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Letteratura scientifica selezionata sul tema "Elearning"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 22 giugno 2024

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Articoli di riviste sul tema "Elearning"

Sarwar, Aamir, Chitapa Ketavan e Nadeem Shafique Butt. "Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management (Mediating Role of eLearning for Corporate Training)". Pakistan Journal of Statistics and Operation Research 11, n. 2 (1 agosto 2015): 241. http://dx.doi.org/10.18187/pjsor.v11i2.1088.

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KEERIO, IMRAN KHAN, ASADULLAH SHAH, MASOOMI HIFAZAT ALI SHAH, NAJHAN MUHAMAD IBRAHIM, HAZWANI MOHD MOHADIS e IMRAN AHMED QURESHI. "A FRAMEWORK OF E-LEARNING CHALLENGES DURING COVID-19 IN HIGHER EDUCATION INSINUATIONS OF PAKISTAN". Journal of Information Systems and Digital Technologies 5, n. 2 (29 novembre 2023): 90–107. http://dx.doi.org/10.31436/jisdt.v5i2.427.

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eLearning is a process of acquiring information with the help of computing devices. The eLearning facility will be available anytime, anywhere, when these computing devices are connected to a network. The real benefit of eLearning was observed during covid-19 when all education institutions suspended their physical classes as social distance was necessary due to the pandemic situation in the world. While having serval advantages of eLearning, the researchers observed several problems, not only in the covid-19 case but even before the pandemic for its adoption/acceptance. Some of the well-known issues faced by the students of higher education institutions enlightened from the literature review are Cost, System Quality, System Complexity, Infrastructure, Social influence, facilitating conditions, and student learning motivations. These problems are still researchable, especially in an underdevelopment country like Pakistan. In this study, a framework has been developed with the help of various models and theories used for Information system research, i.e. (TAM3, UTAUT, M&D, TRA, and IDT). Observing problems from the literature review, some constructs/variables (Perceived Cost, System Quality, Complexity, Social Influence, Facilitating Condition, student learning motivation, PEOU, PU, and BI). are selected to make hypotheses for the framework. The study aims to find the most critical factors affecting eLearning’s slow acceptance/adoption throughout the covid-19 in Pakistan.

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Monda, Eszter. "eLearning sikertényezők". Információs Társadalom 14, n. 1 (1 marzo 2014): 29. http://dx.doi.org/10.22503/inftars.xiv.2014.1.2.

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Az esettanulmány a Nemzeti Közszolgálati Egyetem ÁROP-2.2.19-2013-2013-0001 azonosító számú, „Elektronikus képzési és távoktatási anyagok készítése” című kiemelt projekt szereplőinek a szemszögéből felmerült eLearning sikertényezőkre helyezi a hangsúlyt. Az irodalmi áttekintést követően a projekt bemutatása során az eLearning-tananyagok létrehozásának és fejlesztésének a folyamatábrája, szükséges elemei kerülnek bemutatása, majd a résztvevői csoportokat képviselő szakemberek mélyinterjúi során tapasztalt nehézségek és lehetőségek. A szereplők által megfogalmazott sikertényezőket összesítem a tanulmány végén, és további kutatási irányokra, lehetséges szűkítési területekre hívom fel a figyelmet.

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Fernández-Rodríguez, Juan Carlos. "eLearning Education". Psychology and Cognitive Sciences – Open Journal 3, n. 4 (28 dicembre 2017): e14-e15. http://dx.doi.org/10.17140/pcsoj-3-e008.

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Bolton, J. "Assessor eLearning". ITNOW 52, n. 1 (1 gennaio 2010): 22. http://dx.doi.org/10.1093/itnow/bwp125.

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Baskas, Antanas. "Elearning levels". Lietuvos matematikos rinkinys 46 (21 settembre 2023): 87–92. http://dx.doi.org/10.15388/lmr.2006.30582.

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For most institutions information technologies represent a hole of additional expense. Most campuses have simply bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. Presented results show that all thirty institutions of course redesign online learning program reduced cost by about forty percent on average, increased course-completion rates, improved retention, better student attitudes toward the subject matter.All universities and colleges of this program have realized promise of technology by means of whole course redesign, active learning, computer-based learning resources, mastery learning, on-demand help, alternative staffing.

