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Journal articles on the topic 'E-learning'

To see the other types of publications on this topic, follow the link: E-learning.

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Tharakan, Thomas. "E-Learning? E-Learning?" Mapana - Journal of Sciences 1, no. 1 (May 31, 2002): 100–104. http://dx.doi.org/10.12723/mjs.1.10.

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The purpose of this article is to examine the meaning and implications of e-learning and to assist individuals and organizations, whether they are colleges or workplaces, with implementing e-learning. The author explains his board definition of e-learning, levels of e-learning and discusses benefits of e-learning- the revolutionary approach. The article contains information for leaders in education and training- instructional designers, developers, consultants, instructors and administrators.

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2

Montedoro, Claudia. "E-learning e lifelong learning." FOR - Rivista per la formazione, no. 82 (April 2010): 26–32. http://dx.doi.org/10.3280/for2010-082005.

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3

Kim, Hye-Jin. "Educational Paradigm Shift from E-Learning to Mobile Learning Toward Ubiquitous Learning." Journal of the Korea Academia-Industrial cooperation Society 12, no. 11 (November 30, 2011): 4788–95. http://dx.doi.org/10.5762/kais.2011.12.11.4788.

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4

Sirkemaa, Seppo J. "Analysing e-Learning and Modern Learning Environments." International Journal of Information and Education Technology 4, no. 2 (2014): 176–79. http://dx.doi.org/10.7763/ijiet.2014.v4.393.

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5

Karolczuk, Marzanna. "Blended learning (e-learning) in language studies." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 13 (2017): 119–28. http://dx.doi.org/10.16926/sn.2017.13.09.

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6

M.P. RAINA, M. P. RAINA. "e-Learning and e-Marketing in Libraries." International Journal of Scientific Research 3, no. 7 (June 1, 2012): 256–57. http://dx.doi.org/10.15373/22778179/july2014/81.

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7

ABIK, Mounia. "Du e-Learning au e-Learning 2.0." Journal of Quality in Education 5, no. 5BIS (November 11, 2014): 9. http://dx.doi.org/10.37870/joqie.v5i5bis.85.

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Dernièrement avec la génération native appelé aussi génération Y on trouve de plus en plus de difficulté à imposer aux apprenants d'utiliser les plates-formes à distance. C'est une génération qui arrive aujourd'hui avec de nouvelles habitudes de vie différente de la notre. Ils ont appris à communiquer, collaborer et partager à distance en constituant des communautés autours des centres d'intérêts. En parallêle, on parle de plus en plus du e-Learning 2.0 qui se base sur le Web 2.0. Ce dernier apporte à la génération Y des environnements personnalisés pour vivre en société à distance. L'objectif de ce papier est de répondre aux questions suivantes : quelle est la motivation pour basculer vers le e-Learning 2.0? Quel est l'impact de cette nouvelle façon de se former sur la qualité d'apprentissage? Quel est le rôle de l'enseignant dans ce nouvel environnement d'apprentissage ? Quels sont les défis pédagogiques et techniques à relever?

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8

Kumar, Nikhil. "Effectiveness of E-Learning Through Learning Management System." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 340–41. http://dx.doi.org/10.15373/2249555x/may2014/101.

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9

Tóthová, D., and K. Hennyeyová. "Preparation of e-learning methodology in distance learning." Agricultural Economics (Zemědělská ekonomika) 48, No. 8 (March 1, 2012): 364–66. http://dx.doi.org/10.17221/5336-agricecon.

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Education should be understood as a method of sharing and disseminating information. It deals not only with obtaining the right information in the right time but also with full understanding and processing of the information in the given context. Distance learning is a technology, where the distance between a teacher and a student, or among students, is characterized by the speed of the feedback, i.e. how quickly the student gets the feedback from his teacher – tutor. This type of education cannot exist without electronic education. It means providing the students with the content of a course via all electronic media including Internet, intranet and CD-ROMs. Before processing of the materials into this form, it is necessary to develop the methodology, which could be used effectively by distance learning project teams.

