning. Technology here is the main support for the educational development in the most remote regions in Indonesia. Many people use the advanced technologies, such as internet, as the main wares of the educational development. They promote the using of internet in many schools in Indonesia, specially in remote regions, such as remote regions in Sumatera, Kalimantan, Sulawesi and Papua. Today, most of the students in such remote regions always have fun in their study with internet as the advanced technology. Technology has enchaned teaching and learning method in Indonesia, Specially in remote region. Many Students has used advanced technology, such as computer in the classroom, new website, interactive key board, Blog and wikis, in this case, Web 2.0 that implemented in the class, so the students can have much more dialogues, digest dialogues, ideas and brainstorming. Beside that kinds, wireless michrophone, mobile and digital game, also to be the other alternatives of the advanced technologies in enchanced teaching and learning system. Distance educational system by using advanced technologies make the goal of international education system become more achievable and more accessible to all students. Here, Technology has more contributions to the enchanced teaching and learning system, like what display in this site: http://www.slideshare.net/NASuprawoto/penggunaan-internet-dalam-pembelajaran-matematika-di-sd. This research is using desciptive methode for describing much more about strategies for providing education at remote area, west kalimantan, such as Open and Distance Learning System and getting sample at Open Distance Learning of Pontianak, West Kalimantan.
Here, Online tutorial is the most favourable mechanism for providing education through Open and Distance Learning System all over the world. Online tutorial gives the students so many things and choices for learning, beginning from the materials of studies, the choices of books shopping, various literatures at online library, various kind of friends for communicating between one student to another.
So, Technologies and Online Learning Strategies can provide education through Open and Distance Learning System at Remote Regions in Indonesia.
Key words : Technologies, Strategies, education, Open and Distance Learning System, Remote
Area
ENHANCING STUDENTS’ LEARNING AND SATISFACTION THROUGH THE USE OF SOCIAL MEDIAIJITE
Communication in and out the classroom is an essential component for education. As the technology emerges, there is a need to adopt to the new technologies to enhance students’ learning experience. Social media technologies provide informal communication methods that promote student engagement and
satisfaction by removing communication barriers. In this paper, we report our experience in using different social media technologies to enhance students’ learning experience and satisfaction with the course. We perform our experiment in software project management course and conduct a survey to assess the students’ perspective towards using these different social media technologies in enhancing their learning
and satisfaction. Results show that students are satisfied and feel that their learning experience has improved when using social media for class communication.
Discusses the faboodle application which acts as the bridge between moodle learning managements system and facebook. faboodle allows students to interact on moodle 1.8 LMS through facebook. The presentation also discusses the rationale for using facebook over moodle LMS.
Educational technology is part of a scientific that is mostly engaged in
education. Actually, this scientific has significant benefits, especially in the
field of education. However, many people do not understand the role of
educational technology in education. This can be seen from the diverse
perspectives of society on educational technology. When it is associated with
educational technology science, there are many views of the community that
are very opposite to the scientific clusters of educational technology taught
from lectures. So, the purpose of this study was to find out the various
perspectives of society regarding educational technology itself. This paper is
presented with the addition of theoretical educational technology clumps.
This research employed a descriptive qualitative approach. This study used
indirect interviews, which means giving unstructured questions but still
focusing on what will be researched. The subjects in this study were six
participants who were people outside the educational technology scientific
clump. In addition, the author also conducted a literature review which was
taken from six articles from three different journals. The results of this study
reveal a diverse picture of views on educational technology. All participants
argue that educational technology has a significant role, but in terms of the
dominant conception they still do not understand it like other scientific. From
the results it can be a separate challenge for educational technology. It can be
used as an alternative reference in improving the quality of educational
technology, either through formal education or other forms.
Predicting students’ intention to continue business courses on online platfor...Samsul Alam
The objective of this study was to analyze the intention of a University's business department students to continue their studies on e-learning platforms during the ongoing COVID-19 pandemic. To this end, a questionnaire was developed to collect primary data from students in business fields. The study took into account more than 285 respondents from two different universities and relied on the expectation confirmation model (ECM) theory and the structural equation model. The partial least squares (SEM-PLS) method was used to analyze the data. The results of the study showed that task skills (TS) and task challenges (TC) were significant for the enjoyment (EN) of the students which in turn had a positive effect on the satisfaction levels. Confirmation (CON) had an impact on the post adoption perceived usefulness (PAPU), which was deemed positive for student satisfaction (SAT). The SAT and psychological safety (PS) of online learning platforms were found to positively influence the continuance intention (CI) on e-learning platforms. Finally, both SAT and PS of online learning platforms were observed to positively influence CI on e-learning platforms. Further research in this area could be useful in making decisions about promoting educational programs based on e-learning. The researchers recommend that academicians and policymakers must ensure appropriate arrangements for teaching on e-learning platforms.