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Tanye, Hannah Ayaba. "Perceived Attributes of Innovation: Perceived Security as an Additional Attribute to Roger’s Diffusion of Innovation Theory". International Journal of Multicultural and Multireligious Understanding 3, n. 6 (1 dicembre 2016): 6. http://dx.doi.org/10.18415/ijmmu.v3i6.57.

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The study attempts to contribute to the recent call on security issues in eLearning. Security issues in eLearning have been advanced at organizational level. These concerns had not been put in the light of effects on the diffusion of eLearning practice. ELearning involves the use of the web, digital media to deliver knowledge and skills. There is lack of the perspective of security issues at the individual level as a facilitator to the diffusion of innovations. This study proposes perceived security and how it affects the diffusion of eLearning practices in HEI as an additional perceived eLearning (innovation) attribute. The study seeks to find out the extent to which perceived security affect eLearning diffusion in the Universities. The research adopts a quantitative approach by the use of surveys. A survey has the capability of getting a wider and global perspective. Thus, these generalized views facilitate inform decision making in Universities’ eLearning practice. The dependent variable for the quantitative approach is the diffusion of eLearning practice in the Universities. The independent variables are the perceived characteristics of eLearning system by students and the factors that characterize students’ adoption of eLearning systems in Universities. The study found out that perceived security had the highest effect on eLearning diffusion among the students in the three Universities.

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Khan, Tabrej, e Syed Asif Hassan. "SHORT COURSES ELEARNING SYSTEM". INTERNATIONAL JOURNAL OF CURRENT ENGINEERING AND SCIENTIFIC RESEARCH 6, n. 12 (dicembre 2019): 1–5. http://dx.doi.org/10.21276/ijcesr.2019.6.12.1.

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Muniasamy, Anandhavalli, e Areej Alasiry. "Deep Learning: The Impact on Future eLearning". International Journal of Emerging Technologies in Learning (iJET) 15, n. 01 (15 gennaio 2020): 188. http://dx.doi.org/10.3991/ijet.v15i01.11435.

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eLearning as technology becomes more affordable in higher education but having a big barrier in the cost of developing its resources. Deep learning using artificial intelligence continues to become more and more popular and having impacts on many areas of eLearning. It offers online learners of the future with intuitive algorithms and automated delivery of eLearning content through modern LMS platforms. This paper aims to survey various applications of deep learning approaches for developing the resources of the eLearning platform, in which predictions, algorithms, and analytics come together to create more personalized future eLearning experiences. In addition, deep learning models for developing the contents of the eLearning platform, deep learning framework that enable deep learn-ing systems into eLearning and its development, benefits & future trends of deep learning in eLearning, the relevant deep learning-based artificial intelligence tools and a platform enabling the developer and learners to quickly reuse resources are clearly summarized. Thus, deep learning has evolved into developing ways to re-purpose existing resources can mitigate the expense of content development of future eLearning.

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Müller, Andre Matthias, Charlene Goh, Li Zhen Lim e Xiaoli Gao. "COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators". Education Sciences 11, n. 1 (5 gennaio 2021): 19. http://dx.doi.org/10.3390/educsci11010019.

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Due to the COVID-19 pandemic, eLearning became the lifeline of higher education. We explored university educators’ eLearning perspectives, practices, and future adoption intentions. In-depth interviews with 14 educators from a large university in Singapore were conducted. Educators had limited eLearning experience prior to COVID-19 emergency eLearning and expressed strong preferences for in-person sessions. The short notice to switch to eLearning and lack of eLearning experiences created stress and anxiety. Educators responded by making efforts that allowed for teaching to continue, conceding that some expectations had to be readjusted. Despite many obstacles, educators acknowledged reduced apprehension towards eLearning. Reflecting upon their experiences, educators highlighted opportunities and challenges of eLearning. A key opportunity was increased flexibility, which enabled students to learn independently. Additionally, eLearning triggered reflection upon educators teaching which could lead to improved practice. Reduction of some barriers to student–educator interaction were also mentioned. Key challenges include creating social, emotional, and cognitive engagement, catering to diverse student needs and providing holistic learning experiences. Considering opportunities and challenges, educators envisioned that eLearning would feature in their future teaching if practical and helpful for achieving educational goals. Hybrid or blended learning approaches were preferred, but support enabling the implementation of technology-based and pedagogy-informed teaching is necessary.

