Relevant bibliographies by topics / E-learning diffusion

Academic literature on the topic 'E-learning diffusion'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "E-learning diffusion"

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Nichols, Mark. "Institutional perspectives: The challenges of e-learning diffusion." British Journal of Educational Technology 39, no. 4 (July 2008): 598–609. http://dx.doi.org/10.1111/j.1467-8535.2007.00761.x.

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Romm, Celia T., Nava Pliskin, and William D. Rifkin. "Diffusion of E-mail: An organisational learning perspective." Information & Management 31, no. 1 (October 1996): 37–46. http://dx.doi.org/10.1016/s0378-7206(96)01070-1.

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Thomas, Keith, Paul Lam, and Annisa Ho. "Diffusion of E-Learning Practice in an Educational Institution." International Journal of E-Adoption 2, no. 3 (July 2010): 1–13. http://dx.doi.org/10.4018/jea.2010070101.

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Successful knowledge transfer or diffusion of e-learning practice goes beyond precursor incentives and anticipated rewards for the individual lecturer. It also involves wider enabling of learning attributes and cultural capabilities in an organization. This paper examines how some of these attributes and capabilities play out in an educational institution in the context of web-enabled technology. An organizational-learning model is used to examine diffusion of practices after initial design and development. This paper is based on a case study of eight course-level e-learning projects in a university based in Hong Kong. The study illustrates a number of issues and challenges for the wider uptake of the initial idea from the individual course to the programme and wider institution.
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Alharbi, Omran, Yousef Alshammari, and Awatif AlMutairi. "Review Theories of E-Learning." Advances in Social Sciences Research Journal 9, no. 2 (March 8, 2022): 428–34. http://dx.doi.org/10.14738/assrj.92.11499.

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There are several theories, which can be adopted and integrated to investigate the adoption of technology from learners and instructors’ perceptions in education environment. However, little of research were conducted to provide a comprehensive review of these theories. This study will present a comprehensive review of the essential theories such as Theory of Reasoned Action (TRA), Theory of Planned Behaviour (TPB), Social Cognitive Theory (SCT), Diffusion of Innovations Theory (DIT), Motivational Model (MM) ,Model of Personal Computing Utilization (MPCU) ,Unified Theory of Acceptance and Use of Technology (UTAUT) Model Technology Acceptance Model (TAM). Also, this paper attempt to provide some justifications about why the TAM model has used in research more than others theories.
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Ceesay, Lamin B. "Learning Beyond the Brick and Mortar: Prospects, Challenges, and Bibliometric Review of E-learning Innovation." Jindal Journal of Business Research 10, no. 1 (April 20, 2021): 33–48. http://dx.doi.org/10.1177/22786821211000190.

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The increasing proliferation of IT services in all sectors has reinforced the adoption and diffusion across all levels of education and training institutions. However, lack of awareness, knowledge about the key challenges, and opportunities of e-learning seem to allude policymakers, resulting in low adoption or increased failure rate of many e-learning projects. Our study tries to address this problem through a review of relevant literature in e-learning. Our goal was to draw from the existing literature, insights into the opportunities and challenges of e-learning diffusion, and the current state-of-research in the field. To do this, we employed a systematic review of literature on some of the salient opportunities and challenges of e-learning innovation for educational institutions. These results aimed to inform policymakers and suggest some interesting issues to advance the research and adoption and diffusion of e-learning. Moreover, the bibliometric analysis shows that the field is experiencing high research attraction among scholars. However, several research areas in the field witnessed relatively low research paucity. Based on these findings, we discussed topics for possible future research.
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Al-Khasawneh, Ahmad, and Randa Obeidallah. "Factors Contributing to E-Learning Success." International Journal of Information and Communication Technology Education 11, no. 3 (July 2015): 30–38. http://dx.doi.org/10.4018/ijicte.2015070103.

