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1
Thümer, Diana. "E-Learning". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-89575.
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Als zweite sächsische Öffentliche Bibliothek neben den Städtischen Bibliotheken Dresden hat die Stadtbibliothek Chemnitz Anfang Juni ihre Online-Dienstleistungen durch ein E-Learning- Angebot erweitert. Mit dem neuen Angebot reagiert die Stadt bibliothek Chemnitz auf die aktuelle Entwicklung, dass sich das Internet als zentrales Bildungsmedium für Beruf und Freizeit etabliert hat.
2
Šulc, Ondřej. "E-learning". Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-4985.
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The theoretical part of the thesis contains information about education in general, futhermore it describes general information on e-learning. In the end of this part there are described different ways how to implement e-learning in a company. Practical part concerns information about a company - PRAKAB PRAZSKA KABELOVNA, a.s., possible ways of aplication education. In the final part of the thesis a solution is recommended and compared with an opinion of the personal manager of this company.
3
Liška, Tomáš. "E-learning". Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-9392.
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The work introduces the reader the concept of e-learning and provides a structured view of the issue. Explanations of basic terms, forms, methods of implementation or inclusion e-learning in the education system forms makes the basis for understanding the importance of e-learning. The work is explained the issue of standardization, including a summary of the most used standards and the principle of their operation. Issue of e-learning implementation konstitute the fundamental part this work, and it is demonstrated by the example of a model society. There are recognized problem parts in the e-learning implementation, a comparison of possible solutions including design courses, which could be implemented. Component part of this work is the questionnaire survey among employees, potential students, to determine their perceptions of e-learning and in particular their requirements and expectations. For the sake of completeness are recognized developments and trends to e-learning step, and which have promising potential.
4
Ericsson, Andreas, Jonas Eldborn i 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.
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Frankfurth, Angela. "E-Learning-Architekturmanagement". Kassel Kassel Univ. Press, 2009. http://d-nb.info/1001423674/04.
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Alampally, Swetha. "E-learning system". Kansas State University, 2012. http://hdl.handle.net/2097/14051.
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Master of ScienceDepartment 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.
7
Montebello, Matthew. "Personalised e-learning". Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/7380/.
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This thesis proposes to add value to the traditional e-learning systems by personalising the content being presented. The personalisation process was brought together through the amalgamation of crowdsourcing techniques, explicit with learners’ interests, and learner profiling technologies. A prototype called iPLE, intelligent personal learning environment, was developed and tested within an empirical study where participants experienced and compared the proposed iPLE with a static e-learning environment and a standard face-to-face delivery. A number of data collection instruments have been integrated within the empirical study to accumulate participants’ feedback. The results were fully documented and analysed using a combination of quantitative and qualitative data analysis tools that generated essential assessment information. An indicative improvement was reported following the data analysis and evaluation of results that led to the conclusion that even though there is plenty of room for further development and research, the combination of the proposed techniques does help and assist in rendering e-learning more effective.
8
Jančařík, Antonín, i 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.
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The main aim of this contribution is to introduce the potential that modern information technologies open to authors converting a teaching material from a printed to an electronic version. The authors
come out of their own experience and propose options that are suitable especially for creation of study materials in mathematics education. Among others the contribution presents the use of flash
animations, java scripts and Computer Algebra Systems.
9
Li, 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.
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Li, Siu-har Shirley, i 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.
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Matta, 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.
12
Matta, André Martins da 1980. "Artemídia learning : A-learning e-compartilhamento de conhecimento /". São Paulo, 2016. http://hdl.handle.net/11449/144359.
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Orientador: Pelópidas Cypriano de OliveiraBanca: 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
13
Yaari, Omri. "e-Learning effectiveness in interconnected corporate learning environments". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/23067.
