Tesis sobre el tema "E-learning"
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Thümer, Diana. "E-Learning". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-89575.
Texto completoŠulc, Ondřej. "E-learning". Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-4985.
Texto completoLiška, Tomáš. "E-learning". Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-9392.
Texto completoEricsson, Andreas, Jonas Eldborn y Robert Bergbrant. "Scenariobaserad e-learning : utvärdering av e-learning som utbildningsverktyg". Thesis, University West, Department of Economics and Informatics, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-491.
Texto completoFrankfurth, Angela. "E-Learning-Architekturmanagement". Kassel Kassel Univ. Press, 2009. http://d-nb.info/1001423674/04.
Texto completoAlampally, Swetha. "E-learning system". Kansas State University, 2012. http://hdl.handle.net/2097/14051.
Texto completoDepartment of Computing and Information Sciences
Mitchell Neilsen
E-Learning System offers online training for the employees of the company. Every company uses different technologies based on the type of work they do, products they develop and services they offer. Fresher's who are just recruited many not be familiar with the technologies the company is using or the employees already working in the company may not have required level of efficiency in those technologies. It is necessary to train all the employees of the company according to their profiles with different technologies the company uses. The main aim of the project is to create web interface for E-learning System for the employees of the company. In order to use this system the employees needs to register as member and can start using services. The registered users have more access to system and can make use of training system more efficiently then unregistered users. The registered users will have access to master library where all the materials and videos of different courses are available. The users can enroll into different levels of different courses and get trained by downloading and studying the materials available .The users can also schedule for a test for the courses and levels they are registered into. Records are created for the level and course they re passed so that admin they view them. Creating a web interface will help the employees to study easily, manage their courses efficiently and can also check their performances. It also aims for developing reports for each users in the E-Learning System so that the users can see their performances and the admin can also recommend him/her to appropriate project's based on the performance of the employee in the technologies he/she is registered into.
Montebello, Matthew. "Personalised e-learning". Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/7380/.
Texto completoJančařík, Antonín y Jarmila Novotná. "From a textbook to an e-learning course (E-learning or e-book?)". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80251.
Texto completoLi, Siu-har Shirley. "E-learning for lifelong learning in Hong Kong /". View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39846428.
Texto completoLi, Siu-har Shirley y 李小霞. "E-learning for lifelong learning in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45013822.
Texto completoMatta, André Martins da [UNESP]. "Artemídia learning: A-learning e-compartilhamento de conhecimento". Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/144359.
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Este relatório circunstanciado é o resultado de uma pesquisa acadêmica que estuda os processos e procedimentos artísticos na criação de plataformas intuitivas e as interfaces utilizadas em dispositivos midiáticos. A Plataforma A-learning aborda conceitos de Desenho Técnico, Artes Visuais, Artemídia, Comunicação Cognitiva e as experiências para quem produz e quem interage com a informação. Discute a definição de Arte como um processo criativo completo e não apenas o produto final. Comprova que a Arte já existe no pensamento anteriormente ao primeiro desenho e continua existindo em todo processo, podendo ser registrada em cada procedimento artístico. A mesma Arte continua existindo em suas releituras, intervenções, transformações e colaborações recebidas, tanto em ambientes virtuais como em ambientes presenciais. A possibilidade de gerar histórico e armazenar conteúdo em um repositório acadêmico, favorecem o desenvolvimento de pesquisas em Arte. A Plataforma A-learning sugere a criação de um acervo virtual com a possibilidade de acesso a qualquer tempo ou espaço sem a necessidade de deslocamento físico ou agendamento prévio. Nesse contexto, a Arte proporciona uma viagem no tempo e no espaço, traçando linhas que marcam épocas, momentos, situações, estimulando a manifestação de sentidos e sentimentos, lembranças tanto para quem produz como para quem recebe; uma troca mútua de experiências com a possibilidade constante de se fazer presente a cada mudança do olhar.