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This paper is concerned with the improvement of teaching and learning process through the adoption of Information and Communication Technology (ICT) and e-learning in Jordanian higher education institutions particularly in The Hashemite University (HU). The main challenge of the study is to provide such an understanding of how ICT and e-learning would be accepted through applying the Diffusion of Innovation (DOI) theory. Factors influencing user acceptance and adoption of ICT in Jordan on student motivations for the acceptance of technologies necessary for the delivery of e-learning activities are handled in this paper. The findings show the significant relationship between student's perception of technology characteristics and their attitude towards using the technology in the educational system.
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Lam, Paul, Judy Lo, Antony Yeung, and Carmel McNaught. "Examining Diffusion and Sustainability of E-Learning Strategies through Weblog Data." International Journal of E-Adoption 2, no. 3 (July 2010): 39–52. http://dx.doi.org/10.4018/jea.2010070104.

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The study focuses on ‘horizontal’ and ‘vertical’ adoption of e-learning strategies at The Chinese University of Hong Kong as revealed through computer log records in the centrally supported learning management systems. Horizontal diffusion refers to whether e-learning has spread to influence the practice of more teachers and students. In vertical diffusion, the authors examined whether or not teachers tend to adopt more varied online learning activities in successive years. The overall findings are that, while adoption of simple strategies is increasing, there is little evidence of horizontal and vertical diffusion of more complex strategies. Indeed, the use of some of the more complex strategies, which may relate to greater potential learning benefits, decreased. Results have led to discussions about new focuses and strategies for our institutional eLearning Service.
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Rejas-Muslera, Ricardo J., Alvaro J. García-Tejedor, and Olga Peñalba Rodriguez. "Open Educational Resources in E-Learning." International Journal of Open Source Software and Processes 2, no. 4 (October 2010): 1–12. http://dx.doi.org/10.4018/ijossp.2010100101.

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According to Dr. B.R. Ambedkar‘s definition (Deshpande & Mugridge, 1994), Open Educational Resources (OER) are based on the philosophical view of knowledge as a collective, social product. In the last years the relevance of OER has been widely acknowledged and a high magnitude impact is to be expected for OER in the near future (Atkins et al, 2007), (Wiley & Gurrell, 2009), especially as a masterpiece in e-learning development. The aim of this chapter is to present an overview of OER in e-learning, focused on two fundamental aspects: (i) technical issues, mainly standards, and (ii) socio-economic and legal questions. This way the chapter deals with the most relevant issues in this matter: Which is the OER´s role in education, especially for e-learning performance? Which are the technical resources and current standards needed for them? Which socio-economics and legal aspects influence the diffusion and use of OER?
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Abu-Shanab, Emad. "The Digital Divide and Its Influence on Public Education Diffusion." International Journal of Technology Diffusion 3, no. 4 (October 2012): 36–47. http://dx.doi.org/10.4018/jtd.2012100104.

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It is evident that information and communication technologies (ICTs) have improved performance and efficiency for different types of organizations. One of the important applications of ICT in public and private businesses is related to education, where electronic learning (e-learning) is a domain that became a paradigm more than a specific application. To utilize the full benefits of e-learning in public education and to exploit the diverse options of e-learning and specifically the synchronization of learning, digital divide is becoming an important obstacle that prevents teachers, students, and society members from benefiting from this phenomenon. Governments are striving to bridge the digital divide so that equal opportunities for education are guaranteed for their citizens in urban and rural areas. It is vital to explore the influence of digital divide on rural areas and how it affects the learning process. This study will explore the digital divide phenomenon, its relationship to e-learning concepts, how governments bridge this divide through e-government options, and finally, conduct an empirical test that explores the perceptions of students living in rural areas around the digital divide and its relationship to e-learning and education.
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Miraz, Mahdi H., Maaruf Ali, and Peter S. Excell. "Cross-cultural Usability Issues in E/M-Learning." Annals of Emerging Technologies in Computing 2, no. 2 (April 1, 2018): 46–55. http://dx.doi.org/10.33166/aetic.2018.02.005.