Online Learning Conveniences From Students’ Perception: A Case Study in Unive...inventionjournals
ABSTARCT : Convenience is one aspect that should be considered in an online learning environment. Without convenience it is very impossible to implement successfully online learning particularly in higher learning institution. The purpose of this study was to explore the online learning conveniences from students’ perception. A cohort of 61 science physics students from School of Science and Technology (SST) and 41 pre-service science teachers from the School of Education and Social Development (SESD) of Universiti Malaysia Sabah, Malaysia comprised the sample. The course involved is Modern Physics which is compulsory. Both groups were supported via an online learning environment, which acted as the main medium for learning. Participants’ perception on conveniences was recorded through an open-ended questionnaire and focus group interview. The output of these qualitative data can be categorised into several themes, as in general they felt that learning through online is really convenient and ease; and they were also using online to search for information. Somehow there were also negative feedback where they felt not satisfied with the Internet coverage. In additional the SESD’s student stressed that their communication skills were enhanced.
Automated Data Integration, Cleaning and Analysis Using Data Mining and SPSS ...CSCJournals
Students’ performance plays major role in determining the quality of our education system. Sijil Pelajaran Malaysia (SPM) is a public examination compulsory to be taken by Form 5 students in Malaysia. The performance gap is not only a school and classroom issue but also a national issue that must be addressed properly. This study aims to integrate, clean and analysis through automated data mining techniques. Using data mining techniques is one of the processes of transferring raw data from current educational system to meaningful information that can be used to help the school community to make a right decision to achieve much better results. This proved DM provides means to assist both educators and students, and improve the quality of education. The result and findings in the study show that automated system will give the same result compare with manual system of integration and analysis and also could be used by the management to make faster and more efficient decision in order to map or plan efficient teaching approach for students in the future.
Student View on Web-Based Intelligent Tutoring Systems about Success and Rete...ijmpict
Purpose of this research is to determine the students' point of view about web based intelligent tutoring system's (WBITS) availability, effects on the success and contribution to learning about work, energy and conservation of energy topics. The system will be evaluated on student's angle of view. Intelligence tutoring system that used on the research is used only online by 21 Elementary School Math Teacher candidate for 4 weeks on Physics I course. Public opinion poll that developed by the researchers have used as a data gathering tool. Data gathered in this research has analyzed by descriptive statistical method. Participant students have underlined that web based intelligent tutoring systems are effective on physics courses. Mathematics teacher candidates have expressed their opinion that it is helpful to use the WBITS because it is not depending on time and place, it has capability to serve lots of events and problem solving possibility and it is helping to increase the education performance.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
Supervised learning techniques for virtual military trainingElena Susnea
Susnea E. (2010). Supervised learning techniques for virtual military training, In Proceedings of "The 5th International Conference on Virtual Learning - ICVL 2010", (pp. 513-517).
Web 2.0 Annotation & Bookmarking Tools: A Quick Guide
Scenario Study Report: e-Learning Module
1. Se aiSu y e ot
cn r td R p r
o
eLan g d l
- ri Mo u
e n e
2. Scenario Study Report
e-Learning Module
Prof. Dr. Mohamed Amin Embi (UKM)
Prof. Dr. Hanafi Atan (USM)
Prof. Dr. Sidek Abd Aziz (UPM)
Assoc. Prof. Dr. Norazah Mohd Nordin (UKM)
Dr. Afendi Hamat (UKM)
Published by:
Higher Education Leadership Academy
Ministry of Higher Education
&
Centre for Academic Advancement
Universiti Kebangsaan Malaysia
2012
3.
