E-learning is the subject of numerous debates. The contributions to this book are meant to intensify and broaden these discussion. The authors place their focus on higher and further education as important sectors for the application of e-learning with the aim to link up both areas. Here information technology, pedagogy and Business and Human Resource Education are analysed. The authors' contributions show how educational aspects and questions of organisation and information technology can be interlinked and use this connection to derive new areas of application for e-learning concepts.
The Editors Dieter Nittel is a professor at the Institute of Social Pedagogy and Adult Education. Roland Holten is Head of the Chair of ISE(Information Systems Engineering) at the Goethe University Frankfurt a. M.
Abstract The Fourth Industrial requires new concepts and skills to be acquired by learners at various levels. This has led to a new breed of learners joining our education institutions at various levels with prerequisite knowledge on technology which can be harnessed for learning and teaching purposes. This scenario has generated a lot of interest and more research on how first the process of knowledge acquisition is changing. There is excited attention among researchers, educators, education commentators and stakeholders on this aspect of learning. The new generations of techno savvy leaners joining institutions are a challenge to the old pedagogy of teaching. These young generations are creating a digital gap between the old ways of teaching and learning to new approaches in education. The nature of the generation change needs to bring some reforms in education especially in higher education in Kenya where electronic mobile devices penetration has escalated for the last ten years. This research paper, highlights issues around use of electronic mobile devices for knowledge acquisition purposes which if well utilized can aid the education systems in most African Countries in terms of access, affordability, ease of use and leaners wide interaction and independent study. The old pedagogy of the teacher being the absolute source of information is being transformed by the use of an array of emerging devices like Smartphone, ipads, laptops and others which are readily available to the leaner's. The study was carried out among undergraduate and postgraduate students at the University of Nairobi, Kenya between 2016 to 2018.The researchers found out that, electronic mobile devices are with the students for ease of use. The study also found out that, some of leaners in higher institutions of learning are not well informed on how to utilize the mobile devices for learning purposes hence most of the time they are used for other purposes not related to learning. In general, most countries in Africa have tried to invest on internet connectivity, ICT Infrastructure, capacity building among others structure which can also be leveraged for Education needs.
Easily plan your own teaching so that the learning goals, student activities and forms of examination, such as exams or peer feedback, are coordinated? Thanks to the electronic course planner, eLP, a short, structured planning of teaching is possible even without much previous experience. It guides lecturers step by step through the individual phases of course planning. It thus enables the "Shift from Teaching to Learning" (Barr and Tagg 1995 cf. Kreulich, Dellmann, Schutz, Harth and Zwingmann 2016) in an almost playful way, since both the teaching process as such and the learning process of the students are focused on. This article presents the eLP with its versatile possibilities and introduces application scenarios. The authors from three universities give an insight into how the eLP is used there. They draw conclusions about which points were beneficial for the introduction at their own university.
Today's society has become a constant swing of changes in every aspect of life; academic, economic, cultural, political, among others. The changes have been generated with the insertion of technology in daily activities, where learning is not exempt from these changes. According to Negroponte (1995), when science meets technology, it produces significant changes in our lives, as well as the way we understand reality. Today the knowledge society is empowered by technology and by the creation of new and diverse ways of interacting as people; the virtual worlds that are a graphic representation of the reality designed in 3D, is one of them. Second Life is one of these virtual worlds, becoming a site of mere entertainment and social life on the web, to be established in an environment that fosters creativity, collaborative work, business vision, the development of technological skills, the development of experiences of learning in 3D environments, among other aspects. Likewise, immersive learning enables interaction in three-dimensional environments. There the activities are carried out within an artificially constructed world which resembles reality, this allows us to build learning through the person's own experiences in interaction with the environment and the experiences among the users of this virtual world. For this reason, the use of the Second World virtual world is proposed as a training tool in immersive learning. ; La sociedad actual se ha convertido en un oscilar constante de cambios en cada aspecto de la vida; académico, económico, cultural, político, entre otros. Los cambios se han generado con la inserción de tecnología en las actividades diarias, donde el aprendizaje no queda exento a estos cambios. Según Negroponte (1995), cuando la ciencia se une con la tecnología esta produce cambios significativos en nuestra vida, así como la forma como entendemos la realidad. Hoy la sociedad del conocimiento está potenciada por la tecnología y por la creación de nuevas y diversas formas de interactuar como ...