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This paper gives an overview of electronic learning (E-Learning) and mobile learning (M-Learning) adoption and diffusion trends, as well as their particular traits, characteristics and issues, especially in terms of cross-cultural and universal usability. E-Learning and M-Learning models using web services and cloud computing, as well as associated security concerns are all addressed. The benefits and enhancements that accrue from using mobile and other internet devices for the purposes of learning in academia are discussed. The differences between traditional classroom-based learning, distance learning, E-Learning and M-Learning models are compared and some conclusions are drawn.
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Dissertations / Theses on the topic "E-learning diffusion"

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Snyder, Warren E. "Perceptions on the Diffusion and Adoption of SkillSoft®, an e-learning program: A Case Study of a Military Organization." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26675.

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The purpose of this qualitative case study was to better understand how the diffusion (spread) and adoption (acceptance) of SkillSoft® (an e-learning product) occurred among employees of one military organization and to distill individual perceptions regarding influences that affected the process. This case study focused on the process and its challenges. Relating personal perceptions of the process and how various categories of influences (personal, organizational, technological, mandated policy, change) may have affected the process in a military organization provides a unique account that has been lacking in the literature. The results of this case study resonate with earlier research by Rogers (1983), Weinstein (1981), Sherry (1997), and Schein (1985), which found that influences (personal, organizational and technological) can have a dynamic effect on the diffusion and adoption of an innovation such as SkillSoft®. The study findings revealed that interviewees preferred job related e-learning experiences which support prior research by Bonk and Wisher (2000), and research by Thomerson and Smith (1996) who found that change in the way training is delivered can have an effect on the individual’s willingness to adopt an e-learning program like SkillSoft®. The study augments previous findings by Berge, (1997) indicating that culture can be a barrier to the implementation of on-line learning. The findings illuminated that awareness of the organization’ s environment (culture, mission, organization structure, decision-making process, communications channels, skills of employees), users’ requirements, as well as the product’s (SkillSoft®) fit with individual learning styles, are key elements to be considered when implementing an e-learning product in a military setting. Post Script With the acquisition of SMARTFORCE®, SkillSoft® Corporation was able to diversify its e-learning training opportunities (course library) to better meet the learning requirements of military personnel since the initiation of this case study. Currently the 2003 SkillSoft® SMARTFORCE® library of courses is available free of charge on-line and is enhancing the knowledge and skills of active duty, reserve military personnel and Department of Defense government civilians.
Ph. D.
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Heesen, Bernd. "Diffusion of innovations : factors predicting the use of e-learning at institutions of higher education in Germany." Berlin dissertation.de, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2833665&prov=M&dokv̲ar=1&doke̲xt=htm.

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Heesen, Bernd. "Diffusion of innovations factors predicting the use of e-learning at institutions of higher education in Germany." Berlin dissertation.de, 2004. http://deposit.d-nb.de/cgi-bin/dokserv?id=2833665&prov=M&dok_var=1&dok_ext=htm.

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Grewal, Simran Kaur. "A case study investigation into the diffusion of e-mediated learning technology in UK higher education." Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/4863.

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This thesis addresses the following research paradox: Despite continual investment in e-mediated learning technology by higher education institutions, why has technological diffusion within UK universities been a slow process? It will be argued that the level of investment in e-mediated learning technology by UK universities and the impact of this technology across higher education as a whole, makes this subject area an appropriate setting in which to study this phenomenon. An interpretivist case study investigation of the adaptation process of e-mediated learning technology by academic staff is analysed through the development of a grounded theory approach. The investigation will show that the majority of academic staff in the School of Management at the Case Study University are adopting e-mediated learning technology at a basic level. Various factors can combine to influence technological adoption. These include conflicting priorities for academic staff, IT skills levels and the potential for the technology to transform the social relation between the academic member of staff and student leading towards a heightened culture of expectation. In addition, the study will show that e-mediated learning technology has the ability to place the expertise of the academic member of staff in a vulnerable position. Together these factors can combine to affect the successful diffusion of e-mediated learning technologies in UK universities. At a more critical level, the research identifies that using models of critical mass in isolation to indicate the take-up of multi-functional e-mediated learning technologies are misleading. As such, models that incorporate the levels and stages, as well as the pace of adoption provide a more detailed perspective of the successful diffusion of e-mediated learning technology.
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Goliath, Cheryl Lynn. "Diffusion of an E-Portfolio to Assist in the Self-Directed Learning of Physicians: An Exploratory Study." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1247771744.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2009.
"August, 2009." Title from electronic dissertation title page (viewed 9/30/2009) Advisor, Susan J. Olson; Committee members, Sandra C. Coyner, Suzanne C. MacDonald, Ronald Otterstetter, Lynne M. Pachnowski, Sajit Zachariah; Department Chair, Bridgie A. Ford; Dean of the College, Mark D. Shermis; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Blom, Olof, and Daniel Salomonsson. "Exploring the diffusion of e-learning : general and enabling guidelines for implementation of computer-aided teaching in developing countries." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16645.