4. Background
Information
Introduction
The National Higher Education Strategic Plan (PSPTN), Ministry of Higher Education (MOHE),
is a document that translates the direction of national higher education for the future that
focuses on the development of quality human and intellectual capital. This is to realize the
country’s aspirations to become a developed, prosperous, and competitive nation. To ensure
that the implementation of the PSPTN is according to the set phases, the Ministry of Higher
Education (MOHE) has developed 21 Critical Agenda Project or CAPs. Each of these CAPs
has strategic objectives, indicators, and targets to be achieved through various planned
activities. These activities must be executed either at the Ministry level or at the agency
level, including all agencies under MOHE, which includes all Institutions of Higher Learning
(HEIs). As e-Learning has been identified as one the the Critical Agenda Project (CAPs) and a
Key Result Area (KRA) of MOHE, besides a study on e-Learning ímplementation in Malaysian
higher education institutions conducted by MEIPTA 2011, a scenario study on e-Learning
is commission by AKEPT to provide a baseline data for the development of a Training of
Trainers Module in the area of e-Learning.
Research Objectives
In general, the objectives of this research are to
1. identify the Malaysian IHLs (including polytechnics & community colleges) lecturers’
level of knowledge, skills and usage of e-Learning.
2. identify issues/problems/challenges of implementing e-Learning in Malaysian IHLs
(including polytechnics & community colleges).
3. identify current needs and future directions for training related to e-Learning in
Malaysian IHLs (including polytechnics & community colleges).
Scope of the Study
On the basis of the objectives described above, this study explore five main aspects;
namely, (i) level of e-Learning knowledge, (ii) level of e-Learning competencies, (iii) level
of e-Learning usage, (iv) issues/problems/challenges of implementing e-Learning, and (v)
current needs and future directions for training related to e-Learning in Malaysian IHLs
(including polytechnics & community colleges).
5. Scenario Study Report - e-Learning Module
Methodology
This is a survey study using an online developed and delivered questionnaire known as
the AKEPT e-Learning Survey (see Appendix 1). The sample involves 1022 lecturers from 58
Malaysian IHLs, comprising 20 public ILHs, 8 private IHLs, 25 polytechnics and 5 community
colleges as follows.:
Public ILHs
1. Universiti Kebangsaan Malaysia
2. Universiti Sains Malaysia
3. Universiti Putra Malaysia
4. Universiti Malaya
5. Universiti Teknologi MARA
6. Universiti Teknologi Malaysia
7. Universiti Utara Malaysia
8. Universiti Pendidikan Sultan Idris
9. Universiti Pertahanan Nasional Malaysia
10. Universiti Islam Antarabangsa Malaysia
11. Universiti Malaysia Sabah
12. Universiti Malaysia Sarawak
13. Universiti Sains Islam Malaysia
14. Universiti Tun Hussain Onn Malaysia
15. Universiti Teknikal Malaysia
16. Universiti Malaysia Kelantan
17. Universiti Malaysia Terengganu
18. Universiti Malaysia Perlis
19. Universiti Malaysia Pahang
20. Universiti Sultan Zainal Abidin
Private IHLs
1. Multimedia University
2. International Medical University
3. UniKL
4. Wawasan Open University
5. Taylor’s College
6. International College of Yayasan Malacca
7. AlBukhary International University
8. Kolej Universiti Islam Selangor
Community Colleges
1. Kolej Komuniti Hulu Langat
2. Kolej Komuniti Selayang
3. Kolej Komuniti Kuala Langat
4. Kolej Komuniti Hulu Selangor
5. Kolej Komuniti Sabak Bernam
4
6. Background Information
Polytechnics
1. Politeknik Ungku Omar
2. Politeknik Shah Alam
3. Politeknik Johor Bahru
4. Politeknik Sultan Abdul Halim Muadzam Shah
5. Politeknik Kuching Sarawak
6. Politeknik Kota Kinabalu
7. Politeknik Kota, Melaka
8. Politeknik Sultan Mizan Zainal Abidin
9. Politeknik Sultan Azlan Shah
10. Politeknik Sultan Idris Shah
11. Politeknik Muadzam Shah
12. Politeknik Balik Pulau
13. Politeknik Nilai Negeri Sembilan
14. Politeknik Sultan Haji Ahmad Shah
15. Politeknik Kota Bharu
16. Politeknik Port Dickson
17. Politeknik Sultan Salahuddin Abdul Aziz Shah
18. Politeknik Seberang Perai
19. Politeknik Kota, Kuala Terengganu
20. Politeknik Merlimau
21. Politeknik Tuanku Sultanah Bahiyah
22. Politeknik Tuanku Syed Sirajuddin
23. Politeknik Mukah
24. Politeknik Jeli Kelantan
25. Politeknik Banting Selangor
Research Instrument
A set of questionnaire was developed and used for this study. The instrument consists of 10
items comprising of 4 items on demographic information, 2 open-ended items and 4 Likert-
scale items for lecturers. This questionnaire was made available using an online survey called
SurveryMonkey.