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10

KLEMENT, Milan, and Miroslav CHRÁSKA. "TYPOLOGY OF STUDENTS ACCORDING TO THEIR LEVEL OF INTEREST IN THE EDUCATION THROUGH E-LEARNING: IS E-LEARNING SUITABLE FOR EVERYONE." Journal of Technology and Information 4, no. 2 (August 1, 2012): 5–11. http://dx.doi.org/10.5507/jtie.2012.025.

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11

You, Yeong Mahn. "How Could We Marry Knowledge Management to e-Learning with Learning Objects?; The Possicilitiey and Limitations." Journal of Educational Technology 17, no. 2 (June 30, 2001): 53–89. http://dx.doi.org/10.17232/kset.17.2.53.

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12

Neal, Lisa. "Learning from e-learning." eLearn 2001, no. 10 (October 2001): 3. http://dx.doi.org/10.1145/566900.566904.

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13

Marchese, Ted. "Learning and E-Learning." Change: The Magazine of Higher Learning 32, no. 5 (September 2000): 4. http://dx.doi.org/10.1080/00091380009605733.

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14

Sutton, Anthea, Andrew Booth, Lynda Ayiku, and Alan O'Rourke. "e-FOLIO: using e-learning to learn about e-learning." Health Information and Libraries Journal 22, s2 (December 2005): 84–88. http://dx.doi.org/10.1111/j.1470-3327.2005.00606.x.

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15

Tapley, Michael. "e-SRH e-Learning." Journal of Family Planning and Reproductive Health Care 36, no. 3 (July 1, 2010): 180–81. http://dx.doi.org/10.1783/147118910791749173.

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16

Bessenyei, István, and Zsolt Tóth. "E-learning." Információs Társadalom 8, no. 3 (September 1, 2008): 31. http://dx.doi.org/10.22503/inftars.viii.2008.3.3.

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A cikkben a szerzők összefoglalják a Nyugat-Magyarországi Egyetemen a NETIS-projekt keretében oktatott kurzus tapasztalatait. Ha minden hallgató a tanárhoz fordul kérdéseivel és minden, a tudás megszerzésében megtett lépést a tanár ellenőriz, akkor ez rövid úton az információk csaknem kezelhetetlen túláradásához vezet. Ebből az is következett, hogy a résztvevők előzetes tudását és tapasztalatait is be kellett vonni a tanításba, hogy a diákok közötti tudáscsere is lehetséges legyen és ez tehermentesítse a tanárt Ez viszont csak úgy volt lehetséges, ha a részvevőkről rendelkezésre állt egy jól tagolt e-portfólió, tudástérképpel, a tapasztalatok leírásával, sikertörténetekkel, életrajzi alapadatokkal. A cikk példákat hoz a tudástérkép (kompetencia-katalógus) lehetséges témáira, s egy kompetencia-katalógus alapváltozatát is közli. Az önszervező tanulás első lépéseként a résztvevők kompetencia-lista segítségével követhetik tudásuk fejlődését. A cikk bemutat egy önellenőrző kérdőívet, továbbá foglalkozik a hálózati tanítás szervezeti, szabályozási és értékelési ellentmondásaival, a tudástérkép szerkesztésének nehézségeivel.

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17

Connolly, Michael, David Turner, and Norah Jones. "E-learning." Higher Education Management and Policy 18, no. 3 (December 19, 2006): 1–12. http://dx.doi.org/10.1787/hemp-v18-art21-en.

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18

Scholz, Christian. "E-Learning." WiSt - Wirtschaftswissenschaftliches Studium 30, no. 11 (2001): 611–14. http://dx.doi.org/10.15358/0340-1650-2001-11-611.

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19

Chin, Paul. "E-learning." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 17–22. http://dx.doi.org/10.29311/ndtps.v0i2.428.

