Journal articles: 'E-learning (electronic learning)'

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

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

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

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

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Nasution, Aswarina, Ashar Hasairin, and Widya Arwita. "Biology Students Perception of Learning Ethnobotany based on Electronic Learning (E-Learning)." Journal of Physics: Conference Series 1462 (February 2020): 012064. http://dx.doi.org/10.1088/1742-6596/1462/1/012064.

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

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Dinev, Ilia, and Nadka Dineva. "THROUGH E-LEARNING." Education and Technologies Journal 11, no. 2 (August 1, 2020): 366–70. http://dx.doi.org/10.26883/2010.202.2374.

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E-learning refers to the e-learning process and includes: web-based learning, virtual classroom articles and digital collaboration. The advantage of communication between teachers and students via electronic media is the accessible variety of online resources that give engagement and conscious perception of the learning material.

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Jindia, Anjali, and Sonal Chawla. "ANNOTATIONS IN E-LEARNING." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 12, no. 9 (February 18, 2014): 3852–59. http://dx.doi.org/10.24297/ijct.v12i9.2825.

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Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as studentsâ€™ annotation, has attracted attention as a means to enhance Web-based learning. There has been a sharp increase in the volume and quality of electronic publishing on the web in the past few years. Many research journals are going on-line. The advantages of pelectronic publishing are obvious and enormous: instantaneous access to archives, paperless media and fast document search to name a few. However, annotation of documents in electronic form has been surprisingly underdeveloped. Existing word processing software offers some tools for electronic document annotation. But as of today, these annotation features are so modest and limited, that they lose out to the convenient common practice of working with paper versions of documents [1]. The results of a surveys conducted came as no surprise: the absolute majority of researchers and students prefer to print out an electronic paper before reading and annotating it. Our claim is that electronic annotations can not only be as convenient as their paper counterparts, but they are superior in terms of the additional advanced capabilities they can offer. This claim makes the basis of our Annotation Technology (AT). AT is a set of principles that form a foundation for development of advanced and successful electronic annotation systems.

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

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

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Dichanz, Horst, and Anette Ernst. "E-Learning: Begriffliche, psychologische und didaktische Überlegungen zum "electronic learning"." Virtualität und E-Learning 2, Virtualität und E-Learning (June 27, 2001): 1–30. http://dx.doi.org/10.21240/mpaed/02/2001.06.27.x.

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Der folgende Beitrag setzt sich kritisch mit dem Begriff des E-Learning in seinen zahlreichen Facetten und Bezugspunkten auseinander und versucht, Möglichkeiten und Grenzen des Einsatzes von E-Learning aufzuzeigen. Im zweiten Teil wird die Bedeutung der Instruktion bei der Gestaltung von computerunterstützten Lernumgebungen erläutert. Dies geschieht anhand von Merkmalsbestimmungen und Rahmenbedingungen von Instruktionssystemen sowie am Beispiel von Fernstudienmaterial und der Lernumgebung der Virtuellen Universität.

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Tint, San San, and Htet Htet Win. "Electronic Certificates in E-Learning System." International Journal of Innovative Research in Science, Engineering and Technology 03, no. 09 (September 15, 2014): 16049–54. http://dx.doi.org/10.15680/ijirset.2014.0309039.

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Jong, Bin-Shyan, Te-Yi Chan, and Yu-Lung Wu. "Learning Log Explorer in E-Learning Diagnosis." IEEE Transactions on Education 50, no. 3 (August 2007): 216–28. http://dx.doi.org/10.1109/te.2007.900023.

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Kumar Basak, Sujit, Marguerite Wotto, and Paul Bélanger. "E-learning, M-learning and D-learning: Conceptual definition and comparative analysis." E-Learning and Digital Media 15, no. 4 (July 2018): 191–216. http://dx.doi.org/10.1177/2042753018785180.

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In the 21st century, the information and communication technology explosion increases the uses of digital devices for many purposes in the world of work and in formal and non-formal education. This study analyzes existing literature on the basis of the definition of the concepts, terminology used, differences, fundamental perspectives, benefits, disadvantages, and finally the similarities and differences of the e-learning (electronic learning), m-learning (mobile learning), and d-learning (digital learning). It reveals that e-learning and m-learning are subsets of d-learning. On the other hand, some learning tools could be considered as m-learning as well as e-learning.

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Hootsen, Geke, Rintse van der Werf, and Anne Vermeer. "E-learning op Maat." In gesprek 78 (January 1, 2007): 119–30. http://dx.doi.org/10.1075/ttwia.78.11hoo.

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The present study explored the effect of reading texts in an electronic learning environment for 46 adult second language learners of Dutch with different proficiency levels. The reading materials were selected dynamically, based on the "fit" between the vocabulary proficiency of individual students and the relative difficulty of the texts. Text difficulty was determined on the basis of the relative proportion of words unknown to the learner (lemma coverage). The texts were analyzed, selected and presented online, accompanied by a personalized electronic dictionary with words that were assumed to be unknown to the reader. The vocabulary learned implicitly while reading was measured in a pretest - treatment - posttest design. The learners read three texts, with lemma coverages of 92%, 90% and 85%, respectively. The relation between dictionary use and word retention was also examined. The study revealed an average word-learning improvement of 32,5%, with no differences between texts with a 92%, 90% or 85% lemma coverage. With respect to dictionary use, the learners looked up an average of 8.0 words. Two-thirds of these words were known to them; they looked up only one-third of the unknown words. We found there was a relation between dictionary use and the retention of unknown words. We concluded that the method we propose for an automated adaptive selection of reading texts and individualized dictionaries ensures that learners of different proficiency levels receive linguistic input that is best suited to their abilities.