Research Team
The research team comprised six members of the Malaysian Public ILHs e-Learning
Coordinators (MEIPTA) of the Research Universities:
1. Prof. Dr. Mohamed Amin Embi (UKM) Head
2. Prof. Dr. Hanafi Atan (USM)
3. Prof. Dr. Sidek Abd Aziz (UPM)
4. Assoc. Prof. Dr. Norazah Mohd Nordin (UKM)
5. Dr. Afendi Hamat (UKM)
5
7.
8. Findings
Background Information
A total of 1022 lecturers responded to the online questionnaire. Figure 1 shows that the
majority of the respondents (81.7%) are from the public Malaysian IHLs. This is followed by
the polytechnics (15.2%), private IHLs (2.3%) and community colleges (0.8%).
Figure 1: Distribution of respondents by IHLs
Figure 2 shows that of the majority of the lecturers involved in this study are from the Science,
Engineering and Technology discipline (44.9%) and the Humanities, Arts and Social Science
area (42.8%). Only 12.3% of the respondents are from the Medical and Health background. In
terms of years of service (see Figure 3), the data shows that the majority of the respondents
(83.7%) have 15 years of service or below. Only 16.7% have more the 16 years of service.
9. Scenario Study Report - e-Learning Module
Figure 2. Field of study/disciple of the respondents
Figure 3. Years of service
8
10. Findings
In terms of formal training on how to teach, one third of the respondents (37.3%) indicated
that they attended periodic training provided by their institutions after becoming a lecturer.
A total of 29.7% modeled their teaching based on observing their professors/teachers;
while, 27.1% had a teaching certificate or degree in Education.
Figure 4. Formal training on how to teach
Conception of e-Learning
In the open-ended question of the online survey, the respondents were required to briefly
describe their conception of e-Learning. A total of 1022 responses were recorded with
varying conception of e-Learning. Figure 5 shows the responses analyzed according to 28
most important key words/phrased used by the respondents to conceptualize e-Learning.
Data shows that not much is said about social media. In addition, Figure 6 shows 28 most
important key words/phrases on how the respondents integrate e-Learning in their teaching.
Similarly, not much is described about the use of Web 2.0 in teaching and learning.
9
11. Scenario Study Report - e-Learning Module
Figure 5. Key words/phrases used to describe e-Learning
10
12. Findings
Figure 6. Key words/phrases used to describe how e-Learning is integrated into teaching
11
13. Scenario Study Report - e-Learning Module
Familiarity, Competencies & Frequency of Application of Learning Theories
Data displayed in Figure 7 shows how much the respondents are familiar with the main
learning theories. In general, more than half of the respondents (53.5%) are very familiar
Bloom Taxonomy, whereas, nearly half of the respondents are quite familiar with Behaviorism
(49.7%), Constructivism (47.7%), Cognitivism (47.1%) and Learning Style (46.1%). However,
more than half of the respondents (52%) are unfamiliar with Andragogy; while nearly half
of them (42.6%) are unfamiliar with Instructional Design Principles. Data displayed in Figure
8 shows how much the respondents are competent with the main learning theories. In
general, nearly half of the respondents are quite competent with Learning Style (53.9%),
Behaviorism (50.5%), Cognitivism (49.1%) and Constructivism (46.6%). Moreover, more than
half of the respondents (56.4%) are not competent with Andragogy; while nearly half of
them (47.1%) are not competent with Instructional Design Principles. Data displayed in
Figure 9 indicates the frequency of application of learning theories by the respondents. Data
shows that only Behaviourism (55.8%) and Learning Style (41.8%) are always applied by the
respondents; whereas, Andragogy (53.8%) and Instructional Design Principles (44.4%) are
not at all applied in teaching.