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Approaches to workplace learning are continuously evolving to support business objectives but learning and development practitioners are not delivering on their mandate of developing relevant competencies which deliver on strategic objectives. Globally, the proportion of e-Learning to instructor led training is growing and the investment in e-Learning is steadily increasing. Executives expect to see better alignment of e-Learning initiatives and a proven return on investment. In order to earn their place at the executive boardroom, learning and development practitioners need to understand and align their programmes to the context of the business environment in order to positively influence business performance.This research set out to investigate the relationship between the corporate learning environment and e-Learning programme effectiveness using a self-administered questionnaire. The survey was completed by 50 corporate learning and development practitioners. It explored e-Learning programme effectiveness and the configuration of learning environments in relation to a corporate learning environment interconnectedness model proposed in this research. Descriptive statistics, correlation analysis and regression modelling were used to determine the relationship between the environment and e-Learning programme effectiveness. The strongest environmental predictors as well as the current perception of e-Learning programme effectiveness within these environments were also identified.The corporate learning environment was found to be significantly correlated with e-Learning programme effectiveness, specifically in driving higher order benefits of e-Learning programme effectiveness, behaviour change and return on investment. The two strongest predictors of e-Learning programme effectiveness in the corporate learning environment were found to be the definition of clear learning outcomes as well as the provision of opportunities for collaboration in the context of learning. The proposed model of corporate learning environment interconnectedness was also validated and found to be reliable.Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted
14
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.
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La tesi affronta le problematiche relative ai nuovi scenari educativi nella cosiddetta Società della Conoscenza e alle sfide che essa richiede alla didattica nei nuovi “ambienti” formativi.
Partendo dall’analisi della definizione della stessa come Società della Conoscenza si cerca di darne una lettura che ne metta in luce gli elementi principali che la caratterizzano aprendo alla riflessione sullo sguardo che essa dà al suo futuro e agli scenari verso i quali si orientano le sue sfide cognitive ed educative.
In tale analisi non può mancare una riflessione sul legame tra la società contemporanea e le cosiddette nuove tecnologie (ICT: Information and Comunication Technologies). Le ICT, infatti, in misura sempre maggiore, hanno invaso la società e influenzato l’evoluzione della stessa assumendo un ruolo significativo nella vita quotidiana e nell’affermarsi della società della conoscenza.
Il percorso di ricerca prende il via da questi interrogativi per ampliare la riflessione sulle nuove frontiere dell’educazione nella società della conoscenza. Quest’ultima, infatti, così come si caratterizza e come si evolve, identificando la sua priorità non solo nella diffusione dell’informazione, ma anche e soprattutto nella “costruzione” di conoscenza, impone un nuovo modo di pensare e approcciarsi all’educazione e alla formazione. Il longlife learning diventa l’elemento centrale ma non va inteso solo come possibilità date all’individuo adulto di riprendere percorsi formativi lasciati o intraprenderne di nuovi. Quello che cambia è la finalità stessa della formazione: è il concetto dell’apprendimento come potenzialità individuale (empowerment). Non basta avere accesso e acquisire un numero sempre maggiore di informazioni ma occorre sviluppare la capacità di acquisire strategicamente le informazioni per essere capaci di affrontare i continui cambiamenti e costruire nuove forme di sapere condiviso.
Sul piano operativo le ICT permettono numerose nuove possibilità per la formazione, sia come strumenti a supporto della didattica, sia come mezzi di trasmissione delle informazioni e costruzione di conoscenza. L’e-learning si afferma con una sua impostazione e una sua metodologia, nonché con i suoi “oggetti” e i suoi “ambienti”. Nella tesi vengono illustrate le principali problematiche da considerare per la costruzione di percorsi formativi in rete (strumenti, contenuti, ruoli, comunicazione, valutazione) per presentare, infine, i materiali prodotti dall’autrice per l’erogazione on line di moduli didattici in due Unità Formative.
15
Lovece, Stefania <1976>. "E-learning e società della conoscenza". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1618/.
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La tesi affronta le problematiche relative ai nuovi scenari educativi nella cosiddetta Società della Conoscenza e alle sfide che essa richiede alla didattica nei nuovi “ambienti” formativi.
Partendo dall’analisi della definizione della stessa come Società della Conoscenza si cerca di darne una lettura che ne metta in luce gli elementi principali che la caratterizzano aprendo alla riflessione sullo sguardo che essa dà al suo futuro e agli scenari verso i quali si orientano le sue sfide cognitive ed educative.
In tale analisi non può mancare una riflessione sul legame tra la società contemporanea e le cosiddette nuove tecnologie (ICT: Information and Comunication Technologies). Le ICT, infatti, in misura sempre maggiore, hanno invaso la società e influenzato l’evoluzione della stessa assumendo un ruolo significativo nella vita quotidiana e nell’affermarsi della società della conoscenza.