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Anarbaeva, Fotima. "THE IMPORTANCE OF ELECTRONIC EDUCATION METHODOLOGY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (June 30, 2021): 127–30. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-24.

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E-learning is based on the use of multimedia and Internet technologies to improve the quality and opportunities of education using an innovative approach to education. With this in mind, this article discusses the specifics of e-learning and traditional education, the research of foreign scholars on e-learning methods, the importance of e-learning methods and Sergeev S.F., Nabi Y.A., Ibraimov A.E. such as the research of scientists in the field of e-learning methodology.

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Julisar, Julisar. "Groupware sebagai Salah Satu Teknologi Informasi untuk E- Learning (Distance Learning)." ComTech: Computer, Mathematics and Engineering Applications 4, no. 2 (December 1, 2013): 646. http://dx.doi.org/10.21512/comtech.v4i2.2487.

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E-Learning is the process of distance learning by using of computer technology, computer network and/or Internet. E-Learning is delivered by utilizing computing devices. With e-learning, lecture material can be distributed either on-line using a network connection as well as off-line using a mobile media. One type of software used in distance learning is Groupware. It is a software product to support a group of people who share a task or goal to work together to achieve that goal. Two types of groupware technology are Electronic Teleconferencing and Real-time Collaboration Tools. Electronic Teleconferencing is electronic communication technology that allows two or more people in different locations to simultaneously conduct the conference. In Video Conference, participants in a location can see the other participants who are in different locations.

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Attia, M. R. ". Learning analytics technology in adaptive electronic learning environments." Pedagogicheskiy Zhurnal Bashkortostana 92, no. 2 (2021): 144–53. http://dx.doi.org/10.21510/1817-3292-2021-92-2-144-153.

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Adaptive e-learning environments are based on diversifying the presentation of content according to the learning styles of each learner, where the content is presented as if it is directed to each student separately, and activities and tests are presented so that they are sensitive to the different styles of learners and suitable for their mental abilities. These environments depend in their design on intelligence, therefore, these environments can analyze the characteristics and capabilities of learners, each separately, and this is done through learning analytics technology that helps in the rapid identification of the patterns of learners and the development of their behavior within the environment. In this article, firstly we review what adaptive learning environments and its characteristics are; the difference between adaptable and adaptive environments; components of adaptive learning environments. Learning analytics technology is also highlighted; and its importance in adaptive e-learning environments.

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Malo, Roman. "E-learning business models." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 57, no. 6 (2009): 153–62. http://dx.doi.org/10.11118/actaun200957060153.

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E-learning is the word which is used especially for discussion of education activities, trends and problems. However, principles of electronic education are fitness for use also within business activities in the area of a support for reaching business goals and as a part of marketing activities. These ones are examples that e-learning is not understood only in its primary form – as a tool of increasing quality of human resources. As well, applying it within supply or demand business relationships is also possible in the form of a tool increasing these processes’ efficiency. The necessity of suitable framework model existence is clear.In this paper a set of issues influencing a development of business models within e-learning area is discussed. On these basics three general e-learning business models are specified. All models are universal and that is why there is no barrier for applying their utilization within various business branches.

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Sinaga, Friska Sari Gracia. "Socialization Of Blanded E-Learning Learning System On The College Of Kinesiology." Jurnal Berkarya Pengabdian Masyarakat 1, no. 2 (November 23, 2019): 169–74. http://dx.doi.org/10.24036/jba.v1i2.30.

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Industrial Revolution 4.0 is a revolution that the currently touted by the government startingfrom the central government to the regional government. One of the things that can be done inimproving the quality of learning, especially at the university level, is through learning that is basedon learning through electronics. Electronic media that is intended is learning through blanded elearning that uses learning applications by utilizing technological advances as an effort in theimplementation of the industrial revolution that is being driven in the community and in thecampus environment. The purpose of the PPM (Community Devotion) program is carried out as atri dharma task of the tertiary institution and an effort to improve the competence of students,especially students in Sport Sciences at the Faculty of Sport Science, Cenderawasih University.The implementation of the PPM was carried out in July 2019, followed by 18 participants.The methods applied in this training are: lectures, demonstrations and practices using learningapplications based on e learning.The result is an increase in the competence of students, especially those who take kinesiologycourses in understanding teaching material so that it can spread the knowledge gained to theircolleagues and can then be applied to the workplace where he works later

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Maharani, Yosieka, and Dedi Rahman Nur. "Students' Attitudes on Electronic English Learning." Borneo Educational Journal (Borju) 3, no. 1 (February 26, 2021): 49–55. http://dx.doi.org/10.24903/bej.v3i1.709.