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E-learning as a term and its application in the support of learning has evolved considerably over the last ten or more years. This evolution comes from a noticeably different approach to learning by early adopters, as dictated by the technology of the time.In order to bring the reader up to date with the role and use of e-learning and its associated technologies this article will review the meaning of e-learning as it evolved from little more than reading electronic books to today's concept of 'anytime anywhere' learning supported by the Web. It will attempt to clarify some of the confusing terminology surrounding e-learning and provide a basic introduction to some types of technology used to support learning. In addition some examples of the use of e-learning within the physical sciences will also be reviewed along with some pointers to current publications and national initiatives for up to date information about how e-learning is being used in higher education.

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20

Salem, Raouf. "e- Learning." Al-Azhar Medical Journal 50, no. 4 (October 1, 2021): 1–2. http://dx.doi.org/10.21608/amj.2021.197515.

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21

Bustos, Ruth Claire, and Emily Tan. "E- LEARNING." International Journal for Innovation Education and Research 9, no. 7 (July 1, 2021): 56–68. http://dx.doi.org/10.31686/ijier.vol9.iss7.3217.

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The Coronavirus Pandemic has brought about vast changes in the lives of people, from daily routines to social interactions. These abrupt changes hugely affected the education system, bringing about initiatives such as online classrooms and asynchronous activities. This scenario is tough for everyone, but it is more challenging to people with special needs and disabilities, particularly those who have Autism Spectrum Disorder and their families. Some mitigating factors that the government has imposed to curb the spread of the virus include social distancing and health protocols, contributing to the struggles faced by the children and their families. With the use of technology, E- Learning has been made possible. Schools help lighten up the load by creating learning management system which acts as a replacement of traditional learning. Aside from children with disabilities, their parents or guardians should also be taught how to use the e-learning platforms for them to be effective partners of the teachers in guiding and nurturing these students. Through the literature review, this paper seeks to analyze the role of the school and the educators in promoting and fostering a culture of inclusivity for children with Autism Spectrum Disorder during the COVID-19 Pandemic outbreak, and to analyze how the Universal Design for Learning success model as an intervention that can support learners with special needs. The paper gives future directions for educators and researchers. Keywords: E-learning, Children with Autism Spectrum Disorder, Inclusion during COVID-19

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22

Rajasingham, Lalita. "E-Learning." International Journal of Information and Communication Technology Education 1, no. 4 (October 2005): 1–12. http://dx.doi.org/10.4018/jicte.2005100101.

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23

de Beer, Marie, and Roger B. Mason. "E-Learning." International Journal of Web-Based Learning and Teaching Technologies 9, no. 2 (April 2014): 46–63. http://dx.doi.org/10.4018/ijwltt.2014040104.

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This paper investigates a method for increasing the involvement of marketing fourth year learners in academic research, by encouraging greater participation in, and commitment to, their research project in the Applied Marketing IV subject. It is assumed that greater involvement will result in a greater pass rate. The main reasons for this lack of interest were found to be a sense of incompetence and a lack of resources which were the main objectives of a research project. These objectives were addressed by using learner centered methodologies with the research method Action Research. This research method with the slow resolution of problems was used together with a teaching methodology whose objectives supported the resolution of the learners' inadequacies. Formative assessment was used at the start of the measuring of the learners' progress and was found useful with its quick and positive feedback in supporting the learners' confidence. An eClassroom was structured for the implementation of the Applied Marketing IV course. It was designed in such a way that it facilitated the learners' use of the more commonly used devices such as surfing the web, email and Internet over and above the chosen course material. Although it was not possible to complete the main intervention of the project it was possible to use the participants' experiences in the navigation of the course material in the eClassroom, to further develop future follow-up courses.

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24

Bozalek, Vivienne, and Lear Matthews. "E-learning." International Social Work 52, no. 2 (March 2009): 235–46. http://dx.doi.org/10.1177/0020872808099733.