Il percorso di ricerca prende il via da questi interrogativi per ampliare la riflessione sulle nuove frontiere dell’educazione nella società della conoscenza. Quest’ultima, infatti, così come si caratterizza e come si evolve, identificando la sua priorità non solo nella diffusione dell’informazione, ma anche e soprattutto nella “costruzione” di conoscenza, impone un nuovo modo di pensare e approcciarsi all’educazione e alla formazione. Il longlife learning diventa l’elemento centrale ma non va inteso solo come possibilità date all’individuo adulto di riprendere percorsi formativi lasciati o intraprenderne di nuovi. Quello che cambia è la finalità stessa della formazione: è il concetto dell’apprendimento come potenzialità individuale (empowerment). Non basta avere accesso e acquisire un numero sempre maggiore di informazioni ma occorre sviluppare la capacità di acquisire strategicamente le informazioni per essere capaci di affrontare i continui cambiamenti e costruire nuove forme di sapere condiviso.
Sul piano operativo le ICT permettono numerose nuove possibilità per la formazione, sia come strumenti a supporto della didattica, sia come mezzi di trasmissione delle informazioni e costruzione di conoscenza. L’e-learning si afferma con una sua impostazione e una sua metodologia, nonché con i suoi “oggetti” e i suoi “ambienti”. Nella tesi vengono illustrate le principali problematiche da considerare per la costruzione di percorsi formativi in rete (strumenti, contenuti, ruoli, comunicazione, valutazione) per presentare, infine, i materiali prodotti dall’autrice per l’erogazione on line di moduli didattici in due Unità Formative.
16
Müller, Matthias. "Lerneffizienz mit E-Learning /". [S.l.] : [s.n.], 2003. http://aleph.unisg.ch/hsgscan/hm00105555.pdf.
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Andersson, Linda, i 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.
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Müller, Matthias. "Lerneffizienz mit E-Learning /". München [u.a.] : Hampp, 2004. http://www.gbv.de/dms/zbw/388670045.pdf.
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Döring, Sandra, Corinna Jödicke, Nicole Rose i Katrin Feige. "Betreuungskonzepte im E-Learning". Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-138252.
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Die zunehmende Nutzung von E-Learning im Hochschulsystem ist seit vielen Jahren mit einem Wechsel von einer Lehrkultur zur Lernkultur verbunden. Daraus
resultieren neue Anforderungen an die Lehrenden und an wissen-
schaftliches Personal in Forschungs- und Transferprojekten. In
Abhängigkeit von der Lehr-/Lernform und der zugrunde gelegten
Auffassung von Lernen können sie in netzbasierten Lernszenarien verschiedene Rollen einnehmen, bspw. die Rolle der Wissensvermittler_innen, der Lernbegleiter_innen oder der Moderator_innen. Auch das Planen von Lernangeboten, die Entwicklung und Bereitstellung von Lerninhalten, die Einrichtung und Administration von Kursen sowie der technische Support können in ihren Aufgabenbereich fallen.
20
Böhme, Rico, Hendrik Kalb, Oliver Petzoldt i Eric Schoop. "Der E-Learning Redaktionsleitstand". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155828.
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In den zurückliegenden Jahren ist ein deutlicher Anstieg der Nachfrage an onlinebasierten, multimedialen Aus- und Weiterbildungsangeboten sowohl im universitären als auch im privatwirtschaftlichen Bereich zu verzeichnen. Im Vergleich zu traditionellen Lehr-/Lern-Arrangements ist die Entwicklung dieser Angebote mit einem deutlich erhöhten Zeit- und Kostenfaktor verbunden. Um diesen zu reduzieren sind neue Konzepte notwendig. Neben der Parallelisierung von Produktions- und Überarbeitungsprozessen spielt dabei vor allem die Wiederverwendung einmal erstellter Lerninhalte die entscheidende Rolle. Diese zu den wichtigsten Forderungen aus Sicht der Wirtschaftsinformatik.
21
Döring, Sandra, Corinna Jödicke, Nicole Rose i Katrin Feige. "Betreuungskonzepte im E-Learning". Hochschuldidaktisches Zentrum, 2013. https://ul.qucosa.de/id/qucosa%3A12373.