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Along with the development of technology in various aspects of life, technology has a significant impact and influence in today's life. One of the roles of technology in learning activities is to support the learning activities more manageable to accomplish and exciting in the educational sector. One of the developments of technology in the education sector is E-Learning. E-Learning may be an option to be used in class as a learning tool. Especially on English subject when some students may find it difficult, E-Learning could be their alternative to learn English the significance of this study to find out the students' perspective regarding E-Learning in English. The data will be conducted by distributing a questionnaire to students. The objectives of this study are to find out attitudes from students toward E-Learning. The study was conducted in Bunga Bangsa Islamic Junior High School involving 56 students. A questionnaire was used as an instrument to collect the data, which score analyzed based on the mean score. The result showed students have positive attitudes toward E-Learning. In terms of students' attitudes, it is found that students have positive attitudes toward E-Learning since they found E-Learning is appropriate to use, effective, and excellent technique to help them learn English.

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Olla, Phillip. "Open Source E-Learning Systems." International Journal of Open Source Software and Processes 4, no. 4 (October 2012): 33–43. http://dx.doi.org/10.4018/ijossp.2012100103.

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E-learning applications are becoming commonplace in most higher education institutions, and some institutions have implemented open source applications such as course management systems and electronic portfolios. These e-learning applications initiatives are the first step to moving away from proprietary software such as Blackboard and WEBCT toward open source. With open source, higher education institutions can easily and freely audit their systems. This article presents evaluation criteria that was used by a higher education institution to evaluate an open source e-learning system.

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KUPETZ, RITA, and BIRGIT ZIEGENMEYER. "Blended learning in a teacher training course: Integrated interactive e-learning and contact learning." ReCALL 17, no. 2 (November 2005): 179–96. http://dx.doi.org/10.1017/s0958344005000327.

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The paper discusses a blended learning concept for a university teacher training course for prospective teachers of English. The concept aims at purposeful learning using different methods and activities, various traditional and electronic media, learning spaces covering contact and distance learning, and task-based learning modules that begin with multimedia-based case stories. The learning concept is based on theories of situated learning in multimedia-enhanced learning environments. The activities discussed include classroom recordings and multimedia-based case stories, an electronic interview with an expert who is an experienced grammar school teacher, and mini-practices, which implement micro teaching in a classroom setting. Case stories used as a didactic tool in teacher education are supposed to contribute to a closer and more reflective relationship between theory-driven and practically-oriented aspects of teacher education. The multimedia-based case stories are hypertexts designed as essential components of computer-based learning modules that support various ways and styles of learning. Students worked with the case story material either in guided or in self-regulated scenarios several times during the course. Three types of learners could be distinguished: students who mainly create and apply experiences, students who mainly study the theoretical resources, and students who create with focused selection of resources. The e-interview promotes an exchange between theory and practical teaching and experience with this format of e-learning at the same time. The mini-practice offers guided insights into analyzing teaching materials, hands-on experiences with lesson planning and the experience of acting as a teacher in an authentic teaching context. Furthermore, the mini-practice is meant to help the students broaden their perspectives on “English lessons at school” and change their perspective, that is, from a pupil’s to a prospective teacher’s. These activities combine contact learning and interactive e-learning. This combination is highly appreciated by our learners and represents our concept of integrated interactive e-learning and contact learning.

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Tsai, August. "A Hybrid E-Learning Model Incorporating Some of the Principal Learning Theories." Social Behavior and Personality: an international journal 39, no. 2 (March 1, 2011): 145–52. http://dx.doi.org/10.2224/sbp.2011.39.2.145.

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In the context of e-learning many learning theories used in the physical classroom situation, including learning in a community adaptive, collaborative, scaffolding, and scenario learning, have been adopted and validated. Based on these learning theories, an electronic platform and set of procedures for applying a hybrid e-learning model to an internationally accredited training course in industry was explored, developed, and evaluated for this study. This hybrid e-learning system provided electronic, illustration, group learning, comprehension, and workshop learning units and complied with the training objectives of the designated course. The validation of this model was positive and the results indicated that the proposed hybrid e-learning course could be further improved by taking into consideration individual learners' attributes.

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Lopez Caballero, Vitervo, Olivia Graciela Fragoso Diaz, Rene Santaolaya Salgado, Juan Carlos Rojas Perez, and Juan Gabriel Gonzalez Serna. "Learning Web Services for E-learning in the Workplace." IEEE Latin America Transactions 17, no. 11 (November 2019): 1894–901. http://dx.doi.org/10.1109/tla.2019.8986429.

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Almarabeh, Tamara, and Yousef Kh Majdalawi. "Cloud Computing of E-learning." Modern Applied Science 12, no. 8 (July 8, 2018): 11. http://dx.doi.org/10.5539/mas.v12n8p11.

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With considerable improvement in Information and Communication Technology (ICT) field, many areas of our lives have been affected, including the learning environmentE-learning is one such inventions and is linked to the use of electronic methods to support the E-learning process, which has become increasingly popular and has become a strong trend due to the enormous benefits it offers to learning environments. However, E-learning systems and its management require huge investments in information technology, and many educational institutions don't have enough budget to afford the cost, therefore cloud computing is the finest solution. It provides an effective mechanism which can allow of building a new mode of E-learning system. This paper, discusses the features of the E-learning system, describes the strategy of Cloud computing, and analyzes the impact of using Cloud Computing in E-learning.