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The purpose of the study was to create guidelines regarding effective diffusion of elearningto and within developing countries. Another aim of the study was to identifychallenges and problems related to the diffusion of e-learning, as well as identifying whatcharacterizes a successful ICT diffusion project. To achieve the purpose of the study acase study was performed in Thailand, where two different schools, i.e. two cases thathad been targeted by ICT diffusion projects were studied. In combination to studying theschools, the donor side of the project were also included in the study. The study wasconducted with a qualitative research approach, and was divided into one inductive andexploratory phase, which generated a theory, and one deductive phase where the theorywas both theoretically and empirically validated. To gather the empirical material, eightsemi-structured interviews were conducted of which six included staffs from the twoschools, and two included donors that were involved in one of the studied ICT diffusionprojects. Yet another semi-structured interview was performed with a person involved inan ICT diffusion project, which helped to perform the empirical validation of thegenerated theory. With the help of the collected empirical material as well as throughexisting theories it was possible to identify numerous of challenges regarding diffusion ofe-learning to and within developing countries. The challenges were primarily connectedto language, culture, governmental, lack of computer knowledge and infrastructural. Totackle the challenges a number of characteristics regarding effective ICT diffusionprojects in developing countries were identified. These characteristics included theimportance of doing a proper investigation about the recipients, follow ups, providedright amount of computers, provided software that had been adapted and providededucation about how computers should be used. Based on the challenges andcharacteristics guidelines for effective diffusion of e-learning to and within developingcountries were designed. The knowledge about challenges and characteristics led to theidentification of two important findings. The first was that the diffusion of e-learning todeveloping countries is highly dependant on the diffusion of ICT to the schools, as anevident problem that existed was that the schools lacked the proper technicalinfrastructure to be able to support computer-aided teaching. The other finding was thatin order for the diffusion process to be effective, it is vital to provide information andeducation about the technology in advance of the implementation. These two findingslead to that the 19 created guidelines were divided into two categories; basic guidelinesfor diffusion of ICT and enabling guidelines for diffusion of e-learning.
Program: Dataekonomutbildningen
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Hanson, Janet. "Investigation of the exploratory power of the innovation diffusion model in the implementation of a university e-learning strategy." Thesis, Bournemouth University, 2008. http://eprints.bournemouth.ac.uk/20508/.

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Mkhize, Peter L'Hlonono 1975. "Reconceptualising an e-Learning framework for South African public sector training / Peter L. Mkhize." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9788.

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The emerging knowledge economy necessitates rapid skills development, to ensure that organisations sustain a competitive edge. Rapid skills acquisition would enable organisations, whether public or private sector, to take advantage of new emerging opportunities and improve performance by ensuring that their employees are well equipped with relevant skills. The South African labour market has, however, been engulfed by both a skills shortage and a brain drain, which has worsened performance in the public sector – as is evident from the widespread public protests. In this study, the researcher conducted an explorative investigation to gain an in-depth understanding of factors that could influence e-Learning diffusion as an innovative way of facilitating rapid skills acquisition. In order to conduct this investigation, the researcher employed qualitative techniques in the form of a case study, using grounded theory analysis techniques. Grounded theory analysis results enabled the researcher to formulate propositions. Furthermore, these propositions were used to formulate important factors and questionnaire items that were used to test proposed findings, using a survey research design. Findings revealed that the public sector, as with society at large, is adopting sociallyorientated computing practices, to open up social platform integration into the employee learning experience. Findings reveal that social platform integration would be fruitful, if the entire instructional design was based on social constructivist, epistemological principles, with the appropriate social technology.
Thesis(PhD (Computer Science))--North-West University, Potchefstroom Campus, 2013.
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Corrigan, Julie A. "From Digital Divide to Digital Opportunity: the Adoption of e-Tutoring in a Rural School District." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20297.