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Die zunehmende Nutzung von E-Learning im Hochschulsystem ist seit vielen Jahren mit einem Wechsel von einer Lehrkultur zur Lernkultur verbunden. Daraus
resultieren neue Anforderungen an die Lehrenden und an wissen-
schaftliches Personal in Forschungs- und Transferprojekten. In
Abhängigkeit von der Lehr-/Lernform und der zugrunde gelegten
Auffassung von Lernen können sie in netzbasierten Lernszenarien verschiedene Rollen einnehmen, bspw. die Rolle der Wissensvermittler_innen, der Lernbegleiter_innen oder der Moderator_innen. Auch das Planen von Lernangeboten, die Entwicklung und Bereitstellung von Lerninhalten, die Einrichtung und Administration von Kursen sowie der technische Support können in ihren Aufgabenbereich fallen.
22
Aho, Anna-Carin, i 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.
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Den snabba kunskapsutvecklingen inom hälso- och sjukvården kräver att sjuksköterskans kompetens ständigt utvecklas för att tillgodose patientsäkerheten. Sjuksköterskans kompetensutveckling sker alltmer via e-learning, elektroniskt lärande, som är ett relativt nytt inlärningssätt. E-learning innebär att lärandet sker med hjälp av datorer via nätverk. Syftet med studien var att genom en sammanställning av aktuell vetenskaplig litteratur undersöka vilken inställning till och vilka upplevelser sjuksköterskan har av e-learning i samband med kompetensutveckling. Sökningar i fyra databaser, Cinahl, ERIC, PubMed och The Cochrane Library, resulterade i tio vetenskapliga artiklar som kritiskt granskades och analyserades. Resultatet av sammanställning och granskning av artiklarna visar att sjuksköterskor med svaga datorkunskaper hade svårt att anpassa sig till e-learning. Stöd från kurskamrater och lärare upplevdes som väldigt viktigt, dock saknade många ansikte-mot-ansikte kontakten. E-learning upplevdes som ett flexibelt inlärningssätt som krävde självdisciplin. För att kunna tillgodogöra sig utbildning via e-learning krävs basala datorkunskaper och resurser i form av tid, tillgång till dator samt mänsklig och teknisk support.The 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.
23
Heinemann, Andreas. "E-Learning und Hochschulbibliotheken". [Köln] [Bibliothek der Fachhochsch.], 2009. http://d-nb.info/993680690/34.
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Mast, Kimberly. "Multimedia in E-Learning". The University of Arizona, 2015. http://hdl.handle.net/10150/556151.
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Multimedia in E-Learnign and Cognitive OverloadMultimedia 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.
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Böhme, Rico, Hendrik Kalb, Oliver Petzoldt i 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.
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In den zurückliegenden Jahren ist ein deutlicher Anstieg der Nachfrage an onlinebasierten, multimedialen Aus- und Weiterbildungsangeboten sowohl im universitären als auch im privatwirtschaftlichen Bereich zu verzeichnen. Im Vergleich zu traditionellen Lehr-/Lern-Arrangements ist die Entwicklung dieser Angebote mit einem deutlich erhöhten Zeit- und Kostenfaktor verbunden. Um diesen zu reduzieren sind neue Konzepte notwendig. Neben der Parallelisierung von Produktions- und Überarbeitungsprozessen spielt dabei vor allem die Wiederverwendung einmal erstellter Lerninhalte die entscheidende Rolle. Diese zu den wichtigsten Forderungen aus Sicht der Wirtschaftsinformatik.
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Neumann, Jörg. "Organisationsmodelle im E-Learning : Unterstützungsstrukturen für E-Learning an Hochschulen des Freistaates Sachsen /". Dresden : TUDpress, 2009. http://d-nb.info/994299265/04.
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Nyarko, Michael. "E-learning : virtual classrooms as an added learning platform". Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11324.
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Includes abstract.Includes 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.
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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/.