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Tesi sul tema "Elearning"

Takhirov, Naimdjon. "Adaptive personalized eLearning". Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-8855.

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This work has found that mapping prior knowledge and learning style is important for constructing personalized learning offerings for students with different levels of knowledge and learning styles. Prior knowledge assessment and a learning style questionnaire were used to assess the knowledge level and learning style. The proposed model for automatic construction of prior knowledge assessment aims to connect questions in the assessment to speci c course modules in order to identify levels on different modules, because a student may have varying levels of knowledge within different modules. We have also found that it is not easy to map students' prior knowledge with total accuracy. However, this is not required in order to achieve a tailored learning experience; an assessment of prior knowledge can still be used to decide what piece of content should be presented to a particular student. Learning style can be simply de ned as either the way people learn or an individual's preferred way of learning. The VAK learning style inventory has been found suitable to map the learning styles of students, and it is one of few learning style inventories appropriate for online learning assessment. A questionnaire consisting of 16 questions has been used to identify the learning style of students prior to commencement of the course. It is important to consider the number of questions, because the students may feel reluctant to spend too much time on the questionnaire. However, the user evaluation has shown that students willingly answer questions to allow the system to identify their learning styles. This work also presents a comprehensive overview of the state-of-the-art pertaining to learning, learning styles, Learning Management Systems, technologies related to web-based personalization and related standards and speci cations. A brief comparison is also made of various schools that have tried to address personalization of content for web-based learning. Finally, for evaluation purposes, a course on "Designing Relational Databases" was created, and a group of fourteen users evaluated the personalized course.

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Krause, Torsten. "Geschäftsmodelle im eLearning". Dresden TUDpress, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2831358&prov=M&dokv̲ar=1&doke̲xt=htm.

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Mauersberger, Albrecht. "Lernfortschrittsanzeige in eLearning-Szenarien". Master's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-39732.

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Die Evaluation von Lernmanagementsystem (LMS) unter didaktischen Gesichtspunkten hat ergeben, dass es den meisten gängigen LMS an einer brauchbaren Lernfortschrittsanzeige mangelt. Dies ist, wie auch Nutzerbefragungen zeigen, insbesondere in Individuallernszenarien ein gravierendes Problem mit starken Auswirkungen auf die Motivation der Lernenden. Ausgehend von dieser Situation wurde in der Arbeit eine didaktisch begründete Lernfortschrittsanzeige entworfen, implementiert und getestet. Im ersten Teil der Arbeit ist die Bedeutung der Lernfortschrittsanzeige in eLearning-Szenarien unter psychologischen und didaktischen Gesichtspunkten untersucht worden. Dabei wurde zum einen begründet, warum das Fehlen einer solchen Anzeige zu Problemen führt, zum anderen sind aus diesen Untersuchungen heraus Anforderungen an eine sinnvolle Gestaltung einer solchen Anzeige abgeleitet worden. Im zweiten Teil der Arbeit ist den ermittelten Anforderungen der IST-Zustand dieses Features in gängigen LMS gegenüber gestellt worden. Dafür wurden acht LMS ausgewählt, die in dieser Hinsicht unterschiedliche Ansätze verfolgen. Anschließend wurde unter Berücksichtigung der vorhergehenden Analysen ein eigener Ansatz entwickelt, prototypisch implementiert und evaluiert.

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Miller, William E. "Nextgen Navy eLearning tracking". Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/44616.

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Approved for public release; distribution is unlimited
The Navy’s eLearning (NeL) computer-based learning system relies on a Learning Management System (LMS) for content delivery and tracking learning information. One major obstacle with NeL’s current LMS implementation is that tracking of learning can only be done while a user is on a desktop computer using an Internet browser to connect to the LMS SOFtware. However, not all learning takes place within an Internet browser on a desktop computer. The Experience-API (xAPI), also known as Tin Can API and SCORM 2.0, is a standard maintained by Advanced Distributed Learning (ADL) that decouples the tracking of learning information from the content delivery. Any piece of SOFtware implementing the xAPI standard running on any networked device can track learning activity and store that data inside of a Learning Record Store (LRS). A prototype system was developed in a virtual environment to showcase the use of the xAPI/LRS to track quiz data, and the quiz data could then be synced from the LRS to the LMS. The prototype showed that xAPI, along with its LRS, can overcome the NeL’s AtlasPro LMS limitation of only tracking learning from a user’s desktop computer using an Internet browser.

