Relevant bibliographies by topics / E-learning implementation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'E-learning implementation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'E-learning implementation.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "E-learning implementation"

1

Bishnoi, Neeraj. "E-Learning and its Implementation in Distance Education." Paripex - Indian Journal Of Research 3, no. 4 (January 15, 2012): 1–2. http://dx.doi.org/10.15373/22501991/apr2014/96.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Govindasamy, Thavamalar. "Successful implementation of e-Learning." Internet and Higher Education 4, no. 3-4 (January 2001): 287–99. http://dx.doi.org/10.1016/s1096-7516(01)00071-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Azmi, C., and I. Widiaty. "ICT-based e-learning implementation." IOP Conference Series: Materials Science and Engineering 1098, no. 2 (March 1, 2021): 022109. http://dx.doi.org/10.1088/1757-899x/1098/2/022109.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vehter, Ewgeniya. "Implementation of e-learning in the educational process of TPU." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 592–600. http://dx.doi.org/10.18844/gjhss.v3i1.1824.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Heryandi, A., V. R. Dianti, and M. Yusup. "Digital startup implementation in e-learning." Journal of Physics: Conference Series 1402 (December 2019): 066084. http://dx.doi.org/10.1088/1742-6596/1402/6/066084.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Suteja, Bernard Renaldy, Suryo Guritno, Retantyo Wardoyo, and Ahmad Asharit. "Ontology implementation within e-Learning Personalization System." CCIT Journal 3, no. 3 (May 3, 2010): 322–44. http://dx.doi.org/10.33050/ccit.v3i3.702.

Full text
Abstract:
Website adalah realisasi dari teknologi internet. Saat ini, seperti yang terlihat dari tren penggunaan, situs web telah berevolusi. Pada awalnya, situs hanya mengadopsi kebutuhan untuk mencari dan browsing informasi. Langkah awal peningkatan website sering dikenal sebagai teknologi 1,0 web. Saat ini, teknologi web 2.0 telah memungkinkan interaksi baik antar web-ke-web. Jenis interaksi seperti mengubah in formasi (sharing), dalam bentuk dokumen (SlideShare), gambar flickr), atau video (Youtube), informasi eksploitasi (wikipedia), dan juga penciptaan komunitas online (weblog, forum web) terutama layanan yang melibatkan masyarakat (inti dari web 2.0). Hal ini membawa dampak dan disebabkan oleh peningkatan interaksi sosial di dunia maya yang luas (internei) yang diikuti oleh munculnya interaksi pembelajaran dan pelatihan di mana seja-kapan saja yang disebut sebagai e-Learning. Pada dasarnya, belajar online memerlukan metode belajar mandiri dan kebiasaan belajar, yang sayangnya dimiliki oleh beberapa sumber daya manusia Indonesia. Kondisi yang terburuk dengan adanya sistem e-Learning sistem adalah karena e-Learning hanya bei fokus pada proses pengiriman konten substansi pembelajaran yang sama terhadap pelajar, meninggalkan aspek kognitif dan tidak menawarkan pendekatan atau pengalaman sendiri belajar interaktif dan juga meninggalkan adaptasi aspek pengguna dengan sistem. Oleh karena itu, agar e-Learning di Indonesia sukses diperlukan sistem e-Learning yang menerapkan teknologi web 2.0 agar para pelajar secara aktif berpartisipasi dan sistem yang menekankan personalisasi seperti kemampuan komprehensif, adaptif untuk tingkat kemampuan pelajar dan pengetahuan yang memiliki dukungan sumber daya. Dalam sistem e-Learning yang dibangun, ontologi akan diterapkan sebagai representasi makna pengetahuan dibentuk oleh para pelajar yang menggunakan sistem.
APA, Harvard, Vancouver, ISO, and other styles
7

Styliadis, Athanasios D., Ioannis D. Karamitsos, and Dimitrios I. Zachariou. "Personalized e-Learning Implementation - The GIS Case." International Journal of Computers Communications & Control 1, no. 1 (January 1, 2006): 59. http://dx.doi.org/10.15837/ijccc.2006.1.2273.