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E-learning faces a high failure rate, particularly in developing nations due to a lack of public acceptance. One of the most commonly adopted theories for investigating this is the Technology Acceptance Model (TAM). However, TAM fails to consider the effect of individual and cultural differences, and environmental variables on users’ technology acceptance. The present research therefore sought to address TAM’s limitations in the elearning context, by considering individual differences adopting the Felder and Silverman Learning Styles Model (FSLSM) and environmental learning factors using the Universal Design for Learning (UDL) framework. It also attempts to identify any barriers to effective e-learning implementation in Iraq. A survey research design comprising analytical and descriptive methods was consequently adopted. Two experiments were conducted in Iraq to validate the proposed research framework from the perspective of undergraduate students. A third experiment was dedicated to in-depth understanding the hindrances to e-learning application in Iraq’s public-sector universities, from the standpoint of undergraduates and academic staff. The findings suggest that the explanatory power of TAM can be improved by integrating learning styles as moderators, although this psychological trait has limited ability to predict e-learning acceptance and learners’ perceptions as well as it is uncorrelated with academic performance. However, combining the UDL model with TAM enhances its power to predict e-learning acceptance and learners’ perceptions. Furthermore, the qualitative outcomes identify many barriers to e-learning implementation in Iraq, supporting the quantitative analysis and highlighting other factors that could influence e-learning acceptance. This study should provide valuable information for scholars, leadership, e-learning providers and instructors, while also contributing to TAM, learning styles and universal learning theories. It is the first of its kind to examine e-learning acceptance in Iraq, in terms of the integrated factors. This research is also the first to compare the influence of learning styles and universal learning theories on e-learning experience. Accordingly, it extends the existing literature and fills a research gap in the Iraqi context, with empirical implications being discussed for further research.
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Renner, 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.
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This manual provides detailed guidance on creating, designing and developing e-learning and m-learning courses, materials and resources for instructors, faculty, staff, trainers and instructional designers who are new to e-learning design at colleges and universities, especially in Africa and in developing nations. It provides basic concepts and information on the processes and resources involved in e-learning development, and a step by step systematic guide on how to design and develop e-learning and m-learning courses and resources in universities and colleges. The information in this manual is based on consolidated instructional design models and learning theories and incorporates the designer’s experience in delivering e-learning and m-learning courses in development contexts.https://dc.etsu.edu/etsu_books/1066/thumbnail.jpg
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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.
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Albrecht, 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.
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Andersson, 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.
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This thesis concerns technology use in distance educations and learning practices related to this use. The research was carried out over the period 2005 to 2009 in Bangladesh and Sri Lanka and has been reported in 6 published papers. The research is situated within the field of Information and Communication Technologies for Development (ICT4D) and within this field e-learning. Education is important for development and for many students in developing countries distance education is often the only option to get educated. The research question is if the use of Information and Communication Technology (ICT) in distance education can contribute to development, and if so, how? This question is explored through two case studies in Sri Lanka and Bangladesh. A variety of data collection methods have been used: interviews, questionnaires, participant observations and document review. The research approach is interpretative and findings are analyzed using Structuration Theory. Initial findings showed that a major challenge for students was the change of learning practices that distance education required. Findings also showed that new constructive learning practices emerged through the use of ICT. For development to take place the learning practices of students are important. Students used to learning practices based on uncritical memorization of facts will not easily take initiatives for change, whereas students used to constructive learning practices will. Notwithstanding the fact that most students found this transition challenging, it was found that by introducing technology into long-established transmission structures, changes towards constructive learning practices occurred. A major contribution of this thesis is to increase the understanding of how ICT in distance education can facilitate constructive learning practices. By arguing that constructive learning practices are conducive to societal change this finding also has implications for development. The thesis also makes a theoretical contribution by extending Structuration Theory’s applicability in demonstrating its explanatory power in settings where researcher and informants are geographically and socially distant.
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Leung, 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.
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Abstract The lack of a practical operational definition of "reflective learning" suitable for characterizing observations of performance is widely acknowledged. This definition is needed for observing and documenting reflective practice in research, education, and continuing professional development. The current exploratory research aims to operationalize "reflective learning" using a conceptual framework based on a comprehensive review of the relevant literature, and to validate this framework in the context of a medium-large scale study of brief self-directed e-learning activities in continuing medical education. Properties of reflective learning were identified in a literature review on reflective learning and higher order thinking. These properties were structured and represented in a conceptual framework, herein called the Reflective Learning Framework. Then, this framework was revised, and a related coding scheme was tested in a pilot study. The revised framework was validated in a qualitative multiple case study that involved 473 family physicians participating in writing comments and interviews. The written comments resulted in 1,776 comment cases, and 253 interview cases. A comment case was defined as one family physician reading, rating, and commenting on one research-based synopsis online. An interview case was defined as one family physician reading and rating a synopsis online, and then explaining the rationale of his/her rating. Using thematic analysis and the framework-related coding scheme, cognitive tasks observed in these cases were categorized. Then, using cross case analysis, frequency counts of each category in all cases were compared in matrices.Résumé 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$
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Gagliardo, Pietro. "Nuove tecnologie e Inquiry Learning". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/16125/.