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Vaddiraju, Anil Kumar, and S. Manasi. "E-governance: Learning from Karnataka." Indian Journal of Public Administration 65, no. 2 (June 2019): 416–29. http://dx.doi.org/10.1177/0019556119844582.

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The technological changes of the 20th and 21st centuries, the growth of computer technologies, digital technologies and telecommunications have changed the way the state conducts its functions and delivers governance. Whether or not they have improved the welfare function of the state, the way governance is delivered has been altered. In this article, we discuss the application of electronic governance (e-governance) in Karnataka with the help of three case studies. We discuss the cases of land records management in rural and urban areas and initiatives in Bengaluru traffic management. The case studies indicate that e-governance improves service delivery and that there are points to be gleaned from the successful implementation of the same in Karnataka. Finally, we argue that while there is necessity for optimism regarding the application of technology in service-delivery functions, the overall digitisation of economy may be something qualitatively different.

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YU, Siyang, Kazuaki KONDO, Yuichi NAKAMURA, Takayuki NAKAJIMA, and Masatake DANTSUJI. "Learning State Recognition in Self-Paced E-Learning." IEICE Transactions on Information and Systems E100.D, no. 2 (2017): 340–49. http://dx.doi.org/10.1587/transinf.2016edp7144.

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Mukhametshin, Azat, Norair Asratyan, Aelita Safina, Azat Gaifutdinov, Gulchachak Ganieva, and Albina Ganieva. "Students’ attitude to e-learning." SHS Web of Conferences 97 (2021): 01042. http://dx.doi.org/10.1051/shsconf/20219701042.

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In the context of the Covid-19 pandemic, the relevance of the transition to remote forms of training has increased not only for part-time students, but also for full-time ones. Online learning, based on the use of various electronic educational platforms, differs significantly from the traditional system and completely changes the entire educational process, including the forms of knowledge acquisition, control and assessment. ELearning has many advantages, but it can only be considered as an addition to traditional forms of training. However, under the conditions of the pandemic, remote learning for a certain period of time became the only form of communication between students and teachers and showed alongside with its advantages its shortcomings as well. It turned out that higher education is not only technically, but also organizationally unprepared for the transition to online education. This work examines the main aspects of the remote learning system as a necessary and effective technology in the current conditions. At the same time, our task is to analyze the negative assessments that students give to the current state of remote education.

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Al Khafaji, Adil H. A. "Electronic Introspection in FL Learning." International Journal of Applied Linguistics and English Literature 10, no. 2 (March 31, 2021): 51. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.2p.51.

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This work tries to revive interest in introspection and accommodate it in foreign language e-learning. It sets up a theoretical construct to probe into learners’ mental processes during acts of learning. The aspiration is to involve learners in acts of self-directed verbalizations of thoughts to externalize their learning mechanism and make it manageable object of study. It is believed that opening such a window on learning trends can illuminate our understanding of important concerns that are usually in question.

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Bhatta, Ramesh, Rashmi Shrestha, Sanjaya Kumar Shah, Rajesh Karki, Anil Chaudhary, Rajesh Kumar Gupta, and Kabita Aryal. "E-learning among health science students of Nepal." International Journal Of Community Medicine And Public Health 5, no. 12 (November 24, 2018): 5041. http://dx.doi.org/10.18203/2394-6040.ijcmph20184775.

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Background: E-learning is a method of teaching and learning using electronic media. It is also called web-based learning, online learning, distributed learning, computer-assisted instruction and internet-based learning. With the development of information technology, the use of e-learning has rapidly increases. E-learning is becoming omnipresent in higher education and increases the student’s motivation and satisfaction in learning.Methods: The descriptive cross sectional study was conducted at three different health science colleges among bachelor level students of Public Health, Pharmacy and Nursing at Kathmandu, Nepal. Total 135 respondents were randomly selected. The self administered questionnaire was used for the data collection and the obtained data were analyzed by using SPSS version 16.Results: Study shows that majority of respondents were from 19-22 years and 71.9% were female. All the respondents use electronic devices for learning and majority (97.8%) believes that electronic device influence the academic performance of students. Laptop is the commonly used electronic device followed by smart phone. Among the respondents only 63.7% follow the correct posture. Similarly, majority (80.7%) of the respondents spent 1-4 hours on electronic device for learning purpose that is mainly used for searching clinical guidelines, reference drug guidelines and journal articles.Conclusions: The use of electronic device is common among the health science students for learning. The uses of such devices have positive effect on their education since they get updated information quickly as needed. However necessary guidance is necessary to get appropriate sites and for limiting excessive use such devices.

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Kumar, M. Vijay, M. Venkata Pramid Reddy, S. L. Jany Shabu, J. Refonaa, and S. Dhamodaran. "E-Learning Recommended System." Journal of Computational and Theoretical Nanoscience 17, no. 8 (August 1, 2020): 3463–67. http://dx.doi.org/10.1166/jctn.2020.9211.