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Nagel, Clemens. "ELearning im physikalischen Anfängerpraktikum /". Berlin : Logos-Verl, 2009. http://d-nb.info/999025376/04.

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Vojta, Robert. "eLearning - Operační a systémová analýza". Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2007. http://www.nusl.cz/ntk/nusl-221403.

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This graduation project deals with the analysis of the actual state of the eLearning, teaching aids available and the proposal of the proper teaching aid for subject The Operations and System Analysis. The whole project is divided into the five parts. The first one is the introduction, the second part defines and concretises the main goal and used methods of this thesis. Further chapter contains theoretical explications of the given topic from the point of view of several authors and other resources. The fourth part pursues the comparison and analysis of the existing software. The results of this analysis, their presentation and evaluation you can find, together with the proper teaching aid prototype, in the last chapter.

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Rahman, Zahidur. "eLEARNING SYSTEM: USING LEARNING VARIABLES". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/982.

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This paper describes an innovative approach to implement functionalities for an Intelligent Learning Environment, based on Artificial Intelligence (AI) on existing Learning Variable Management System (LVMS). A Learning Object (LO) consists of several related sequential Learning Variables (LV). The creation of LO is the goal. Based on that goal LVs need to be selected. The proposed model will concentrate on the selection and management process of LVs to create a complete LO. The management process will include receiving the LVs, storing process, repository management, and finally preparing the LVs for the selection process. The selection process includes Web Services (WS), which are utilized to provide LVs. To get a selected LV, the system first selects a WS which then selects the LV. An Integrated Ranking procedure is executed to rank those LVs. Different agents will work on different sections of the system. Finally the LO creation agent (Styler) will create the Learning Object. In this paper we abbreviated the LVMS to Learning System (LS). This paper has been divided into four chapters. The learning variable/object basics and the proposed system have been described in part one. Chapter two reviews web crawling systems and their effect on the proposed system. The rule-based WS and the integrated ranking algorithm are discussed in chapter three and four respectively.

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Wirth, Markus Alexander. "Qualität eLearning-gestützter Aus- und Weiterbildunsprogramme /". [St. Gallen] : [s.n.], 2005. http://aleph.unisg.ch/hsgscan/hm00142344.pdf.

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Wirth, Markus Alexander. "Qualität eLearning-gestützter Aus- und Weiterbildungsprogramme /". Paderborn Eusl-Verl.-Ges, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014281531&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Happ, Simone, e Berit Jungmann. "Einsatz von Open Source im eLearning". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155809.

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Open Source Software (OSS) ist immer mehr verbreitet und anerkannt. Sie zeichnet sich insbesondere durch die Offenlegung des Quellcodes und die Möglichkeit der freien Verwendung und Weiterverarbeitung aus1. Auch im Bereich des eLearning2 spielen Open Source Lösungen zunehmend eine große Rolle, wobei sich vor allem in Universitäten zahlreiche Communities herausgebildet haben.

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Libri sul tema "Elearning"

Robin, Mason. Elearning. London: Taylor & Francis Inc, 2006.

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Rippien, Horst. Bildungsdienstleistung eLearning. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1.

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Abel, Thomas, Reinhard Daugs e Christoph Igel. Handbuch eLearning. Schorndorf: Hofmann, 2005.

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Johannsen, Andreas. Telepräsenz im eLearning. Wiesbaden: Deutscher Universitätsverlag, 2002. http://dx.doi.org/10.1007/978-3-663-11617-2.

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Dowling, Michael, Jörg Eberspächer e Arnold Picot, a cura di. eLearning in Unternehmen. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-642-59329-1.

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Burgos, Daniel, a cura di. Radical Solutions and eLearning. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4952-6.

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Stoecker, Daniela. eLearning - Konzept und Drehbuch. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-17206-9.

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Ching, Hsianghoo Steve, Paul W. T. Poon e Carmel McNaught, a cura di. eLearning and Digital Publishing. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-3651-5.

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Commission, European, e European Commission. Directorate-General for Education and Culture., a cura di. eLearning: Designing tomorrow's education. Luxembourg: Office for Official Publications of the European Communities, 2000.

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The really useful elearning instruction manual: Your toolkit for putting elearning into practice. Hoboken: Wiley, 2013.