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La didattica scolastica è molto incentrata sulle modalità d’apprendimento degli studenti e su come poter migliorare l’apprendimento stesso. A tal proposito, l’introduzione delle nuove tecnologie informatiche ha aperto ampi scenari e portato una notevole innovazione sia nelle modalità di svolgimento della didattica da parte di un insegnante sia nelle modalità di apprendimento da parte di uno studente.
L’obiettivo di questo lavoro è stato quello di trovare dei nuovi metodi di insegnamento da un punto di vista didattico ma anche da un punto di vista pedagogico e di appurarne l’efficacia. Con questo proposito è stata svolta un’attività, in collaborazione con una classe seconda di una scuola secondaria di primo grado, cercando di massimizzare l’utilizzo delle nuove tecnologie associandole a nuove metodologie di apprendimento: l’Inquiry Learning.
L’apprendimento per scoperta del progetto Go-Lab, riguardante nello specifico le discipline STEM (Scienze, Tecnologia, Ingegneria e Matematica), verte in questa direzione: qui l’indagine da parte dello studente ha un ruolo cruciale in cui l’informazione non viene offerta allo studente bensì deve essere estratta e appresa da quest’ultimo tramite esperimenti.
Il lavoro svolto con la classe ha permesso agli studenti di apprendere i concetti fondamentali di un argomento del curricolo di matematica, il Teorema di Pitagora, e inoltre ha portato alla creazione di un nuovo spazio d’apprendimento (Inquiry Learning Space) pubblicato sul portale web del Go-Lab che successivamente potrà essere utilizzato da altri insegnanti per i propri scopi didattici o dagli stessi studenti come forma di ripasso.
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Baglioni, Cecilia. "Processi Gaussiani e Machine Learning". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20704/.
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In questa tesi si approfondisce la teoria dei Processi Gaussiani utilizzando i modelli di regressione per arrivare alla distribuzione predittiva a posteriori e studiandone le proprietà di differenziabilità per le Greche: in questo senso si introduce il Machine Learning tramite la tecnica del Supervised Learning. Nel primo capitolo si elencano le ipotesi alla base del modello di Black e Scholes e il procedimento per ottenere la formula. Si arriva, così, alla definizione delle Greche utili a valutare la sensibilità del portafoglio rispetto alla variazione dei fattori da cui la formula di Black e Scholes dipende. Nel secondo capitolo, partendo da un modello di regressione lineare, si arriva alla distribuzione predittiva a posteriori. Per superare la limitatezza del modello lineare Bayesiano si introduce un nuovo modello di regressione che conserva la linearità rispetto ai parametri e che viene applicato ad un nuovo spazio detto feature: si ottiene una nuova espressione per la distribuzione predittiva con un minor costo computazionale. Il modello in questione rappresenta un esempio di Processo Gaussiano con media e covarianza definite. Si arriva a trovare un collegamento tra le Greche e i processi Gaussiani: Delta e Gamma, infatti, sono calcolate a partire dalla derivata prima e seconda del processo in questione. Nel terzo capitolo, si applicano i risultati teorici a dati ottenuti con il modello di Black e Scholes. Si fa uso del pacchetto R DiceKriging con le funzioni km, predict e simulate. Il training set è composto
dal prezzo della Put, valori della Delta e prezzo del sottostante calcolati con la formula di Black e Scholes, il validation set da 300 osservazioni. Km fornisce la stima dei parametri di covarianza e di media. Predict e simulate restituiscono i valori della media e deviazione standard predetti e i valori degli output dell'insieme test.
Infine i metodi si confrontano calcolando gli errori, costo computazionale e memoria.
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Eriksson, 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.
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This 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.
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Frankfurth, Angela [Verfasser]. "E-Learning-Architekturmanagement / Angela Frankfurth". Kassel : Kassel University Press, 2010. http://d-nb.info/1011783223/34.
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Alkhuraiji, 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.