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In Hybrid e-learning recommender frameworks, to share the data between researcher is deficient, which makes it difficult to apply cross breed filtering (HF) proposal framework. We propose a communitarian filtering (CF) methods utilizing memory based separating to beat the issues which we experienced on crossover sifting strategies. Memory-based separating procedures utilize the whole client thing dataset to make various neighborhoods of clients. Neighborhood-based calculation decide the likeness between two clients or things, and produces an expectation for the client by taking the weighted normal of the considerable number of appraisals. Influence engendering implies that a student can advance toward dynamic students, and such practices can invigorate the moving practices of his neighbors. This self-association based suggestion approach accomplishes a steady structure dependent on circulated and base up practices of people. The trial results exhibit that memory based sifting strategies to give customized and diversified suggestions in e-learning situations.

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Wang, Victor X., Marianne Robin Russo, and Susan Dennett. "Electronic Education and Lifelong Learning." International Journal of Adult Vocational Education and Technology 4, no. 1 (January 2013): 46–60. http://dx.doi.org/10.4018/javet.2013010104.

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Due to de-institutionalization and open system, it is inappropriate to equate education with youth education. In the new century, education has been delivered electronically to accommodate lifelong learning. It has become a reality that the four walled classrooms have been used to complement and supplement E-learning. No need to argue that electronic education has become the norm for most universities and organizations including governmental agencies. For any providers of education to remain highly competitive, they must engage in electronic education by “breaking down” the four walls of the traditional classroom. Lifelong learning has become the impetus resulting in the extensive and intensive application of electronic education.

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El Gourari, Abdelali, Mustapha Raoufi, Mohammed Skouri, and Fahd Ouatik. "The Implementation of Deep Reinforcement Learning in E-Learning and Distance Learning: Remote Practical Work." Mobile Information Systems 2021 (June 25, 2021): 1–11. http://dx.doi.org/10.1155/2021/9959954.

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The world has seen major developments in the field of e-learning and distance learning, especially during the COVID-19 crisis, which revealed the importance of these two types of education and the fruitful benefits they have offered in a group of countries, especially those that have excellent infrastructure. At the Faculty of Sciences Semlalia, Cadi Ayyad University Marrakech, Morocco, we have created a simple electronic platform for remote practical work (RPW), and its results have been good in terms of student interaction and even facilitating the employment of a professor. The objective of this work is to propose a recommendation system based on deep quality-learning networks (DQNs) to recommend and direct students in advance of doing the RPW according to their skills of each mouse or keyboard click per student. We are focusing on this technology because it has strong, tremendous visibility and problem-solving ability that we will demonstrate in the result section. Our platform has enabled us to collect a range of students’ and teachers’ information and their interactions with the learning content we will rely on as inputs (a large number of images per second for each mouse or keyboard click per student) into our new system for output (doing the RPW). This technique is reflected in an attempt to embody the virtual teacher’s image within the platform and then adequately trained with DQN technology to perform the RPW.

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Salamah, Irma, and M. Aris Ganiardi. "Development of E-learning Software Based Multiplatform Components." Bulletin of Electrical Engineering and Informatics 6, no. 3 (September 1, 2017): 228–34. http://dx.doi.org/10.11591/eei.v6i3.647.

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E-learning software is a product of information and communication technology used to help dynamic and flexible learning process between teacher and student. The software technology was first used in the development of e-learning software in the form of web applications. The advantages of this technology because of the ease in the development, installation, and distribution of data. Along with advances in mobile/wireless electronics technology, e-learning software is adapted to this technology known as mobile learning. The ability of this electronic device is the same as a single computer even though it is simpler than a single computer. The problem that arises when e-learning software operates on multiple platforms is that computer programs are made repeatedly depending on the platform being used. This situation will obviously affect the quality of e-learning software. To overcome these problems, in this study developed component-based software that is a modern paradigm for software development that produces reusable software components, high quality, and cost-effective. In software development, software components will be assembled in the software in need. The result of this research is high quality e-learning software based multiplatform component.

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Shon, Jin Gon. "e-Portfolio Standardization for Sustainable Learning Communities." Asian Association of Open Universities Journal 6, no. 1 (September 1, 2011): 32–42. http://dx.doi.org/10.1108/aaouj-06-01-2011-b004.

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A portfolio is used to plan, organize and document learning, and it accumulates results of learning. However, there are some problems in managing a portfolio. For example, it is very difficult to keep the portfolio in the original form physically, and it requires a lot of time and effort to keep it updated. These problems can be solved by an electronic portfolio (e-portfolio), a collection of electronic evidence assembled and managed by a user, usually on the Web. It can efficiently support a learner to manage his or her learning history and keep on learning more to move on to the next level in life so that the learning community becomes more sustainable. This paper explains why e-portfolios are needed to nurture sustainable learning communities. An overview of e-portfolios has been introduced with definitions, advantages, and types of e-portfolios. Furthermore, global trends of e-portfolio applications and Korean activities in e-portfolio applications have been described. Finally, global e-portfolio standardization activities are explained, followed by Korean e-portfolio standardization activities.