Figure 7. Familiarity with learning theories
12
14. Findings
Figure 8. Competencies on learning theories
Figure 9. Frequency of application of learning theories
Familiarity, Competencies & Frequency of Use of e-Learning Tools
Data in Figure 10 shows the familiarity of respondents with the main learning tools. Generally,
most respondents are very familiar with PowerPoint (92.5%), Facebook (72.5%) and YouTube
(69%). In addition, nearly half of the respondents are also very familiar with Google Docs
13
15. Scenario Study Report - e-Learning Module
(48.3%), Skype (45%), Blogger (43.1%). Suprisingly, only about one third of them are very
familiar with Learning Management Systems. Almost two thirds of the respondents are
unfamiliar with Open Resource Initiatives (68.9%) and Open Educational Resource (58.4%).
As far as authoring tools are concerned, most of the respondents are unfamiliar with most
of the available authoring tools in the market; namely, Raptivity (88%), Captivate (80.8%),
Articulate (74.6%), Camtasia Studio (71.4%) and LectureMaker (62.6%). Data shows that two
third or more of the respondents are unfamiliar with the following Web 2.0 tools:
Crocodoc (95.1%)
Posterous (94.8%)
Flipsnack (94.8%)
Vyew (94.7%)
Edistorm (94.1%)
Glogster (94%)
Animoto (93.4%)
Elluminate (93.2%)
Zoho (93.2%)
PBWorks (93%)
Etherpad (92.8%)
TweetDeck (92.3%)
Edmodo (91.4%)
Snagit (91.2%)
Diigo (91.1%)
Polldaddy (91%)
Twiddla (90.6%)
Issuu (89.4%)
VoiceThread (89.3%)
Edublog (88.9%)
TypeWith.me (87%)
Myebook (85.4%)
Scribblar (85.2%)
Delicious (84.1%)
Wallwisher (83.5%)
GoAnimate (83.4%)
Evernote (82.1%)
Jing (81.7%)
Prezi (78.1%)
Livestream (75.1%)
Wikispaces (64.8%)
In addition, nearly half of the respondents are also unfamiliar with Picasa (54.6%), Dropbox
(49.2%), SurveyMonkey (45.3%), Flickr (43.7%), LinkedIn (40.4%) and iGoogle (40.3%).
14
19. Scenario Study Report - e-Learning Module
Figure 10. Familiarity with e-Learning tools
Data in Figure 11 shows the level of competency of the respondents with the main
e-learning tools. In general, most respondents are very competent with PowerPoint (80%).
Nearly half of them are competent with Facebook (54.6%) and YouTube (47%). In addition,
nearly a third of the respondents are quite competent with Blogger (36.9%), Learning
Management Systems (36.6%), Skype (35.5%) and Google Docs (35.1%). Almost more than
two thirds of the respondents are not competent with Open Resource Initiatives (73.3%) and
Open Educational Resource (65.8%). As far as authoring tools are concerned, most of the
18
20. Findings
respondents are not competent with most of the available authoring tools in the market;
namely, Raptivity (88.9%), Captivate (82.68%), Articulate (78.86%), Camtasia tudio (77.5%)
and LectureMaker (69.6%). Data show that two third or more of the respondents are not
competent with the following Web 2.0 tools:
Crocodoc (95.4%)
Posterous (94.9%)
Vyew (94.9%)
Flipsnack (94.8%)
Animoto (94.4%)
Elluminate (94.3%)
Edistorm (94.2%)
Glogster (94.1%)
Zoho (93.6%)
PBWorks (93.2%)
Etherpad (93.1%)
Diigo (93%)
TweetDeck (92.4%)
Twiddla (92.3%)
Edmodo (92.2%)
Polldaddy (91.8%)
Snagit (91.6%)
Wordle (91.4%)
VoiceThread (90.8%)
Issuu (90.3%)
TypeWith.me (88.6%)
Myebook (88.6%)
Scribblar (87.7%)
GoAnimate (87.74%)
Delicious (87.3%)
Wallwisher (85.5%)
Evernote (85.6%)
Jing (84.1%)
Livestream (83.8%)
Prezi (83.7%)
Wikispaces (73.1%)
In addition, nearly half or more of the respondents are also not competent with Picasa
(64.2%), flickr (61.7%), SurveyMonkey (62%), Dropbox (57.9%), LinkedIn (57%), iGoogle
(52.3%), Slideshare (50.7%), Scribd (49.5%), Wordpress (47.8%) and Twitter (47.1%).