One of the factors in the modernization of the education system is the creation and use of computer-based learning tool that combines the achievements of modern pedagogical science with the capabilities of information and computer technology. Achieving this goal involves the creation and use of electronic textbooks in the educational process. The legal basis for their use is the Laws of Ukraine «On Education», the Decree of the President of Ukraine «On measures to develop the national component of the global information network Internet and ensure wide access to this network in Ukraine», Orders of the Ministry of Education and Science of Ukraine «On conducting an experiment at the national level on the topic» «Electronic textbook for general secondary education (Е-book for secondary education (EBSE)), August 2018–August 2021», «On approval of the Regulations on the electronic textbook». The article actualized the issue of the introduction of electronic textbooks in the educational process of general secondary education institutions. The essence of interconnected concepts is revealed: «information and communication technologies»; «electronic educational environment»; «electronic educational resource»; «electronic textbook». Based on the analysis of scientific and pedagogical literature of domestic and foreign scientists, the main approaches to the classification of electronic textbooks are presented. Factors and criteria for evaluating the quality of electronic textbooks are described. The analysis of the current legislation on the introduction of electronic textbooks in the educational process of modern school is conducted. Based on the results of research and experimental work on the introduction of electronic textbooks in the educational process of general secondary education, the advantages, disadvantages of their implementation are clarified and the prospects for use are described. ; Актуалізовано питання впровадження електронних підручників в освітній процес закладів загальної середньої освіти. Розкрито сутність взаємопов'язаних понять: «інформаційно-комунікаційні технології»; «електронне освітнє середовище»; «електронний освітній ресурс»; «електронний підручник». На основі аналізу науково-педагогічної літератури вітчизняних і зарубіжних учених представлено основні підходи до класифікації електронних підручників. Охарактеризовано фактори та критерії оцінювання якості електронних підручників. Здійснено аналіз чинного законодавства з питань упровадження електронних підручників в освітній процес сучасної школи. На основі результатів дослідно-експериментальної роботи з упровадження електронних підручників в освітній процес закладів загальної середньої освіти з'ясовано переваги, недоліки їхнього впровадження та сформульовано перспективи використання.
One of the factors in the modernization of the education system is the creation and use of computer-based learning tool that combines the achievements of modern pedagogical science with the capabilities of information and computer technology. Achieving this goal involves the creation and use of electronic textbooks in the educational process. The legal basis for their use is the Laws of Ukraine «On Education», the Decree of the President of Ukraine «On measures to develop the national component of the global information network Internet and ensure wide access to this network in Ukraine», Orders of the Ministry of Education and Science of Ukraine «On conducting an experiment at the national level on the topic» «Electronic textbook for general secondary education (Е-book for secondary education (EBSE)), August 2018–August 2021», «On approval of the Regulations on the electronic textbook». The article actualized the issue of the introduction of electronic textbooks in the educational process of general secondary education institutions. The essence of interconnected concepts is revealed: «information and communication technologies»; «electronic educational environment»; «electronic educational resource»; «electronic textbook». Based on the analysis of scientific and pedagogical literature of domestic and foreign scientists, the main approaches to the classification of electronic textbooks are presented. Factors and criteria for evaluating the quality of electronic textbooks are described. The analysis of the current legislation on the introduction of electronic textbooks in the educational process of modern school is conducted. Based on the results of research and experimental work on the introduction of electronic textbooks in the educational process of general secondary education, the advantages, disadvantages of their implementation are clarified and the prospects for use are described. ; Актуалізовано питання впровадження електронних підручників в освітній процес закладів загальної середньої освіти. Розкрито сутність взаємопов'язаних понять: «інформаційно-комунікаційні технології»; «електронне освітнє середовище»; «електронний освітній ресурс»; «електронний підручник». На основі аналізу науково-педагогічної літератури вітчизняних і зарубіжних учених представлено основні підходи до класифікації електронних підручників. Охарактеризовано фактори та критерії оцінювання якості електронних підручників. Здійснено аналіз чинного законодавства з питань упровадження електронних підручників в освітній процес сучасної школи. На основі результатів дослідно-експериментальної роботи з упровадження електронних підручників в освітній процес закладів загальної середньої освіти з'ясовано переваги, недоліки їхнього впровадження та сформульовано перспективи використання.