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English Exploration of the impact of cultural and economic factors on the personal and professional identities of adult learners as critical friends across geographical locations becomes possible through e-learning. Correspondence between adult learners can create a space for intellectual and emotional sharing, thus enhancing the learners’ abilities to function reflexively as professional practitioners. French L’apprentissage électronique permet d’explorer l’impact des dimensions culturelles et économiques sur l’identité personnelle et professionnelle des apprenants adultes répartis géographiquement. En correspondant entre eux, les apprenants adultes peuvent mettre en place un espace de partage intellectuel et émotionnel, ce qui leur permettrait d’accroître leurs capacités à fonctionner de façon réflexive comme praticiens professionnels. Spanish La exploración del impacto de factores culturales y económicos en las identidades personales y profesionales de los aprendices adultos como amigos críticos, a través de localidades geográficas, se hace posible a través del aprendizaje a distancia. La correspondencia entre aprendices adultos creó un espacio para compartir intelectual y emocionalmente, aumentando así las habilidades de los aprendices para funcionar reflexivamente como practicantes profesionales.

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25

Nelson, E. Anne. "E-learning." Nursing Administration Quarterly 27, no. 1 (January 2003): 29–32. http://dx.doi.org/10.1097/00006216-200301000-00007.

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26

Hamid, Azma Abdul. "e-Learning." Internet and Higher Education 4, no. 3-4 (January 2001): 311–16. http://dx.doi.org/10.1016/s1096-7516(01)00072-0.

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27

Kennedy, Gabriela. "E-LEARNING." Computer Law & Security Review 18, no. 2 (March 2002): 91–98. http://dx.doi.org/10.1016/s0267-3649(02)03003-0.

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28

Kikukawa, Masahiro, and Osamu Yamakawa. "e-Learning." Agricultural Information Research 12, no. 4 (2003): 347–50. http://dx.doi.org/10.3173/air.12.347.

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29

Ward, Janice. "E-Learning." Journal for Nurses in Staff Development (JNSD) 22, no. 1 (January 2006): 41–42. http://dx.doi.org/10.1097/00124645-200601000-00012.

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30

Herrin, Donna M. "E-Learning." JONA: The Journal of Nursing Administration 31, no. 1 (January 2001): 5–6. http://dx.doi.org/10.1097/00005110-200101000-00002.

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31

Pauline Chitra, A., and M. Antoney Raj. "E-Learning." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 11. http://dx.doi.org/10.21839/jaar.2018.v3is1.158.

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Abstract E-learning presents an entirely new learning environment for students, thus requiring a different skill set to be successful (Romiszowski, 2004). Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through (New Media Consortium, 2007). Also, particularly in courses that are entirely electronic, students are much more independent than in the traditional setting. This requires that they be highly motivated and committed to teach (Huynh et al., 2003), with less social interaction with peers or an instructor. Students in online courses tend to do as well as those in classrooms, but there is higher incidence of withdrawal or incomplete grades (Zhang, Zhou and Briggs, 2006). E- Learning can be viewed as computer assisted learning, and as pedagogy for studentcentered and collaborative learning. Early developments in e-learning focused on computer assisted learning, where part or all of the learning content is delivered digitally. More recently the pedagogical dimension of e-learning has become prominent. E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process.

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32

Jelonek, Dorota, Anna Dunay, and Bálint Csaba Illes. "ACADEMIC E-LEARNING MANAGEMENT WITH E-LEARNING SCORECARD." Polish Journal of Management Studies 16, no. 2 (December 2017): 122–32. http://dx.doi.org/10.17512/pjms.2017.16.2.11.

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33

KITA, Toshihiro. "Development of e-Learning Professionals by e-Learning." Journal of The Institute of Electrical Engineers of Japan 129, no. 9 (2009): 608–11. http://dx.doi.org/10.1541/ieejjournal.129.608.