19
23. Scenario Study Report - e-Learning Module
Figure 11. Competencies on e-Learning tools
Data in Figure 12 shows respondents’ frequency of usage the main e-learning tools. In
general, most respondents always use PowerPoint (87.3%). Nearly half of them always use
Facebook (51.7%) and YouTube (4.17%). Suprisingly, only about one third of the respondents
usually use Learning Management Systems (35.7%). Almost about two thirds or more of the
respondents never use Open Resource Initiatives (73.7%) and Open Educational Resource
(64.9%). As far as authoring tools are concerned, most of the respondents never use most
of the available authoring tools in the market; namely, Raptivity (90.8%), Captivate (83.5%),
Camtasia Studio (80.5%), Articulate (79.5%), and LectureMaker (71.8%). Data shows that two
third or more of the respondents never use the following Web 2.0 tools:
22
27. Scenario Study Report - e-Learning Module
Figure 12. Frequency of usage of e-Learning tools
Issues/Problems/Constraints/Hindrances/Challenges of Integrating e-Learning
Data displayed in Figure 13 shows that more than half the respondents felt that lack of time
to prepare e-learning materials (66.7%), poor infrastructure (e.g. slow internet connection)
(63.9%), lack of time (60.9%), lack of training (53.2%) and poor technical support (50.2%)
are the main problems they face in integrating e-Learning in their lesson. In addition,
about a third of them felt that poor maintenance (38.6%), lack of facilities (38.9%), lack
of resources (39%) and lack of knowledge (43%) as the main constraints/hindrance.
26
28. Findings
Figure 13. Issues/Problems/Constraints/Hindrances/Challenges of integrating e-Learning
Future Training on e-Learning
When asked what topics should be included in future training on e-Learning, the majority of
the respondents (73.5%) would like to know more about e-Assessment and Mobile Learning
(60.4%) (see Figure 14). Nearly half or more of the respondents would like topics such as
Web 2.0 (55.1%), OER or Open Educational Resources (54.6%), Blended Learning (52.9%),
Instructional Design (51.8%), Learning Theories (51.2%), Andragogy (46.9%) and Learning
Preferences (44.4%) to be included in training related to e-Learning.
27
29. Figure 14. Topics that should be included in training related to e-Learning
30. Summary of
Findings &
Implications
for
Development of
Training Module
Summary of Findings
From the analysis conducted on the data collected from 1022 lecturers from 58 Malaysian
IHLs, comprising 20 public ILHs, 8 private IHLs, 25 polytechnics and 5 community colleges
using the AKEPT e-Learning Survey, the following of the key findings of the e-Learning
Scenario Study:
1. The majority of the lecturers involved in this study are from the Science, Engineering and
Technology discipline (44.9%) and the Humanities, Arts and Social Science area (42.8%).
2. In terms of years of service, the majority of the respondents (83.7%) have 15 years of
service or below.
3. In terms of formal training on how to teach, only a third of the respondents (37.3%)
reported that they attended periodic training provided by their institutions after
becoming a lecturer.
4. When asked to conceptualize e-Learning, not much is said by the respondents about
social media and the use of Web 2.0 in teaching and learning.
5. In terms of the respondents’ familiarity with learning theories, more than half of them
(53.5%) are very familiar Bloom Taxonomy, nearly half of them are quite familiar
with Behaviorism (49.7%), Constructivism (47.7%), Cognitivism (47.1%) and Learning
Style (46.1%); whereas, nearly half or more (52%) are not familiar with Andragogy and
Instructional Design Principles (42.6%).
6. In terms of the respondents’ competencies of learning theories, nearly half of them are
quite competent with Learning Style (53.9%), Behaviorism (50.5%), Cognitivism (49.1%)
and Constructivism (46.6%); whereas, nearly half or more (56.4%) are not competent
with Andragogy and Instructional Design Principles (47.1%).
7. In term of usage of the learning theories, only Behaviourism (55.8%) and Learning
Style (41.8%) are always applied by the respondents; whereas, Andragogy (53.8%) and
Instructional Design Principles (44.4%) are not at all applied by them.
8. In terms of the respondents’ familiarity with e-Learning tools, most respondents are
very familiar with PowerPoint (92.5%), Facebook (72.5%) and YouTube (69%).
31. Scenario Study Report - e-Learning Module
9. In addition, nearly half of them s are also very familiar with Google Docs (48.3%), Skype
(45%), Blogger (43.1%).