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Saleem, Farrukh, Zahid Ullah, Bahjat Fakieh, and Faris Kateb. "Intelligent Decision Support System for Predicting Student’s E-Learning Performance Using Ensemble Machine Learning." Mathematics 9, no. 17 (August 27, 2021): 2078. http://dx.doi.org/10.3390/math9172078.

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Electronic learning management systems provide live environments for students and faculty members to connect with their institutional online portals and perform educational activities virtually. Although modern technologies proactively support these online sessions, students’ active participation remains a challenge that has been discussed in previous research. Additionally, one concern for both parents and teachers is how to accurately measure student performance using different attributes collected during online sessions. Therefore, the research idea undertaken in this study is to understand and predict the performance of the students based on features extracted from electronic learning management systems. The dataset chosen in this study belongs to one of the learning management systems providing a number of features predicting student’s performance. The integrated machine learning model proposed in this research can be useful to make proactive and intelligent decisions according to student performance evaluated through the electronic system’s data. The proposed model consists of five traditional machine learning algorithms, which are further enhanced by applying four ensemble techniques: bagging, boosting, stacking, and voting. The overall F1 scores of the single models are as follows: DT (0.675), RF (0.777), GBT (0.714), NB (0.654), and KNN (0.664). The model performance has shown remarkable improvement using ensemble approaches. The stacking model by combining all five classifiers has outperformed and recorded the highest F1 score (0.8195) among other ensemble methods. The integration of the ML models has improved the prediction ratio and performed better than all other ensemble approaches. The proposed model can be useful for predicting student performance and helping educators to make informed decisions by proactively notifying the students.

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Chen, Chih-Ming, Yi-Yun Chen, and Chao-Yu Liu. "Learning Performance Assessment Approach Using Web-Based Learning Portfolios for E-learning Systems." IEEE Transactions on Systems, Man and Cybernetics, Part C (Applications and Reviews) 37, no. 6 (November 2007): 1349–59. http://dx.doi.org/10.1109/tsmcc.2007.900641.

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Ibirayim kyzy, Aizhan, and Salidin Kaldybaev. "OPPORTUNITIES AND OBJECTIVES ELECTRONIC LEARNING AT SCHOOL." Alatoo Academic Studies 19, no. 4 (December 30, 2019): 9–16. http://dx.doi.org/10.17015/aas.2019.194.01.

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This article raises the pressing issues of e-learning at school. The possibility, significance and necessity of this training are discussed. Opportunities were noted, such as: a model of new learning and its continuity; Reaching a wide audience economic efficiency; student independence; individual communication of students with teachers; optimal use of study time, etc. At the end of the article, the tasks of e-learning and ways to solve them are noted.

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Yatigammana, M. R. K. N., Md Gapar Md Johar, and Chandra Gunawardhana. "Postgraduate Students’ Perceived E-Learning Acceptance." International Journal of Asian Business and Information Management 4, no. 3 (July 2013): 51–60. http://dx.doi.org/10.4018/jabim.2013070105.

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E-learning is a method of delivering knowledge using information technology and electronic media for the remote users. The advantages of e-learning method can be fully achieved with the postgraduate studies as majority of the postgraduate students are engaged in learning while they are working and also geographically dispersed due to the family and work life thus physically appearing for the lecture sessions are difficult to them. This paper attempts to develop a framework to measure the postgraduate students’ perceived technology acceptance by developing a modified version of the Technology Acceptance Model (TAM) which replaces perceived usefulness and perceived ease of use in the original model of TAM with relative advantage and complexity and incorporate other variables of trialability, observability, compatibility, psychological wellbeing and social influence of the students. The developed model is validated using 30 postgraduate students from Sri Lanka and thus this model can be used in future researchers to measure the perceived e-learning acceptance of postgraduate students.

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Salih, Majid Mohammed, Usra Ahmed Jarjis, and Nidal Ali Suleiman. "E-learning, application constraints and remedies." Journal of University of Human Development 2, no. 4 (December 31, 2016): 290. http://dx.doi.org/10.21928/juhd.v2n4y2016.pp290-317.

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We seek through the current study to take up the subject of a great deal of importance and the growing popularity in recent years by many of the students and educated as an opportunity for many individuals for the purpose of obtaining scientific certificates Aubramj training conditions they went through may be withheld from them this opportunity, but it is education mail modern educational means were produced by the knowledge revolution and the development of electronic technologies and renewable constantly. The study focused on highlighting the most important obstacles that hinder the proper application of e-learning and actress constraints related to each of the (administration, infrastructure, curriculums faculty,authority member and the student) and the adoption of the form questionnaire with a five-year measure was answers and attitudes of analysis (50) Ferdamn faculty members University surveyed, it reached a number of conclusions and recommendations of the conclusions Almezrh ways that support the application of e-learning in the surveyed university.

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Бождай, Александр, Aleksandr Bozhday, Александр Бершадский, Aleksandr Bershadskiy, Вардан Мкртчан, and Vardan Mkrtchan. "Knowledge management methods in next-generation E/U Learning systems." Russian Journal of Management 3, no. 4 (August 31, 2015): 352–60. http://dx.doi.org/10.12737/13099.