The problem of development and testing of the experimental setup for the automatic control of thermal fluid convection allowing to be performed remotely within distance laboratory works on the level of secondary and high schools has been considered. The novelty of the approach is the development of remote sensing technology for research on laboratory equipment in real time. The actuality of the problem is due to the demand for professionals with expertise in remote sensing data collection and processing, as well as access of students in secondary and high schools to the equipment and achievements of leading scientific schools.
การวิจัยครั้งนี้มีวัตถุประสงค์ เพื่อเปรียบเทียบผลสัมฤทธิ์ทางการเรียน ของผู้เรียนหลังการเรียนด้วยรูปแบบการเรียนการสอนแบบผสมเพื่อการจัดการเรียนรู้สำหรับนักศึกษาครู และเพื่อศึกษาความพึงพอใจของผู้เรียน กลุ่มตัวอย่างที่เป็นนักศึกษาชั้นปีที่ 3 คณะครุศาสตร์ มหาวิทยาลัยราชภัฏสวนสุนันทา จำนวน 34 คน ที่ลงทะเบียนเรียนวิชาการสัมมนาทางเทคโนโลยีการศึกษา ในภาคเรียนที่ 2 ปีการศึกษา 2560 การวิเคราะห์ข้อมูลใช้ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐานและ t-test dependent ผลการสังเคราะห์รูปแบบการเรียนการสอนแบบผสมได้องค์ประกอบดังนี้ หลักการในเชิงนโยบายภาครัฐเกี่ยวกับการเรียนรู้ตลอดชีวิต แนวคิดและทฤษฎีทางการศึกษา ได้แก่ กระบวนการเรียนการสอนที่เน้นผู้เรียนเป็นศูนย์กลาง การจัดแผนการเรียนรู้แบบนำตนเอง กิจกรรมการเรียนรู้เชิงรุก เทคนิคระดม และผสมการเรียนด้วยสื่ออิเล็กทรอนิกส์ตามเกณฑ์ของ The Sloan Consortium ผู้เชี่ยวชาญประเมินรูปแบบการเรียนการสอนว่ามีความเหมาะสม (IOC = 0.97) สื่อการเรียนอิเล็กทรอนิกส์มีความเหมาะสม (IOC = 0.95) และมีประสิทธิภาพ E1/E2 = 81.09/87.70 ผลการทดลองพบว่า ผลสัมฤทธิ์ทางการเรียนของทางการเรียนก่อนและหลังการทดลองของกลุ่มตัวอย่าง แตกต่างกันอย่างมีนัยสำคัญทางสถิติที่ระดับ.05 และผู้เรียนที่เรียนมีความพึงพอใจในระดับดีมาก ( = 4.84, SD = 0.47) จึงสรุปได้ว่า รูปแบบการเรียนการสอนแบบผสมเพื่อการจัดการเรียนรู้สำหรับนักศึกษาครูที่พัฒนาขึ้นนี้ มีผลทำให้ผู้เรียนมีผลสัมฤทธิ์สูงขึ้น ข้อเสนอแนะ ควรศึกษาถึงผลของการใช้รูปแบบการเรียนการสอนแบบผสมเพื่อการจัดการเรียนรู้สำหรับนักศึกษาครู ที่ทำให้เกิดการเปลี่ยนแปลงกับตัวผู้เรียนในด้านความคงทนในการเรียนรู้ของผู้เรียน ควรศึกษาถึงผลของการใช้รูปแบบการเรียนการสอนแบบผสมกับกลุ่มผู้เรียนในระดับต่าง ๆ เช่น ระดับบัณฑิตศึกษา ระดับอาชีวศึกษา ระดับมัธยมศึกษา ควรวิจัยและพัฒนาระบบช่วยเหลือผู้เรียน ในกระบวนการเรียนรู้ (procedural scaffolding) ผ่านระบบการเรียนด้วยสื่ออิเล็กทรอนิกส์ The purposes of this study were to compare the learning achievement of students, studying with hybrid instructional model for learning Management of Pre-service Teachers and to investigate the students' satisfaction. The samples were 34 third-year students studying in the Faculty of Education, Saun Sunandha Rajabhat University. They studied on "Seminar in Educational Technology" in the second semester of academic year 2060. Data were analyzed by using mean, standard deviation, and t-test dependent statistic. The hybrid instructional model consisted of the principles based on government policies about lifelong learning. The concepts of educational theories, focuses on learner-centered, self-directed learning plan by organizing active learning activities with brainstorming technique, and mixing with e-learning by the Sloan Consortium criteria. The panel of experts agreed with the model in all aspects with the IOC of .97. The efficiency of e-learning was validated by E1/E2 = 81.09/87.70. The results indicated that there was significant difference at the level of .05 between the learning achievements of before and after learning. The students rated their satisfactions on the developed instructional model at a "very high" level (x̄ = 4.84, SD = 0.47). The hybrid instructional model could be used for increased the leaners' achievements. Suggestions Should study the effectiveness of using hybrid instructional model for pre-service teachers 'learning that promotes learners' learning retention. Should study on the effect of using hybrid instructional model on learners of various levels such as graduate level, vocational and high school 3. Should research and development of procedural scaffolding systems through electronic learning