This detailed report is the result of an academic research that studies the artistic processes and procedures in creating intuitive platforms and interfaces used in media devices. The A-learning Platform consists concepts of Technical Design, Visual Arts, Artemídia, Cognitive Communication and experiences both for those who produce as to who interacts with information. Discusses the art of setting as a complete creative process and not just the final product. Proves that art already exists in thought before the first drawing and continues to exist throughout the process, and may be registered in each artistic procedure. The same art continues to exist in their readings, interventions, transformations and contributions received, both in virtual environments such as in classroom environments. The ability to generate and store historical content in an academic repository, favor the development of research in Art. The A-learning Platform suggests the creation of a virtual library with the possibility of access at any time or space without the need for physical movement or prior appointment. In this context, Art provides a journey through time and space, tracing lines that mark times, moments, situations, stimulating the expression of senses and feelings, memories both for those who produce as to the recipient; a mutual exchange of experiences with the constant possibility of being present at every change of look.
Matta, André Martins da 1980. "Artemídia learning : A-learning e-compartilhamento de conhecimento /". São Paulo, 2016. http://hdl.handle.net/11449/144359.
Texto completoBanca: Anna Claudia Agazzi
Banca: Gláucia Eneida Davino
Resumo: Este relatório circunstanciado é o resultado de uma pesquisa acadêmica que estuda os processos e procedimentos artísticos na criação de plataformas intuitivas e as interfaces utilizadas em dispositivos midiáticos. A Plataforma A-learning aborda conceitos de Desenho Técnico, Artes Visuais, Artemídia, Comunicação Cognitiva e as experiências para quem produz e quem interage com a informação. Discute a definição de Arte como um processo criativo completo e não apenas o produto final. Comprova que a Arte já existe no pensamento anteriormente ao primeiro desenho e continua existindo em todo processo, podendo ser registrada em cada procedimento artístico. A mesma Arte continua existindo em suas releituras, intervenções, transformações e colaborações recebidas, tanto em ambientes virtuais como em ambientes presenciais. A possibilidade de gerar histórico e armazenar conteúdo em um repositório acadêmico, favorecem o desenvolvimento de pesquisas em Arte. A Plataforma A-learning sugere a criação de um acervo virtual com a possibilidade de acesso a qualquer tempo ou espaço sem a necessidade de deslocamento físico ou agendamento prévio. Nesse contexto, a Arte proporciona uma viagem no tempo e no espaço, traçando linhas que marcam épocas, momentos, situações, estimulando a manifestação de sentidos e sentimentos, lembranças tanto para quem produz como para quem recebe; uma troca mútua de experiências com a possibilidade constante de se fazer presente a cada mudança do olhar
Abstract: This detailed report is the result of an academic research that studies the artistic processes and procedures in creating intuitive platforms and interfaces used in media devices. The A-learning Platform consists concepts of Technical Design, Visual Arts, Artemídia, Cognitive Communication and experiences both for those who produce as to who interacts with information. Discusses the art of setting as a complete creative process and not just the final product. Proves that art already exists in thought before the first drawing and continues to exist throughout the process, and may be registered in each artistic procedure. The same art continues to exist in their readings, interventions, transformations and contributions received, both in virtual environments such as in classroom environments. The ability to generate and store historical content in an academic repository, favor the development of research in Art. The A-learning Platform suggests the creation of a virtual library with the possibility of access at any time or space without the need for physical movement or prior appointment. In this context, Art provides a journey through time and space, tracing lines that mark times, moments, situations, stimulating the expression of senses and feelings, memories both for those who produce as to the recipient; a mutual exchange of experiences with the constant possibility of being present at every change of look
Mestre
Yaari, Omri. "e-Learning effectiveness in interconnected corporate learning environments". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/23067.
Texto completoDissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted
Lovece, Stefania <1976>. "E-learning e società della conoscenza". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1618/1/Lovece_Stefania_tesi.pdf.
Texto completoLovece, Stefania <1976>. "E-learning e società della conoscenza". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1618/.
Texto completoMüller, Matthias. "Lerneffizienz mit E-Learning /". [S.l.] : [s.n.], 2003. http://aleph.unisg.ch/hsgscan/hm00105555.pdf.
Texto completoAndersson, Linda y Per Nilsson. "Hur utvärderas e-learning?" Thesis, University West, Department of Informatics and Mathematics, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-611.
Texto completoMüller, Matthias. "Lerneffizienz mit E-Learning /". München [u.a.] : Hampp, 2004. http://www.gbv.de/dms/zbw/388670045.pdf.