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Learning management systems are widely used in educational organizations and universities to deliver self-paced online courses. Furthermore, educational theories have suggested that providing learners with learning material suitable for their learning styles may affect their learning performance. Learners with different individual traits, levels of knowledge, backgrounds, and characteristics are using these learning systems to enhance their learning understanding. This study is concerned with personalizing learning environments based on each learner’s individual needs by designing and developing intelligent adaptive e-learning management systems. These systems behave according to the data collected in a ‘learner model’ from the learner to provide accurate learning material that adapts to learners’ needs by changing the learning environment rapidly based on the learners’ learning requirements and their learning styles. A dynamic adaptive e-learning system (DAELS) is proposed. The idea is to build an algorithm that can quickly understand an individual learner’s learning styles. We propose the Similarity algorithm, which aims to adapt to the student’s learning styles by taking advantage of the experience of previous students that used the same system and studied the same course. This algorithm presents the content to each student according to predictions of his/her preferred learning styles. These predictions can change during a student’s progress and response to the presentation. The ID3 machine learning method was used and integrated into our Similarity algorithm. Such a method can search learners' databases efficiently and quickly by classifying learners based on their attributes. Methods and associated techniques that address these issues by use of Felder and Silverman Learning Styles Model (FSLSM) have been developed and can be built into Moodle, the learning management system, as an integral component. We then conducted experiments on students to evaluate the flexibility of the DAELS and its effect on students’ learning performance. An experiment was designed and implemented to validate the proposed approach’s reliability and performance on learners’ scores. The proposed DAELS was compared with a static adaptive e-learning system (SAELS) and a non-adaptive e-learning system (non-AELS). The results of the empirical experiment demonstrate the effectiveness of using DAELS on student performance. On average, the dynamic adaptive group had an average increase of 60% in the post-test from pre-test, whereas the average score of the static group increased 32%, and the control group had an average increase of 8%. The results reveal that the dynamic group had the highest average scores in the post-test, and the control group had the lowest average increase in scores. The findings indicate that the developed Similarity algorithm, implemented in our DAELS for personalising learning content presentation according to students’ learning styles, is appropriate in e-learning systems and can enhance learning quality.
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Ghali, Fawaz. "Social personalized e-learning framework". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35247/.
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This thesis discusses the topic of how to improve adaptive and personalized e-learning in order to provide novel learning experiences. A recent literature review revealed that adaptive and personalized e-learning systems are not widely used. There is a lack of interoperability between adaptive systems and learning management systems, in addition to limited collaborative and social features. First of all, this thesis investigates the interoperability issue via two case studies. The first case study focuses on how to achieve interoperability between adaptive systems and learning management systems using e-learning standards and the second case study focuses on how to augment e-learning standards with adaptive features. Secondly, this thesis proposes a new social framework for personalized e-learning, in order to provide adaptive and personalized e-learning platforms with new social features. This is not just about creating learning content, but also about developing new ways of learning. For instance, in the presented vision, adaptive learning does not refer to individuals only, but also to groups. Furthermore, the boundaries between authors and learners become less distinct in the Web 2.0 context. Finally, a new social personalized prototype is introduced based on the new social framework for personalized e-learning in order to test and evaluate this framework. The implementation and evaluation of the new system were carried out through a number of case studies.
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Frankfurth, Angela, i 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.
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Shahzad, Muhammad, i 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.
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Information Communication Technologies (ICT) are taking pace with rapid development,with the strive to impart education among learners in a way that they become highly satisfied.With a help of different electronic tools in educational technology using media and makingright environments to enhance learning, develop creativity, stimulate communication, createchannels for collaboration, and hence, engaging in the continued development and applicationto knowledge and skills. Usage of technology spans across all academic areas with theincreasing popularity of information technology that is evolving rapidly towards bettermentwith increased capabilities every day. Educationalists are interested in knowing howtechnology would create a variation for the students in the classroom. The purpose of using ELearningis to create a learning platform with combination of the existing knowledge andInformation Communication Technologies (ICT). High growth in Information Technology thatis user friendly, accessible, and reliable at the same time providing improved ways incollaborating in a new approach possible. Students from different units would be able tocollaborate forming cross-unit teams and working on common or multiple assignmentshelping each other in different ways. Internet, video conferencing, and emails are wellestablished collaborative tools for exchange of information. Investigating that why there is aneed of technology in the education and which technologies would help in improving learningprocesses is the main purpose of this research. And also to find that what would be thenecessary infrastructure required to get facilitated by this technology. The research revolvesaround the theory of Computer Based Training (CBT) which refers to particular part of theinstructional development or educational media.Program: Magisterutbildning i informatik
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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.