The advent of the current COVID-19 pandemic almost halted the education process between teachers and students. Nonetheless, the government strived and overcame all the challenges posited by the pandemic and forged forward to continue the learning experience of students. This paper introduces the proposal entitled Project NEW-NORMAL which will provide substantial support in the learning modalities of students and cater the basic needs of teachers and students for the teaching and learning process. Different learning modalities provided various avenues to the learners to the most convenient and available modes of learning to which they preferred to select and experience. Printed learning modality was one the options where provision of self-learning modules is necessary that could stand without the help of the teachers. Likewise, digitized learning modality offered the utilization of technological platform through social networking sites, media, fora, etc. to download the materials provided by the teachers and the Department. The increased of technological and adversity quotients created a strong hold to face the current situation brought by the pandemic.
E-learning quickly became a crucial tool for universities and other higher education institutions during the global COVID-19 pandemic. The field of sport and physical education (PE) was no exception. However, though there is considerable growth in digital technologies in sport or physical education, we have very little evidence about the use and outcomes of these technologies. Thus, this study aims to document how e-learning technologies and pedagogical approaches were employed in the field of sport, the challenges and successes associated with these approaches, and potential avenues for improvement. To do so, a total of 27 responses were collected with two online qualitative surveys, one respectively for students (n = 15) and one for teachers (n = 12). Structured follow-up interviews with four students and one additional teacher were conducted to verify and deepen the responses. The findings show that interaction and variety were critical components of successful online learning. However, teachers reported difficulties motivating students, especially if no visual connection was present. Ultimately, even with innovation, variety, and interaction, sport and physical education's practical and social nature does not fully translate to the online setting. Thus, we conclude by proposing potential avenues for practice and research to respond to the challenges documented here.
In: Samuel, J. (2017). Information Token Driven Machine Learning for Electronic Markets: Performance Effects in Behavioral Financial Big Data Analytics. Journal of Information Systems and Technology Management, 14(3).
La Unión Europea y países asociados están trabajando en proyectos europeos que aportan información relevante sobre las metodologías utilizadas a nivel educativo a través de diferentes programas, incluido el Programa Erasmus+. Estos proyectos son la fuente de inspiración para la investigación que se está realizando de cara a obtener una guía metodológica para el uso exitoso de las tecnologías digitales en la educación en la mejora del aprendizaje. Este artículo se centra en cómo se ha abordado la investigación, el análisis de proyectos catalogados como buena práctica o experiencia de éxito relacionados con eLearning y/o TIC, los avances en el análisis de datos realizado hasta el momento, con los principales resultados obtenidos en el proceso de mapeo de proyectos y desarrollo y aplicación de una encuesta, que dan pistas sobre aspectos más relevantes de los proyectos revisados ; The European Union and associated countries are working on European projects that provide relevant information on the methodologies used at the educational level through different programs, including the Erasmus+ Program. These projects are the source of inspiration for the research that is being carried out to obtain a methodological guide for the successful use of digital technologies in education to improve learning. This article focuses on how the research has been approached, the analysis of projects classified as good practice or success stories related to eLearning and/or ICT, the advances in data analysis carried out so far with the main results obtained in the project mapping process and the development and application of a survey, which give clues about the most relevant aspects of the projects reviewed