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The article discusses the methods of knowledge management for E/U-Learning systems, which will provide the opportunities for the construction of a unified all-pervasive electronic educational environment. Authors analyze the development of a new phase of e-learning (E-Learning 3.0) in which will play an important role distributed computer systems, cloud computing, mobile personal devices and wireless networks, artificial intelligence and virtual reality tools. Today, there is a fundamental scientific problem of creating a unified interstate intellectual environment for e-education services. This environment should include heterogeneous forms of knowledge representation, interstate standards and forms of learning, international faculty and student teams. The article suggests a possible knowledge management methods and the approach to the construction of an all-pervading intellectual environment for e-learning services. The proposed approach is based on the integration of multiple technologies, such as: service-oriented design, engineering of DSPL (Dynamic Software Product Lines), wireless telecommunications, interaction of intelligent e-learning agents. Structural basis of this approach is interconnected pair of intelligent software agents: student’s and teacher’s software agents. These agents are able to adapt itself: to the current level of student’s knowledge; to the available software, hardware and network equipment; to the current demands of the environment (e.g. labor markets); to the modern educational standards. As a basis of software agents self-adaptation is a mathematical variability model, including the three basic features hierarchy: educational content, interface, software and technical support. Application of such variability model does not require recompilation of the source code (to make changes in the agents properties) and allows to organize a continuous process of e-learning and significantly increase the life cycle of the entire system of distance learning. Moreover, the authors propose a service-oriented scheme for knowledge flows management. The article will be useful for experts in e-learning, developers of service-oriented systems and for managers in the field of socio-economic systems.

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Kakehi, Munenori, Tetsuo Yamada, Michiya Takahashi, and Ichie Watanabe. "e-Learning in Production Systems Design." IEEJ Transactions on Electronics, Information and Systems 125, no. 4 (2005): 653–59. http://dx.doi.org/10.1541/ieejeiss.125.653.

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Shevnitsyna, Darya Olegovna. "Electronic literature: language and digital culture education practice» e-learning course in the system of learning a foreign language." Interactive science, no. 6 (16) (June 22, 2017): 38–40. http://dx.doi.org/10.21661/r-461817.

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Vanitha, V., P. Krishnan, and R. Elakkiya. "Collaborative optimization algorithm for learning path construction in E-learning." Computers & Electrical Engineering 77 (July 2019): 325–38. http://dx.doi.org/10.1016/j.compeleceng.2019.06.016.

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DALMOLIN, Ana Cláudia, Giselle Ariana Otto MACKEIVICZ, Márcia Thaís POCHAPSKI, Gibson Luiz PILATTI, and Fábio André SANTOS. "Learning styles preferences and e-learning experience of undergraduate dental students." Revista de Odontologia da UNESP 47, no. 3 (June 2018): 175–82. http://dx.doi.org/10.1590/1807-2577.05118.

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Abstract Introduction Education in the health sciences has been undergoing profound changes due to the incorporation of information and communication technologies. Students learn through a variety of approaches, according to their learning styles. Blended learning, which combines technology-aided learning (e-learning) with traditional face-to-face teaching methods, has been found to improve learning outcomes. Objective The aims of the present study were to evaluate the learning styles of undergraduate dental students and their experience towards the use of e-learning. Material and method Two electronic questionnaires were sent to 174 students. The learning styles were determined by the Felder & Soloman Index (ILS), which evaluates the following four dimensions of learning: processing information (active-reflexive); perceiving information (sensorial-intuitive); receiving information (visual-verbal); and understanding information (sequential-global). To determine the e-learning experience we used four questions (Likert scale – five-point) which addressed the experience and the use of information and communication technologies. Result Most students presented a well-balanced style for the active-reflective (60%) and sequential-global (68%) domains. The sensing style (64%) was predominant. A lower percentage presented a global characteristic (9%). We did not find significant differences regarding the age groups (19-21 and 22-33 years) and genders (P>0.05, χ 2). However, in terms of age the difference was significant concerning websites helping in learning (P=0.0363, Mann-Whitney). Conclusion We conclude that the students do not have the same learning styles and e-learning experience. Methods such as blended learning could provide advantages when teaching undergraduate dental students.

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Smith, David. "Evidencing your lifelong learning with e-Portfolio." Biochemist 40, no. 5 (October 1, 2018): 22–24. http://dx.doi.org/10.1042/bio04005022.

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Electronic or e-portfolios act to bring the products or objects of learning and experience together in a digital format. They make visible the accumulation of learning, competencies and experience. The outputs can be shared with employers, accreditors and tutors alike. Used to their full potential they act as an area for focused reflection and future goal setting. In this article we will explore what an e-portfolio can be, what it can contain and how to create one.

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Felgueiras, Manuel Carlos, Dinis Areias, Andre Fidalgo, Clovis Petry, and Gustavo Alves. "Using Remote Lab for Enhancing E-Learning on FPAAs." International Journal of Online Engineering (iJOE) 12, no. 04 (April 28, 2016): 58. http://dx.doi.org/10.3991/ijoe.v12i04.5230.