Texto completoDöring, Sandra, Corinna Jödicke, Nicole Rose y Katrin Feige. "Betreuungskonzepte im E-Learning". Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-138252.
Texto completoBöhme, Rico, Hendrik Kalb, Oliver Petzoldt y Eric Schoop. "Der E-Learning Redaktionsleitstand". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155828.
Texto completoDöring, Sandra, Corinna Jödicke, Nicole Rose y Katrin Feige. "Betreuungskonzepte im E-Learning". Hochschuldidaktisches Zentrum, 2013. https://ul.qucosa.de/id/qucosa%3A12373.
Texto completoAho, Anna-Carin y Annica Rosvall. "Kompetensutveckling via e-learning". Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-26349.
Texto completoThe fast development of knowledge within the healthcare section demands that the nurse continuously develop their competence in order to provide the patient’s safety. The nurse’s competence development is more and more done through e-learning, electronic learning, which is a relatively new form of learning. E-learning means that learning is done with the help of computers through networks. The purpose of the study was to investigate the nurse’s attitude to and experience of e-learning connected to competence development, by summarizing current scientific literature. Searching in four databases, Cinahl, ERIC, PubMed and The Cochrane Library resulted in ten scientific articles which were critically examined and analyzed. The result of the summarizing and examining of the articles show that nurses with weak computer skills found it difficult to adjust to e-learning. Support from classmates and teachers were experienced to be very important, but many missed the face-to-face contact. E-learning was experienced to be a flexible way of learning, which demanded self-discipline. In order to utilize education through e-learning basic computer skills and resources as time, computer access and human and technical support are needed.
Heinemann, Andreas. "E-Learning und Hochschulbibliotheken". [Köln] [Bibliothek der Fachhochsch.], 2009. http://d-nb.info/993680690/34.
Texto completoMast, Kimberly. "Multimedia in E-Learning". The University of Arizona, 2015. http://hdl.handle.net/10150/556151.
Texto completoMultimedia has infused itself into all aspects of education be it online, distance or in the face-to-face classroom. Its presence has become ubiquitous in education and yet has it really benefitted students to the degree it could? This paper utilizes a review of the literature to define the role of multimedia in e-learning then looks at how multimedia fits into basic pedagogy, learning theory and learning styles. An examination of how multimedia optimally could be incorporated into the curriculum is also conducted. Finally a look at cognitive overload is undertaken to determine if there is such as thing as too much of a good thing; can instructors end up confusing students with poorly designed multimedia presentations? There are many tools to use to present multimedia lessons however, this does not mean they all need to be used in a single lesson, and selecting the right multimedia tool, and content is imperative to ensure learning goals are met. Careful selection and attention to instructional design remains the key determinant in successful learning models and the incorporation of multimedia should be used with basic instructional pedagogy in mind.
Böhme, Rico, Hendrik Kalb, Oliver Petzoldt y Eric Schoop. "Der E-Learning Redaktionsleitstand: Zentrale Koordination verteilter Produktions- und Einsatzprozesse im E-Learning". Technische Universität Dresden, 2005. https://tud.qucosa.de/id/qucosa%3A28405.
Texto completoNeumann, Jörg. "Organisationsmodelle im E-Learning : Unterstützungsstrukturen für E-Learning an Hochschulen des Freistaates Sachsen /". Dresden : TUDpress, 2009. http://d-nb.info/994299265/04.
Texto completoNyarko, Michael. "E-learning : virtual classrooms as an added learning platform". Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11324.
Texto completoIncludes bibliographical references (leaves 90-97).
Some of the challenges being face by the South African Department of education are the shortage of teachers, over-crowded classrooms and lack of teaching resources such as textbooks. Alternative teaching and learning platforms are needed to supplement traditional classroom teaching and learning.
Al-Azawei, Ahmed Habeeb Said. "Modelling e-learning adoption : the influence of learning style and universal learning theories". Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/77921/.
Texto completoRenner, Jasmine R. "E-Learning and Mobile Learning Training Manual for Colleges and Universities: Transforming Learning". Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1511917350.