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Capitoli di libri sul tema "Elearning"

Wiebe, Eric, e David Sharek. "eLearning". In Why Engagement Matters, 53–79. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27446-1_3.

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Rollett, Herwig. "eLearning". In Knowledge Management, 163–71. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0345-3_16.

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Draffan, E. A., e Peter Heumader. "Accessible eLearning - eLearning for Accessibility/AT". In Lecture Notes in Computer Science, 133–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94277-3_23.

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Strait, Jean. "Service-eLearning". In The Future of Service-Learning, 155–71. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447825-13.

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Rippien, Horst. "Einleitung: Forschungsgegenstand". In Bildungsdienstleistung eLearning, 11–20. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_1.

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Rippien, Horst. "Theoretische Rahmung: Dienstleistung Weiterbildung und didaktisches Handeln". In Bildungsdienstleistung eLearning, 21–53. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_2.

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Rippien, Horst. "eLearning und eLearning-Dienstleister: Gegenstand und Forschungsstand". In Bildungsdienstleistung eLearning, 55–153. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_3.

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Rippien, Horst. "Methodologie". In Bildungsdienstleistung eLearning, 155–96. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_4.

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Rippien, Horst. "Untersuchungsergebnisse: Fallrekonstruktionen". In Bildungsdienstleistung eLearning, 197–282. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_5.

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Rippien, Horst. "Diskussion der Ergebnisse im Fallvergleich". In Bildungsdienstleistung eLearning, 283–323. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_6.

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Atti di convegni sul tema "Elearning"

Neal, Lisa, e Ken Korman. "eLearning SIG". In CHI '03 extended abstracts. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/765891.766041.

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Anane, R., S. Crowther, J. Beadle e G. Theodoropoulos. "eLearning content provision". In Proceedings. 15th International Workshop on Database and Expert Systems Applications, 2004. IEEE, 2004. http://dx.doi.org/10.1109/dexa.2004.1333510.

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Neal, Lisa, Ray Perez e Diane Miller. "eLearning and fun". In CHI '05 extended abstracts. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1056808.1057091.

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Neal, Lisa, Ray Perez e Diane Miller. "eLearning and fun". In Extended abstracts of the 2004 conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/985921.986160.

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Bork, A., e G. F. N. Ju. "Elearning versus alearning". In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.133.

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Vilcu, Dana mihaela. "LEARNING VERSUS ELEARNING FOR IT PROFESSIONALS". In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-224.

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Nowadays, there is a certain deficit of, and an increased request for, IT specialists. How to get them? On one hand, a multitude of eLearning platforms are nowadays available for education in IT. On the other hand, there are also different levels of IT education comprised by national education systems. Both directions are facing the challenge of rapid changes of the technologies in IT. Also, the big companies are offering IT courses specific to their purposes. So we can say that two different approaches are co-existing now: the classical, academic one, and a more technology oriented one, through eLearning classes or in-place, highly specialized classes. We give a survey of the nowadays situation for the aspects mentioned above, also corresponding to different countries. Our aim is to address a fundamental question: what could the future look like, in preparing IT specialists? From a student perspective, this has a simple translate: what to do to become IT specialist, which type of education to follow? Our purpose is to offer a few answers, and to derive several conclusions. The IT university curricula should be more mobile, and the academic classes should become more practical; moreover, the teaching academic positions should be open to non academic lecturers with specific high competences proved. There should be established standards for recognizing eLearning classes, with possibility to offer recognition and equivalence of the diploma offered. The academic form cannot disappear, but it should be reorganized, while the eLearnig and distance learning in IT, even though very much technological, should be given academic level recognition.

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Patnaik, Sweta, e Daniela Gachago. "Supporting departmental innovation in eLearning during COVID-19 through eLearning champions". In 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020. http://dx.doi.org/10.1109/weef-gedc49885.2020.9293653.

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"eLearning: Perspectives and directions". In Systems (ICCES). IEEE, 2009. http://dx.doi.org/10.1109/icces.2009.5383330.

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Nikolov, Roumen. "From eLearning to eUniversity". In the 9th International Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1500879.1500883.

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Sarasa-Cabezuelo, Antonio, e José Luis Sierra-Rodríguez. "Software engineering for eLearning". In the First International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2536536.2536550.