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The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.
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Keller, Christina. "Virtual Learning Environments in Higher Education : A Study of User Acceptance." Doctoral thesis, Linköping : Department. of Management and Engineering, Linköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9665.

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Book chapters on the topic "E-learning diffusion"

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Heim, David, Marcus Fischer, and Axel Winkelmann. "Improving Concepts of E-Learning by Using ERP Systems for an Interactive Knowledge Diffusion." In Lecture Notes in Computer Science, 199–215. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58509-3_17.

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Granić, Andrina. "Technology Acceptance and Adoption in Education." In Handbook of Open, Distance and Digital Education, 1–15. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_11-1.

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AbstractThe chapter provides a comprehensive and up-to-date insight into main research findings in the area of educational technology acceptance, adoption, and usage. Over the past decades, a variety of theoretical perspectives have been advanced to provide an understanding of the determinants of adoption of various technologies used to support the process of knowledge transfer and acquisition. Although some prominent theoretical approaches in educational contexts include Innovation Diffusion Theory (IDT), Unified Theory of Acceptance and Use of Technology (UTAUT), as well as Motivational Model (MM), research reveals the Technology Acceptance Model (TAM) as the most influential model and leading scientific paradigm in investigating acceptance of educational technology by students, teachers, and other stakeholders. Aiming to increase their predictive validity, in numerous empirical studies, models have been extended with different predictive factors, like the most often validated self-efficacy, subjective norm, perceived enjoyment, perceived playfulness, anxiety, social influence, system quality, and facilitating conditions. Research revealed electronic learning (e-learning) as the most common validated mode of delivery, followed by mobile learning (m-learning), learning management system (LMS), personal learning environment (PLE), and massive open online course (MOOC), along with different supportive facilitating technologies used in education such as social media platforms, teaching assistant robots, simulators, as well as virtual reality (VR) and augmented reality (AR) technologies. To enhance explanatory power, new developments in educational technology acceptance and adoption have suggested the need of integration of TAM and UTAUT with other contributing adoption and post-adoption theories and models, together with several established approaches from other fields.
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Granić, Andrina. "Technology Acceptance and Adoption in Education." In Handbook of Open, Distance and Digital Education, 183–97. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_11.

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AbstractThe chapter provides a comprehensive and up-to-date insight into main research findings in the area of educational technology acceptance, adoption, and usage. Over the past decades, a variety of theoretical perspectives have been advanced to provide an understanding of the determinants of adoption of various technologies used to support the process of knowledge transfer and acquisition. Although some prominent theoretical approaches in educational contexts include Innovation Diffusion Theory (IDT), Unified Theory of Acceptance and Use of Technology (UTAUT), as well as Motivational Model (MM), research reveals the Technology Acceptance Model (TAM) as the most influential model and leading scientific paradigm in investigating acceptance of educational technology by students, teachers, and other stakeholders. Aiming to increase their predictive validity, in numerous empirical studies, models have been extended with different predictive factors, like the most often validated self-efficacy, subjective norm, perceived enjoyment, perceived playfulness, anxiety, social influence, system quality, and facilitating conditions. Research revealed electronic learning (e-learning) as the most common validated mode of delivery, followed by mobile learning (m-learning), learning management system (LMS), personal learning environment (PLE), and massive open online course (MOOC), along with different supportive facilitating technologies used in education such as social media platforms, teaching assistant robots, simulators, as well as virtual reality (VR) and augmented reality (AR) technologies. To enhance explanatory power, new developments in educational technology acceptance and adoption have suggested the need of integration of TAM and UTAUT with other contributing adoption and post-adoption theories and models, together with several established approaches from other fields.
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Boggs, Christi, and Meg Van Baalen-Wood. "Diffusing Change: Implementing a University-Wide Learning Management System Transition at a Public University." In Leading and Managing e-Learning, 115–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61780-0_9.