Texto completohttps://dc.etsu.edu/etsu_books/1066/thumbnail.jpg
Dieckmann, Andreas. "Generische E-Learning-Plattform für interaktive Lehrsimulationen zum Einsatz in Selbststudium und Präsenzlehre online und offline". [S.l. : s.n.], 2003. http://deposit.ddb.de/cgi-bin/dokserv?idn=971725322.
Texto completoAlbrecht, Rainer. "E-Learning in Hochschulen : die Implementierung von E-Learning an Präsenzhochschulen aus hochschuldidaktischer Perspektive /". Berlin : dissertation.de - Verl. im Internet, 2003. http://www.gbv.de/dms/bs/toc/369532465.pdf.
Texto completoAndersson, Annika. "Learning to learn in e-Learning : constructive practices for development". Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10354.
Texto completoLeung, Kit Hang. "Reflective learning in a Continuing Medical Education e-learning context". Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32613.
Texto completoRésumé L'absence d'une définition opérationnelle de l'apprentissage réflexif est habituellement reconnue. Cette définition est nécessaire pour observer et documenter la pratique réflexive en recherche, en éducation et en développement professionnel continu. La présente recherche explicative vise à opérationnaliser l'apprentissage réflexif avec un cadre conceptuel et à valider ce cadre dans le contexte des activités de formation en ligne en éducation médicale continue (e-learning). Une revue de la littérature sur l'apprentissage réflexif et le « higher order thinking » a permis d'identifier les caractéristiques de l'apprentissage réflexif. Ces caractéristiques ont été organisées et représentées dans un cadre conceptuel (Reflective Learning Framework). Ce cadre conceptuel et la grille de codage correspondante ont été révisés lors d'une étude pilote. Le cadre conceptuel révisé a ensuite été validé par une étude qualitative de cas multiples qui incluait des cas « commentaires » fournis par 473 médecins de famille, et des cas « entrevues » fournis par 40 médecins de famille et six médecins spécialistes. Concernant les commentaires, un cas est défini comme étant un médecin de famille qui lit, évalue et commente, sur Internet, un synopsis d'article de recherche. Concernant les entrevues, un cas est défini comme étant un médecin de famille qui lit et évalue un synopsis sur Internet, et qui explique la logique sur laquelle repose son évaluation. Les commentaires écrits ont contribué à 1.776 cas « commentaires », et les transcriptions d'entrevues à 253 cas. Une analyse thématique fondée sur le cadre conceptuel et$
Gagliardo, Pietro. "Nuove tecnologie e Inquiry Learning". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/16125/.
Texto completoBaglioni, Cecilia. "Processi Gaussiani e Machine Learning". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20704/.
Texto completoEriksson, Dan. "Positive Reinforcements in e-Learning". Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4076.
Texto completoThis project is a study on the effect on motivation when adding positive reinforcements, in the form of audiovisual rewards, to an e-learning application. Two e-learning applications (designed to teach Japanese Kanji) were created; one experimental version with audiovisual rewards (to act as positive reinforcements) and one control version without. Two groups of test subjects were gathered, one using the control version, the other using the experimental version. Using questionnaires their experiences and progress were measured, compared and analyzed. The study indicated that the experimental group learned slightly more than the control group, but that there were no difference in overall motivation between the groups.
Frankfurth, Angela [Verfasser]. "E-Learning-Architekturmanagement / Angela Frankfurth". Kassel : Kassel University Press, 2010. http://d-nb.info/1011783223/34.
Texto completoAlkhuraiji, Samar. "Dynamic adaptive e-learning system". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/dynamic-adaptive-elearning-system(874f7e52-37ab-4454-886f-e98a53ade162).html.
Texto completoGhali, Fawaz. "Social personalized e-learning framework". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35247/.
Texto completoFrankfurth, Angela y Jörg Schellhase. "Serviceorientierte Architekturen im E-Learning". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-140132.
Texto completoShahzad, Muhammad y Shahid Javed. "IMPROVING EDUCATION THROUGH E LEARNING". Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17266.
Texto completoProgram: Magisterutbildning i informatik
Mamattah, Raymond Selorm. "Students’ Perceptions of E-Learning". Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-127612.
Texto completoCardoso, Fernando de Carvalho. "Resultados em e-Learning corporativo". Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/18079.