10. However, only about a third of them are very familiar with Learning Management
Systems.
11. Almost two thirds of the respondents are not familiar with Open Resource Initiatives
(68.9%) and Open Educational Resource (58.4%).
12. As far as authoring tools are concerned, most of the respondents are not familiar with
Raptivity (88%), Captivate (80.8%), Articulate (74.6%), Camtasia Studio (71.4%) and
LectureMaker (62.6%).
13. Two third or more of the respondents are not familiar with most of the major Web 2.0
tools.
14. In terms of the respondents’ competencies of the e-Learning tools, most respondents
are very competent with PowerPoint (80%).
15. Nearly half of them are very competent with Facebook (54.6%) and YouTube (47%).
16. In addition, nearly a third of the respondents are quite competent with Blogger (36.9%),
Learning Management Systems (36.6%), Skype (35.5%) and Google Docs (35.1%).
17. Almost more than two thirds of the respondents are not competent with Open Resource
Initiatives (73.3%) and Open Educational Resource (65.8%).
18. As far as authoring tools are concerned, most of the respondents are not competent
with Raptivity (88.9%), Captivate (82.68%), Articulate (78.86%), Camtasia tudio (77.5%)
and LectureMaker (69.6%).
19. Two third or more of the respondents are not competent with the major Web 2.0 tools.
20. In term of frequency of usage of e-Learning tools, most respondents always use
PowerPoint (87.3%).
21. Nearly half of them always use Facebook (51.7%) and YouTube (4.17%).
22. However, only about a third of the respondents usually use Learning Management
Systems (35.7%).
23. Almost about two thirds or more of the respondents never use Open Resource Initiatives
(73.7%) and Open Educational Resource (64.9%).
24. As far as authoring tools are concerned, most of the respondents never use Raptivity
(90.8%), Captivate (83.5%), Camtasia Studio (80.5%), Articulate (79.5%), and LectureMaker
(71.8%).
25. Two third or more of the respondents never use the major Web 2.0 tools.
26. In terms of integrating e-Learning, more than half the respondents felt that lack of time to
prepare e-learning materials (66.7%), poor infrastructure (e.g. slow internet connection)
30
32. (63.9%), lack of time (60.9%), lack of training (53.2%) and poor technical support (50.2%)
are the main problems they face in their lesson.
27. As far as future training on e-Learning, the majority of the respondents (73.5%) would
like to know more about e-Assessment and Mobile Learning (60.4%)
28. Nearly half or more of them would like topics such as Web 2.0 (55.1%), OER or Open
Educational Resources (54.6%), Blended Learning (52.9%), Instructional Design (51.8%),
Learning Theories (51.2%), Andragogy (46.9%) and Learning Preferenes (44.4%) to be
included in training related to e-Learning.
Implications for the Development of e-Learning Training Module
Generally, the findings of this Scenario Study support the needs for developing a training
module on e-Learning for Malaysian Institutions of Higher Learning. In addition, the
following considerations should be considered:
1. Training should include the current conceptualization of e-Learning that include social
media and the use of Web 2.0 in teaching and learning.
2. Training should include exposure to various learning theories including Behaviorism,
Constructivism, Cognitivism, Learning Style, Andragogy and Instructional Design
Principles.
3. Training should include exposure to Open Resource Initiatives and Open Educational
Resource.
4. Trainees should also be introduced to authoring tools available in the market for
developing e-Learning materials/packages including Raptivity, Captivate, Articulate,
Camtasia Studio and LectureMaker.
5. Trainees should be trained how to the major Web 2.0 tools in teaching and learning.
6. Topics for training should include e-Assessment and Mobile Learning.
7. Other topics such as Web 2.0, OER or Open Educational Resources, Blended Learning,
Instructional Design, Learning Theories, Andragogy and Learning Preferences should
also be included in training related to e-Learning.
8. In encouraging the application of Andragogy theories, activities, tasks and projects in
the modules need to be related to trainees’ work and institution.
9. The training need to encourage collaborative effort among the trainees across the
IHLs in line with the concepts of interactive and collaborative learning espoused in the
modules.
10. As the modules incorporate work-based activities and projects during the training
sessions, all participating IHLs need to have a standard minimum infrastructure/facilities
(especially good internet connection) to encourage the application of the modules in
the trainees workplace.