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Lee, Hyeongjik, Won Bin Lee, and Soo Cheon Kweon. "Examining Consumer Preferences for Mobile Devices to Read Digital Content for the Diffusion of Ubiquitous Learning in Higher Education." In U- and E-Service, Science and Technology, 324–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27210-3_43.

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Vieri, Marco, Daniele Sarri, Sofia Matilde Luglio, and Carolina Perna. "Didattica immersiva nell’Ingegneria Agraria. Un caso d’uso nel Laboratorio di Agricoltura Digitale e di Alta Tecnologia." In Studi e saggi, 103–8. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-646-9.13.

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The chapter describes experiences of 360° videos use by the Agrismart Lab Group of the University of Florence. The Agrismart Lab Group focuses on the technological transfer of information obtained during the research phase to provide the greatest possible diffusion and dissemination of discoveries regarding the technological-digital revolution in the agricultural sector. Dissemination, applications, and teaching are the main outcomes of our research activities, and we have fully utilized the SEPA360 project's resources. In particular, the student will be able to see smart farming examples both in the field and in the immersive teaching lab having clearer theoretical notions by 360° viewers. Two case studies (tractor 4.0 and Agrobot) are included in the interactive videos, which are utilized both for learning and verification.
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Alkhattabi, Mona, Daniel Neagu, and Andrea Cullen. "User Perceptions of Information Quality in E-Learning Systems." In Globalization, Technology Diffusion and Gender Disparity, 138–45. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0020-1.ch012.

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With the prevalent use of e-learning systems as an information exchange means, the need for quality published materials within these systems has become vital. In previous work by the authors, an information quality framework for e-learning systems was developed. The proposed framework consisted of 14 quality attributes grouped in three quality factors: intrinsic, contextual representation and accessibility. Within the proposed quality framework, the authors assigned a relative importance weight for each attribute within the main quality factors, and a relative importance weight for each factor in the overall quality score. The idea of using relative importance as a parameter for the measurement is important, since it provides the framework with the flexibility to be adopted and used in different e-learning environments and with different users. The importance weights could be updated if a quality attribute or factor appeared to have the same significant value for the quality assessment no longer. This study examines whether any significant gender and cultural related differences exist in user perceptions of the relative importance of the main quality factors within the proposed framework. Reported results are based on the collection of original questionnaire data and t-test analysis supporting the conclusions.
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Ranieri, Maria. "E-Learning Methodological Models and Typologies." In Encyclopedia of Information Communication Technology, 249–55. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch033.

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This article aims to examine these different e-learning models and discuss some recent evolutions in this field due to the development of online learning communities (Palloff & Pratt, 1999) and the diffusion of social networking practices that have emerged in the Web in recent years (Bonaiuti, 2006).
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Askar, Petek, and Ugur Halici. "Diffusion of E-Learning as an Educational Innovation." In Encyclopedia of Information Science and Technology, First Edition, 849–52. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch148.

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Most of the discussions related to education are about technological innovations. Indeed as Rogers (1995) stated, we often use the word “innovation” and “technology” as synonyms. Technology is regarded as an agent of change in educational settings, and a quick analysis of the educational projects all over the world shows us that it is not possible to define a future vision of education without technology, especially e-learning, which brings two important concepts together: technology and learning. Therefore as a form of distance learning, e-learning has become a major instructional force in the world.
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Gwebu, Kholekile L., and Jing Wang. "The Role of Organizational, Environmental and Human Factors in E-Learning Diffusion." In Solutions and Innovations in Web-Based Technologies for Augmented Learning, 53–70. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-238-1.ch004.