Texto completoCompanies are extending the use of the e-learning in their processes of corporate education, this work began in the quest to answer what are the impacts of implementing e-learning in the educational process in corporations. This work describes a study of the results of the actions of e-learning and the context in which it is inserted on the corporations and society. We study authors were talk about education, corporate education, HR, e-learning and results in corporate and educational activities. We made a qualitative research on companies that use e-learning to understand their impacts. We approach on this thesis the evolution process of the HR professional and their current challenges, what has been done in corporate education and its goals, how e-learning solution has been inserted in corporate education, the state of the art on e-learning and what has been done in the analysis of results in corporate education. We find in the research the main impacts that e-learning has resulted in corporate education: new possibilities for learning, productivity on the training department, financial economics, digital inclusion and return on investment. This study shows that e-learning goes beyond its direct impacts, which is one more movement in support of HR Strategic and enhancement of human capital, it is a means to support classroom education and allows the company to incorporate the change occurring in the cultural world, called Web 2.0 and uphold the new way we relate to knowledge. We found that the learning process is inherent in the educational process, and that e-learning has brought positive results in the learning process. Based on all this work the greatest impact of e-learning in corporate education is the evolution of corporate education as a whole, its reinvention, the evolution of classroom education and also an evolution of the students in their learning style, the HR in the way they develop people and measure their results, and the company create, disseminate and share knowledge
As empresas estão ampliando muito a utilização do e-learning em seus processos de educação corporativa, este trabalho iniciou-se na busca para responder quais são os impactos da implementação do e-Learning no processo educacional nas corporações. Esta dissertação de mestrado apresenta um estudo dos resultados das ações de e-learning e o contexto em que este está inserido, nas corporações e na sociedade. Para tanto foram utilizados autores que falam sobre educação, educação corporativa, RH, e-learning e resultados em ações educacionais corporativas e foi realizada uma pesquisa qualitativa em empresas que utilizam o e-learning para entender sues impactos. Abordamos nesta dissertação o processo evolutivo do profissional de RH e seus atuais desafios, o que se tem feito em educação corporativa e seus objetivos, como o e-learning tem se inserido como solução na educação corporativa, o estado da arte em e-learning e o que se tem feito na análise de resultados em educação corporativa. Constatamos na pesquisa de campo os principais impactos que o e-learning tem provocado na educação corporativa: novas possibilidades em aprendizagem, produtividade do departamento de treinamento, economia financeira, inclusão digital e retorno sobre o investimento. Este trabalho mostra que o e-learning vai além de seus impactos diretos, que é mais um movimento de apoio ao RH Estratégico e a valorização do Capital humano, que é um meio de suporte a educação presencial e que permite com que a empresa incorpore a mudança cultural que ocorre no mundo, chamada WEB 2.0 e sustente a nova forma com que nos relacionamos com o conhecimento. Constatamos que o processo de aprendizagem é inerente ao processo educacional, e que o e-learning tem trazido resultados positivos no processo de aprendizagem. Com base em toda esta dissertação o maior impacto do e-learning na educação corporativa é a evolução da educação corporativa como um todo, sua reinvenção, a evolução mesmo da educação na forma presencial e uma evolução também do aluno na sua forma de aprender, do RH na sua forma de desenvolver pessoas e medir seus resultados, e da empresa na sua forma de lidar, criar, difundir e compartilhar o conhecimento
Santos, Gláucia Nize Martins. "E-learning em diagnóstico bucal". reponame:Repositório Institucional da UnB, 2016. http://repositorio.unb.br/handle/10482/22792.
