Browsing by Subject "e-learning"
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Item Challenges and Strategies for Sustaining eLearning in Small Organizations(University of West Georgia, 2007-09) Leary, John; Berge, Zane L.The fact that small organizations have been slow to adopt elearning is not because of a lack of need – in fact elearning offers tremendous benefits for small organizations in the form of time savings, captured expertise, improved workflow and improved staff development – but rather because small organizations tend not to have the right components and working atmosphere in place that allow for the adoption of elearning. There are three main ingredients that will enable this to occur for even the smallest of organizations: a learning culture, a web savvy staff, and the presence of at least one good training professional. Economies of scale that often help justify elearning for larger corporations are not applicable for small organizations, therefore managers must therefore take a closer look at how elearning can solve multiple problems faced by the small, busy staff. By integrating elearning into an organization’s strategic plan, and by combining e-learning with a knowledge management system, a virtual network, education partnerships, or other tools and strategies, smaller organizations can improve office efficiency and program effectiveness on a sustained basis with elearning.Item Cloud Services for e-Learning(2014 SouthEast Regional Conference, 2014-03) Ketel, MohammedCloud computing is growing rapidly in almost every sector including education. Many educational institutions do not have the ability to maintain the resources and/or infrastructures required to run e-learning systems and are looking for cloud based solutions. This paper introduces the benefits and limitations of cloud based e-learning.Item The Effect on Academic Progress of Middle School Students Who Had Direct Parental Supervision During Distance Learning(2021-05-13) Reed, Pamela; Education; Masters of EducationThe purpose of this study was to evaluate the effectiveness of parental supervision of middle school students during the COVID-19 mandated school closure during school year 2020-2021. The measurement tools were student progress notes, teacher observations, and parent questionnaires. This study involved the use of case study research to determine whether parental supervision and involvement helped students engage and participate during synchronous and asynchronous instruction. The participants were eight middle school students (Grades 5-9) enrolled in a Title I separate public day school for students with severe-profound disabilities. The average cognitive level of the students was 14 months. Six families were enrolled in Medical Assistance, and two students lived in single-parent homes. All eight students were nonverbal and required maximum supervision and assistance with daily living skills and to participate during instruction. Findings show that skill retention ranged from observable regression to observable progress. Due to the ongoing process of synchronous and asynchronous instruction, further data collection is required to determine the long-term efficacy of parental involvement.Item If you think socialisation in mLearning is difficult, try personalisation(InderScience Publishers, 2011-02) Berge, Zane L.Recently a lot has been written about Web 2.0, its focus on social networking, and its potential for eLearning. This carries forward to mLearning, a particular type of eLearning. Personalised learning has also been in the literature for decades. Much of this has involved a plea to individualise learning based on learning styles theories. This paper reviews the case for personalised learning, but instead of building on learning styles, the case presented here has more to do with mLearning as a way for learners having choice in what, how, and where they learn, both in school and out of school.Item The Importance of Social Position in E-Learning(2014 SouthEast Regional Conference, 2014-03) Ketel, Mohammed; Fishpaw, ChristopherThe growth and popularity of online social networks has created new ways of collaboration and communication. College/university students worldwide are particularly enthusiastic users— the vast majority are engaging on a daily basis with online social networks via a computer or mobile device. Likewise, eLearning has been utilized by academic communities to transcend learning across space and time to offer students an alternative to physical classrooms. Today, there is interest from educational institutions and organizations in the potential of social networks and social media to complement or leverage formal educational activities and enhance learning outcomes. Although many studies boast about the benefits of eLearning, users have traditionally complained about usability. This study aims to analyze the frequency of online social networking practices across a broad spectrum of diverse users based on survey responses. The goal of this research is to investigate the frequency of usage of social networking features for consideration in the design of new eLearning solutions.Item Providing Effective Feedback Online(International Council for Open and Distance Education, 2005-11-23) Berge, Zane; Collins, MauriIn the context of teaching and learning, both students and teachers give and receive feedback. A course should provide a non-threatening environment where students can express themselves to the instructor and other students. Students need continuing and timely feedback about their work and their performance. Using effective feedback helps ensure that students’ needs are being met and that they engage in high quality learning. The focus of this paper is to explore formative feedback where the main purpose is to instruct and help the learner have a greater opportunity to learn in the future. Examples, lessons learnt, and best practices are included from the author’s experience of teaching online, and from nearly 200 online teachers. This paper is mainly concerned with providing feedback to students, and as such, feedback is a response to a learner’s work or activity that helps the learner understand more clearly his or her progress, or serves to help the learner improve his or her learning or performance. This can be communication between the instructor and the student, among the students, or self-reflection and self-evaluation of the student in terms of his or her strengths and aspects related to improvement regarding learning activities. To be effective, feedback provided to students should focus on closing the gap between the student’s present thinking or performance and the desired goal. Ongoing formative assessment should be undertaken during the course or the programme.Item Technology and Education: an Ever-Growing Intersection(The Institute for Computer Sciences, Social Informatics and Telecommunications Engineering (ICST), 2012-08) Vincenti, Giovanni; Braman, JamesTaking with it many facets of everyday interaction, including that of teaching and learning. As the educational forefront is continually advancing through the introduction of new ideas, technologies and media, it is important to report all of these changes in order to stay abreast of its impacts. It is with great pleasure that we introduce our second issue of the ICST Transactions on e-Education and e-Learning. It has always been our belief that it is important for educators to experiment with new instructional tools and pedagogical approaches in order to find innovative ways to enhance teaching and learning. It is through the expertise of many educational pioneers that we are able to gain invaluable insight into new methods of teaching. Education should change and adapt as both society and technology evolve.