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Improvements in technology have led to innovations in training such as Electronic Learning (E-learning). E-learning aims to help organizations in their training initiatives by simplifying the training process and cutting cost. It also attempts to help employees in their learning processes by making learning readily accessible. Unfortunately, the diffusion of this innovation has not been as successful as was initially predicted. In this paper we explore the drivers behind the diffusion of e-learning. Apart from the factors investigated by previous research, we believe that one more dimension, -human factors- should be taken into account when evaluating the diffusion of a training innovation, since learners are, to a large extent, the central issue of training. In the case of e-learning we believe that motivation plays a key role in the diffusion of e-learning.
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Conference papers on the topic "E-learning diffusion"

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Peng, Tzu-Hsiang, and Tzu-Hua Wang. "COMBINING STUDENT QUESTION-GENERATION WITH E-LEARNING SYSTEM TO PROMOTE THE UNDERSTANDING OF OSMOSIS AND DIFFUSION BY COLLEGE STUDENTS: A PILOT STUDY." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2336.

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2

Du, Bin. "Information Diffusion O2O Model Based on Social Learning." In 2014 International Conference on Management of e-Commerce and e-Government (ICMeCG). IEEE, 2014. http://dx.doi.org/10.1109/icmecg.2014.34.

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3

He, Qin, Rubin Wang, and Xiaochuan Pan. "This paper presents a two-dimensional histogram shifting technique for reversible data hiding algorithm. In order to avoid the distortion drift caused by hiding data into stereo H.264 video, we choose arbitrary embeddable blocks from 4×4 quantized discrete cosine transform luminance blocks which will not affect their adjacent blocks. Two coefficients in each embeddable block are chosen as a hiding coefficient pair. The selected coefficient pairs are classified into different sets on the basis of their values. Data could be hidden according to the set which the value of the coefficient pair belongs to. When the value of one coefficient may be changed by adding or subtracting 1, two data bits could be hidden by using the proposed method, whereas only one data bit could be embedded by employing the conventional histogram shifting. Experiments show that this two-dimensional histogram shifting method can be used to improve the hiding performance." In 10th International Conference on Software Engineering and Applications (SEAS 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110205.

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Abstract:
Arc, one virus-like gene, crucial for learning and memory, was dis-covered by researchers in neurological disorders fields, Arc mRNA’s single directed path and allowing protein binding regional restric-tively is a potential investigation on helping shuttle toxic proteins responsible for some diseases related to memory deficiency. Mean time to switching (MTS) is calculated explicitly quantifying the switching process in statistical methods combining Hamiltonian Markov Chain(HMC). The model derived from predator and prey with typeII functional response studies the mechanism of normals with intrin-sic rate of increase and the persisters with the instantaneous discovery rate and converting coefficients. During solving the results, since the numeric method is applied for the 2D approximation of Hamiltonion with intrinsic noise induced switching combining geometric minimum action method. In the application of Hamiltonian Markov Chain, the behavior of the convertion (between mRNA and proteins through 6 states from off to on ) is described with probabilistic conditional logic formula and the final concentration is computed with both Continuous and Discret Time Markov Chain(CTMC/DTMC) through Embedding and Switching Diffusion. The MTS, trajectories and Hamiltonian dynamics demonstrate the practical and robust advantages of our model on interpreting the switching process of genes (IGFs, Hax Arcs and etc.) with respects to memory deficiency in aging process which can be useful in further drug efficiency test and disease curing. Coincidentally, the Hamiltonian is also well used in describing quantum mechanics and convenient for computation with time and position information using quantum bits while in the second model we construct, switching between excitatory and inhibitory neurons, similarity of qubit and neuron is an interesting object as well. Especially with the interactions operated with phase gates, the excitation from the ground state to excitation state is a well analogue to the neuron excitation. Not only on theoretical aspect, the experimental methods in neuron switching model is also inspiring to quantum computing. Most basic one is as stimulate hippocampus can be identical to spontaneous neural excitation(|g>|e>), pi-pulse is utilized to drive the ground state to the higher state. There thus exists prosperous potential to study the transfer between states with our switch models both classical and quantum computationally.
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