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A popularização das Tecnologias de Informação e Comunicação e da Internet vem provocando transformações sobretudo nos modelos educacionais tradicionais, obrigando aqueles que estão à frente das instituições de ensino a repensar a sala de aula e a didática dos professores. Porém, ter uma infinidade de informações disponíveis de fácil acesso não pressupõe a capacidade de transformá-las em conhecimento. Isso significa que o processo de aprendizagem na era digital está vinculado ao processamento da informação do ambiente virtual em conhecimento. Para tanto, o presente trabalho visou avaliar o uso da forma computacional de ensino a distância, e-learning, na disciplina de Diagnóstico Bucal, como ferramenta de ensino para os alunos de graduação em Odontologia. A pesquisa compõe-se de quatro artigos científicos que abrangem uma revisão sistemática sobre a efetividade do elearning no ensino de Radiologia Oral, a descrição do desenvolvimento da Realidade Aumentada a partir de imagens tomográficas, a apresentação de um projeto piloto sobre o uso da plataforma Moodle na área de Radiologia Oral e, por fim, o relato da experiência da utilização do WhatsApp como ferramenta de apoio ao ensino presencial em Radiologia Oral. Evidências sugerem que o e-learning é pelo menos tão eficiente quanto o método tradicional de ensino e os alunos demonstram atitudes positivas em relação à sua implementação. Foi observado, no entanto, que a participação dos estudantes nos módulos online foi baixa, e que há vários fatores que interferem nesse processo educacional. Em conclusão, é necessário dar sentido ao uso da tecnologia, e o maior desafio do professor é despertar no aluno a curiosidade e dar um objetivo evidente ao uso de novas tecnologias no aprendizado.
The high popularity of the Internet and Communication and Information Technologies have been changing the traditional educational models, forcing those responsible for the education institutions to rethink about classroom and teachers’ pedagogical skills. However, having a great amount of easy access and available information do not suppose ability to turn them into knowledge. It means that the learning path in digital era is directly related to the virtual environment information processed into knowledge. In this context, the present work aimed to evaluate the computational method of distance learning, e-learning, in Oral Diagnosis discipline, as a teaching tool for Dentistry undergraduate students. This research is composed by four original articles which includes a systematic review about the effectiveness of elearning in Oral Radiology, the development of Augmented Reality from tomographic acquisitions, the presentation of a pilot project that provided Oral Radiology contents in Moodle platform and, at last, the report of an experience using WhatsApp as a support tool to the face-to-face Oral Radiology classes. Evidences suggest that elearning is at least as efficient as the traditional method of teaching, and that students have positive attitudes toward its implementation. However, it was observed that the students’ participation in the online modules was low, and that there are many factors influencing this educational process. In conclusion, it is necessary to give signification to technology, and the major teacher’s challenges are to awaken students’ curiosity and purpose a clear objective to the use of new technologies in learning.
Frankfurth, Angela y Jörg Schellhase. "Serviceorientierte Architekturen im E-Learning". Technische Universität Dresden, 2006. https://tud.qucosa.de/id/qucosa%3A27868.
Texto completoKolomiiets, M. "Interactive trainers for e-learning". Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16989.
Texto completoKavan, Mojmír. "E-learning pro výuku programování". Master's thesis, Vysoká škola ekonomická v Praze, 2007. http://www.nusl.cz/ntk/nusl-2825.
Texto completoFuchs, Pavel. "E-learning ve veřejné správě". Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-9310.
Texto completoLeistner, Petr. "e-Learning". Master's thesis, 2003. http://www.nusl.cz/ntk/nusl-366371.
Texto completoWang, Yun-Wun y 王韻雯. "The Effects of Learning Effectiveness to the E-learning and E-learning Continuance Intention". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/87342429270296004236.
Texto completo朝陽科技大學
企業管理系
102
E-Learning has been rapidly developed to provide multi-channel learningenvironment due to the advent of internet and communication technology applications.e-Learning provides a new learning mode that learners use e-learning, and interactwith instructors without time and geographical restriction.Through the information technology and effective learning environment, it can add more learning channels, so that learners can access rich learning materials and improve effects of learning by anytime and anywhere. The purpose of this study is to explore the effects of users’ continuance intention onlearning effectiveness in usinge-learning systems. The research model was developed based on IS success model which was addressed by DeLone and McLean in 2003.As a result, a learning modelin e-learning situations was proposed. In this study, the subjects were undergraduates’ learners with the experiences of usingiLMS e-learningsystems.462 effective samples were received for factor analysis and multiple hierarchical regression analysis.Based on the result of data analysis, the“perceived systems quality”had positive effects on both the“system usage” and “satisfaction”.The “system usage”had positive effects on “satisfaction”. Andthe “satisfaction”had positive effects on “continuance intention”.Finally, we find that the“learning performance” has moderating effects between” system usage” and “satisfaction”.Based on above conclusions, managerial implications for e-learning were discussed and the some useful suggestions for e-learning development and implementation were also provided.