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34

Hussain, Fehmida. "E-Learning 3.0 = E-Learning 2.0 + Web 3.0?" IOSR Journal of Research & Method in Education (IOSRJRME) 3, no. 3 (2013): 39–47. http://dx.doi.org/10.9790/7388-0333947.

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35

Wahlstedt, Ari, Samuli Pekkola, and Marketta Niemelä. "From e-learning space to e-learning place." British Journal of Educational Technology 39, no. 6 (November 2008): 1020–30. http://dx.doi.org/10.1111/j.1467-8535.2008.00821_1.x.

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36

Ventura, Michele Della. "Problem-Based Learning and e-Learning in Sound Recording." International Journal of Information and Education Technology 4, no. 5 (2014): 426–29. http://dx.doi.org/10.7763/ijiet.2014.v4.443.

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37

Bhoite, Dr Sudhakar D. "E-Learning: the Technology Enhanced Learning (TEL) Makes Learning Easier And Flexible." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 84–85. http://dx.doi.org/10.15373/22778179/sep2013/29.

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38

Wright, Stephen. "Excellence in E-Learning: E-Learning to Enhance Learning and Community." Journal of Christian Education os-54, no. 1 (May 2011): 57–63. http://dx.doi.org/10.1177/002196571105400106.

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39

MEIER, Miroslav. "E-LEARNING AND TEACHING INNOVATION." Journal of Technology and Information 4, no. 3 (December 1, 2012): 104–7. http://dx.doi.org/10.5507/jtie.2012.062.

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40

Гаршина, Наталья. "Традиционное обучение vs e-learning." Управление развитием персонала 1 (2022): 30–34. http://dx.doi.org/10.36627/2619-144x-2022-1-1-30-34.

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41

POPA, Brînduşa-Maria. "E-LEARNING – CHALLENGES AND OPPORTUNITIES." Review of the Air Force Academy 15, no. 3 (December 14, 2017): 155–60. http://dx.doi.org/10.19062/1842-9238.2017.15.3.20.

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42

Sleptsova, Marina V., and Nadezhda A. Sleptsova. "Physical education in E-learning." Physical Education and University Sport 1, no. 2 (October 28, 2022): 189–98. http://dx.doi.org/10.18500/2782-4594-2022-1-2-189-198.

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Forming the need for a healthy lifestyle, the transfer of knowledge, skills and abilities in the field of physical culture and sports are an urgent pedagogical problem in the transition from the “classical” forms of organization of the educational process to E-learning. The solution of this problem by means of well-known programming languages is impossible due to the insufficient descriptive potential of the latter, in particular, the lack of the possibility of representing human knowledge, probable or possible future events, actions, results. The purpose of our research is to develop theoretical provisions and to verify in practice the possibilities of formalizing the presentation of the individual educational goal of the student and the conscious need for a healthy lifestyle as its basic component in declarative languages, as well as its implementation by means of the educational platform of the university. The researcher considers the possibility of describing the individual educational goal of a student, including a conscious need for a healthy lifestyle as its basic component, gaining knowledge, forming and developing skills in the field of physical culture and sports, as well as the possibility of building an individual educational trajectory of its achievements in the organization of E-learning at the university in the language of first-order predicate logic. A number of features of the predicate logic language that are essential for the problem under consideration are singled out. A pedagogical experiment was conducted on the basis of the educational platform of Voronezh State Pedagogical University. The study involved 158 students and undergraduates. The descriptions of individual educational goals of the student, formalized by the language of logic of predicates, suitable for implementation by means of computer technology are obtained, on the basis of which the optimal trajectory for achieving this goal is calculated for each participant. The practical implementation of the educational process was carried out, data on a conscious need for a healthy lifestyle, gaining knowledge, forming and developing skills in the field of physical culture and sports were obtained. The obtained results were compared with similar studies and a conclusion was made about the ways to improve the suggested approach to the formation of a conscious need for students to lead a healthy lifestyle, gain knowledge, form and develop their skills in the field of physical culture and sports in the context of the transition from “classical” forms of organization of the educational process to E-learning.