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The purpose of this thesis is to discover students’ opinions of e-learning, which is an alternative to traditional classroom teaching and learning. The research was done because, with the advancement in technology there are tools provided to make e-learning possible, hence the need to know what students make of the idea of e-learning, as they are the target and the main beneficiaries of this technology enabled learning. The research data was collected at Ho Polytechnic, Ghana, with 80 questionnaires. The results of the research show that majority of the students think e-learning is an innovative idea and must be encouraged, however, few concerns such as the fear of employers’ discrimination against those who study through e-learning were discovered. It was also realised that hybrid learning, which is a combination of online learning and face-to-face learning, is the preferred mode of learning for the respondents. The researcher recommends that as students prefer hybrid learning, educational institutions in Ghana should make more effort to invest in tools that make e-learning possible, and not to be opening satellite campuses all over the country as is currently the case.
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Cardoso, Fernando de Carvalho. "Resultados em e-Learning corporativo". Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/18079.
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Previous issue date: 2011-06-15Companies 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
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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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Dissertação (mestrado)—Universidade de Brasília, Faculdade de Ciências da Saúde, Programa de Pós-Graduação em Ciências da Saúde, 2016.Submitted by Albânia Cézar de Melo (albania@bce.unb.br) on 2017-01-24T12:27:59Z No. of bitstreams: 1 2016_GláuciaNizeMartinsSantos.pdf: 4566798 bytes, checksum: 590847be35191b892377f64fd20a9a32 (MD5)
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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.
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Frankfurth, Angela, i Jörg Schellhase. "Serviceorientierte Architekturen im E-Learning". Technische Universität Dresden, 2006. https://tud.qucosa.de/id/qucosa%3A27868.
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Kolomiiets, M. "Interactive trainers for e-learning". Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16989.
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Kavan, Mojmír. "E-learning pro výuku programování". Master's thesis, Vysoká škola ekonomická v Praze, 2007. http://www.nusl.cz/ntk/nusl-2825.
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Tato práce se zabývá možnostmi, které poskytuje moderní elearningový systém, a to hlavně v oblasti výuky objektově orientovaného programování. Práce se zaměřuje na praktické využití elearningu v podpoře začínajících studentů. V teoretické části se zkoumá jak předmět programování, tak osobnost programátora. Identifikuje se teorie Felder-Silvermanova a odvozuje se z ní, proč mají někteři studenti s počátky programování větší problémy než jiní. Zvyšující se zájem se zaznamenává o koncept učebních objektů a jejich využití v elearningu. Práce se mimo jiné snaží poskytnout odpověď na otázku, zda je možné aplikovat principy učebních objektů také pro efektivní doplněk výuky programování. Východiskem této práce je vyhledání a rozbor nejvhodnějších elearningových řešení. Jelikož se nedaří najít systém obsahově vyhovující, jež by se dal přímo nasadit, slouží analýza jejich kladných i záporných stránek ve vlastním řešení v praktické části této práce. Pro zpracování praktické části se na základě rešeršovaných systémů volí forma animací vytvořených v prostředí Adobe Flash. Tyto animace vysvětlují co nejjednodušším způsobem pojmy objektově orientovaného programování. Při tvorbě animací je reflektována koncepce učebních objektů. Je kladen důraz na maximální názornost a interaktivitu. Klíčové snímky navrženého prostředí jsou detailněji popsány v závěru práce.
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Fuchs, Pavel. "E-learning ve veřejné správě". Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-9310.
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In the era of post-industrial society/world knowledge becomes ever more important source of wealth. This process is being reflected by public service. Part of the changes in the public service is also the term 'e-learning', alias education supported by web technologies. This new method is currently expanding also into the area of civil servants education and therefore I have decided to write my diploma thesis on "E-learning in public service". The aim of the thesis is above all to analyse current civil servants' in the public service education, to explain the term of e-learning, and last but not least to controvert or confirm the hypothesis whether the e-learning way of education of public servants has a chance to spread or even make it to the top of preferred forms of education.
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Leistner, Petr. "e-Learning". Master's thesis, 2003. http://www.nusl.cz/ntk/nusl-366371.
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Wang, Yun-Wun, i 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.
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碩士朝陽科技大學
企業管理系
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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.