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Rapporti di organizzazioni sul tema "Elearning"

Gibson, Justine, Ingrid Reynish e Frances Shapter. Vertical modular framework eLearning manual. Gatton, QLD Australia: School of Veterinary Science, The University of Queensland, gennaio 2018. http://dx.doi.org/10.14264/99aee1d.

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Fautua, David T., Sae Schatz, Andrea Taylor, Emilie Reitz, Kathleen Bartlett e John Killilea. Continuum of eLearning: 2012 Project Summary Report. Fort Belvoir, VA: Defense Technical Information Center, ottobre 2012. http://dx.doi.org/10.21236/ada577837.

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Kanwar, Asha, e Sanjaya Mishra. All Things Research in Open, Distance and eLearning. Commonwealth of Learning (COL), agosto 2022. http://dx.doi.org/10.56059/11599/4078.

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Tusiime, Hilary Mukwenda, e Nahom Eyasu Alemu. Embracing E-Learning in Public Universities in Ethiopia and Uganda. Mary Lou Fulton Teachers College, dicembre 2023. http://dx.doi.org/10.14507/mcf-eli.j2.

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Most of Higher Education Institutions (HEIs) in Ethiopia and Uganda are adopting e-learning to increased demand for, and to widen access to higher education. However, e-learning has not yet been fully embraced. Adoption of e-learning technologies in many universities in Ethiopia and Uganda is still ad hoc; and efforts towards full utilization of e-learning in HEIs are still undermined by many factors. This study has been conducted to explore institutional policy challenges, strategies, and reforms required to embrace all-inclusive online academic programmes. Guided by explanatory-sequential mixed design, data were collected from 765 participants using key informant interviews(KII), survey questionnaire, and documentary review methods. The study findings revealed that glitches from policy agents, mandate, purpose, publics, effectiveness, fairness, desirability, and affordability of the eLearning policies; as well as responsiveness and policy sustainability were the most critical institutional challenges to implementation of online academic programmes at Gondar and Makerere University. The study also revealed that provision of appropriate student support services, setting realistic assignments, emphasizing staff self-direction, having effective attendance policy, sharing of learning/information materials, professional development, technological, and maintenance of effective communication with students, and maintaining social presence were the key eLearning policy strategies used in implementation of online academic programmes at Makerere University. The study results further revealed that widening access to online programmes, mobilisation of adequate financial resources, engaging in national wide policy reforms, organisational restructuring, employment of adequate qualified staff, curriculum reform and entrenching online courses in the university system are key policy reforms required to embrace implementation of all-inclusive online academic programmes. Hence, it was recommended that something had to be done to: overcome institutional policy challenges; improve eLearning policy strategies used; and to effect inevitable policy reforms required to embrace implementation of all-inclusive online academic programmes at Gondar and Makerere University.

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Alemu, Nahom Eyasu. Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar. Mary Lou Fulton Teachers College, febbraio 2024. http://dx.doi.org/10.14507/mcf-eli.i1.

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Over the last two decades, the educational field of study has been one of the areas that benefited from the proliferated use of digital technologies. Recent digital technologies in education have focused on online education in developed nations. However, they have paid less attention to the involvement of university instructors in online education in developing countries. Therefore, the current project tried to address this problem by examining the challenges and prospects of instructors in designing and developing content online in Ethiopia's public universities. This study involved 59 participants (15 semi-structured interviews, 32 participants in four focus group discussions, and 12 key informants), derived using a purposive sampling technique. Data were analyzed using inductive thematic analysis to explore participants’ explanations about the impediments and motivation of university instructors in designing and developing content online at the University of Gondar, Ethiopia. Explanations were presented in terms of impediments (the state of being faced with the challenges of university instructors) and motivation (the determination of instructors in higher education). The findings showed that the challenges of instructors can be classified as personal (technophobia, digital illiteracy, bad impression of content online, fear of making low-quality content, and lack of knowledge on how to produce content online) and institutional (insufficient infrastructure, absence of curriculums and policies on eLearning education. On the other hand, the prospects of instructors, such as taking eLearning education initiative, online education support services, and boosting awareness of online education, are the facilitators for instructors in developing content online in higher education.

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FAO elearning Academy: major achievements for 2023. FAO, marzo 2024. http://dx.doi.org/10.4060/cc9846en.

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