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43

Fuad, Anis, Chien-Yeh Hsu, and Aprisa Chrysantina. "E-learning = inequity in learning?" Medical Teacher 34, no. 12 (August 30, 2012): 1087–88. http://dx.doi.org/10.3109/0142159x.2012.716554.

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44

Soon, Lisa. "E-Learning and M-Learning." International Journal of Mobile and Blended Learning 3, no. 3 (July 2011): 43–58. http://dx.doi.org/10.4018/jmbl.2011070104.

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This research explores the relationship between e-learning and m-learning by investigating distance education students’ use of a learning management system, “Interact,” for virtual team work. The paper explores their experience of online collaborative group assignments in the subject “Information Management in Organisations.” International and local students were grouped. Each group undertook a case study project to propose solutions for identified problems in their chosen organisations. Students developed their assignment in wikis and used various tools for communication and document storage. An anonymous web-based survey was conducted after students completed the group assessment. The results reflected a wide range of factors including technology use, working with students from a different country, and challenges they faced completing group assessment online. Their feedback on their e-learning experience indicated the need for m-learning to address their concerns. The findings indicate a need for m-learning to support e-learning further, which could significantly improve the facilitation of online collaborative group assignments.

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45

Bennet, Alex, and David Bennet. "e‐Learning as energetic learning." VINE 38, no. 2 (June 20, 2008): 206–20. http://dx.doi.org/10.1108/03055720810889842.

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46

Ots, T. "Peer-Learning statt E-Learning." Deutsche Zeitschrift für Akupunktur 55, no. 4 (November 2012): 30–31. http://dx.doi.org/10.1016/j.dza.2012.11.012.

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47

Rozmus, Stefan. "E-LEARNING IN THE GDPR CONTEXT." Ekonomiczne Problemy Usług 131 (2018): 303–13. http://dx.doi.org/10.18276/epu.2018.131/1-30.

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48

Tangirov, Khurram Ergashevich, Dustmurod Mamasolievich Jomurodov, and Shodiya Kholmamatovna Murodkasimova. "The importance of e-learning and e-learning resources in individualized learning." Asian Journal of Multidimensional Research (AJMR) 10, no. 3 (2021): 464–69. http://dx.doi.org/10.5958/2278-4853.2021.00176.2.

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49

Dimitrov, Kalin, and Eugenia Kovatcheva. "Best E-Learning Platforms for Blended Learning in Higher Education." Mathematics and Informatics LXV, no. 6 (December 29, 2022): 533–45. http://dx.doi.org/10.53656/math2022-6-2-bes.

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Over the past ten years or so both companies and academic institutions have made significant steps towards either adopting an e-learning infrastructure or upgrading the systems already being used. During the past few years, we witnessed an incredible proliferation of Learning Management Systems (LMS’s) and the number of features they offered and a strong push towards a blended-based learning approach to training and education. This paper deals with the comparison and presentation of the most popular LMS’s currently available on the market. In our research, we strove to not only summarize the most important information about the big players in the world of blended learning today, but to also direct the readers to the right questions they need to be asking when researching their options. Before a company or an academic institution can make an educated decision as to which system will work best in its case, it needs to carefully consider several important questions — it must decide on its budget, its expectations, its audience, the requirement for specific features, as well as why it needs an LMS in the first place. The effectiveness of gamified learning systems has been extensively researched and consistently praised for its immense positive effect on learners’ motivation and engagement. We firmly believe that in the years to come, gamification will transform both corporate and academic training and that is why, in our research, we paid special attention to any existing system gamification features or ones that may be in development. Introducing game dynamics into an LMS results in numerous benefits and is a sure bet for the future of blended learning.

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50

Fernández-Pampillón, Ana-María, and Antonio Pareja-Lora. "e-Vocabulary and e-Learning." Education Sciences 7, no. 1 (March 1, 2017): 34. http://dx.doi.org/10.3390/educsci7010034.

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