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Analog and digital electronic subjects are part of the electronic engineer degree but its taught is not easy because they are founded in opposite methodologies. The electronic design in the digital field is centered in the use of microprocessor and FPGA based circuits using high level programing/configuring languages. The counterpart analog design is traditionally based in the use of elementary components associated with macroblocks such operational amplifiers in order to built-up the wanted mission circuit. Some few components, as the FPAA, are analogically configurable in a similar manner already used with the FPGA. However the use of this kind of components is not straightforward once is necessary acquire some concepts not taught in the traditionally analog electronic classes. The current work present an innovative remote lab to support teaching of the FPAAs.

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Kazaine, Ilze. "EVALUATING THE QUALITY OF E-LEARNING MATERIAL." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 2 (June 15, 2017): 74. http://dx.doi.org/10.17770/etr2017vol2.2557.

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An increasing number of educational institutions in the study process uses one of the e-learning systems. Consequently, more and more students are offered learning materials in electronic format. E-materials in distance learning and e-learning is one of the most important elements, therefore much attention and enough time should be paid for their development. There are a number of studies on e-learning quality, where criteria of quality are discussed in the context of chosen e-learning environment and the process of implementation. This article examines only the quality of e-material. The aim was to find a way to reduce the effort and time of electronic learning material quality evaluation. The study used content analysis by summarizing the most important factors influencing the quality for teaching materials. Based on the quality criteria mentioned in the literature and personal experience, a criterion, which affects quality of e-learning material, were summarized and grouped. The criteria were grouped into four groups resulting from didactic, media, usability and formal quality. Quality evaluation is performed by using one of the methods used in software engineering - checklist. Based on the identified quality criteria a checklist was established. In order to facilitate the evaluation process a web-based tool is offered. The tool includes a defined checklist with assessment rating scale and three levels of impact. Evaluation of material quality is shown in the terms of percentage. After testing the tool, it could be used for course developers, program managers or other persons involved in evaluation process of e-learning resources.

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Musca, Gavril, Andrei Marius Mihalache, and Lucian Tabacaru. "Development of E-learning systems in technical universities." MATEC Web of Conferences 178 (2018): 07004. http://dx.doi.org/10.1051/matecconf/201817807004.

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Electronic learning, distant learning, collaborative work, mobile learning and internet based learning concepts are ever more present in superior learning systems. At this date for study or for finding different information we may access different search engines (like Google) where we can consult information based websites, blogs or online tutorials. Elearning systems can be grouped in online systems that have no direct interaction between the students and the professor, face to face systems that use both electronic resources and student-professor interaction, selflearning systems based on blogs, tutorials, teaching programs or web based systems. We can safely assume that e-learning is rapidly growing and that many universities have online free platforms developed for aiding students. The technological leap of current industries poses new challenges for the traditional educational systems. Efforts are known and acknowledged for changing and enhancing the existent educational systems and the orientation towards online learning processes.

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Hossain, Syed Far Abid, Xu Shan, and Mohammad Nurunnabi. "Is M-Learning a Challenge?" International Journal of e-Collaboration 15, no. 1 (January 2019): 21–37. http://dx.doi.org/10.4018/ijec.2019010102.

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Over the last few years, students' learning methods have changed considerably from traditional techniques to e-learning and m-learning. Indeed, mobile learning (m-learning) is a technology that has advanced quickly without creating any limitations on time and place, to deliver electronic learning (e-learning) with the use of personal electronics. Studies that emphasize the use of m-learning in educational institutions are surfacing. This study looks at the advanced techniques of m-learning and examines students' attitudes toward the use and implementation of m-learning techniques for the sustainability of learning. The results are based on a survey conducted with 253 students at various universities in terms of their attitudes toward and perceptions of m-learning techniques as a supplement to traditional learning methods. This study followed and checked the academic details of each student to ascertain the impact of m-learning techniques. The findings suggest that it is essential to design m-learning so that the material to be taught inside and outside the classroom is known.

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Tsankov, Nikolay, and Ivo Damyanov. "Education Majors’ Preferences on the Functionalities of E-Learning Platforms in the Context of Blended Learning." International Journal of Emerging Technologies in Learning (iJET) 12, no. 05 (May 31, 2017): 202. http://dx.doi.org/10.3991/ijet.v12i05.6971.

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The modern stages of higher education development and the actual training of education majors require systematic use of different electronic forms and platforms of education in combination with the traditional educational methods and approaches which will provide students with essential digital skills and competencies, important for their future professional and personal success. Widespread learning management systems provide a common set of basic functionalities. In this study, an assessment of the preferences of education majors on the main functionalities of the electronic platforms used in the context of blended learning in university education is presented. The results reveal a preference on organizational and informational functionalities and less on communication features.

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Seki, Kazuya, Tatsunori Matsui, and Toshio Okamoto. "An adaptive sequencing method of the learning objects for the e-learning environment." Electronics and Communications in Japan (Part III: Fundamental Electronic Science) 88, no. 3 (2004): 54–71. http://dx.doi.org/10.1002/ecjc.20163.

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Journal articles on the topic 'E-learning (electronic learning)'

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