Full text
Abstract:
<p>Personalized e-learning implementation is recognized as among one of the most interesting research areas in the distance learning Web-based education. In particular, the GIS e-learning initiatives that incorporate —by default— a number of sequencing spatial techniques (i.e. spatial objects selection and sequencing), will well benefit from a welldefined personalized e-learning implementation with embedded spatial functionality. This is the case addressed in this paper.<br /> The GIS e-learning implementation introduced in the current paper is based on a set of teaching (lecturing) rules according to the cognitive style of learning preferences of both the learners and the lecturers as well. It is important to note that, in spite of the fact that most of these teaching rules are generic (i.e. domain, view and user independent), there are no so far well-defined and commonly accepted rules on how the learning spatial GIS objects and techniques should be selected and how they should be sequenced to make “instructional sense" in a Web-based GIS course.</p>
APA, Harvard, Vancouver, ISO, and other styles
8

SITÁŠ, Juraj. "CHOICE AND IMPLEMENTATION OF E-LEARNING SYSTEM." Trends in Education 9, no. 1 (July 1, 2016): 225–28. http://dx.doi.org/10.5507/tvv.2016.032.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Schürer-Maly, C. C., J. Frahne, M. Lelgemann, M. Butzlaff, and H. C. Vollmar. "An E-learning Platform for Guideline Implementation." Methods of Information in Medicine 45, no. 04 (2006): 389–96. http://dx.doi.org/10.1055/s-0038-1634093.

Full text
Abstract:
Summary Objectives: Effective knowledge translation in medicine is an essential element of a modern health care system. Evidence-based clinical practice guidelines (CPGs) are considered relevant instruments for the transfer of knowledge into clinical practice. To improve this transfer we have created Internet-based continuing medical education (CME) modules and online case-based learning objects. Methods: Building upon existing CPGs, an e-learning platform including a multi-step review process was developed to generate CME modules. These CME modules were presented through a modified content management system (CMS) that fulfils specific requirements of CME. An online questionnaire using a four-point Likert scale was designed to receive mandatory feedback from participating physicians. In the second step of development, case-based learning objects were added to the CMS. Results: Existing clinical practice guidelines allowed a rapid development of CME modules specific to individual clinical indications. The modified CMS proved to be technically stable but also resource-intensive. 3105 physicians registered and used the platform between June 2003 and April 2005. 95% of the physicians expressed positive feedback in an evaluation questionnaire; only 35% of physicians actually used the corresponding CPGs in practice. Suggestions from the CME users led to the development of interactive medical case-based learning objects related to the main topics of the CPGs. Conclusions: To support the implementation of CPGs, an Internet platform for CME including case-based learning objects and examination tests was developed. An interactive online CME platform can support active learning and may establish an additional stimulus for knowledge translation into daily medical practice.
APA, Harvard, Vancouver, ISO, and other styles
10

Pandu and Ahmad Nurul Fajar. "E-learning implementation using user experience questionnaire." Journal of Physics: Conference Series 1367 (November 2019): 012015. http://dx.doi.org/10.1088/1742-6596/1367/1/012015.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "E-learning implementation"

1

Ali, Samnan. "E-learning implementation barriers : impact of students' individual cultural orientation on e-learning device acceptance." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/76007/.

Full text
Abstract:
E-learning has been emerging for more than a decade, and institutions are increasingly adopting it to provide a better learning experience to their students. E-learning is the use of electronic means to deliver and receive education. E-learning offers a wide range of benefits (flexibility of time and space, cost effectiveness etc.), it also overcomes the shortcomings of traditional learning which has resulted in its vast adoption by the institutes. Despite its vast growth i.e. 17% per annum, the failures of e-learning are still at large. Whilst reviewing the literature concerning e-learning failures, it was identified that numerous barriers, which are hindering the promised benefits of elearning, are openly discussed in the literature. To understand these factors, the TIPEC framework, which structures e-learning barriers, was developed; to consolidate literature from the past 26 years (1990-2016). 259 papers concerning e-learning barriers, was included in the framework, to better understand the barriers that hinder e-learning implementation. TIPEC framework comprises of 68 unique e-learning implementation barriers, which were grouped into 4 main categories, i.e., Technology, Individual, Pedagogy and Enabling Conditions. This thesis focuses on understanding the impact of the e-learning student’s individual culture orientation on technology related barriers within the Individual Category. The TIPEC framework highlighted e-learning failures and motivated this thesis to provide explanations and recommendations to support more successful elearning implementation and technology adoption, i.e. by accommodating student’s individual preferences. The objective of this thesis is to identify the role of individual cultural orientation in determining student’s expectation of services being offered in an e-learning setup and his/her preference and acceptance of technological component concerning which device he/she prefers to receive specific e-learning services. For that reason, data was captured from 560 higher education students of Pakistan; where there have been a lot of initiatives taken up by the government of Pakistan in past years to improve the state of education in the country. A study was carried out using a mono method approach and quantitative methodology, using structured questionnaire, to answer three research questions. Research question 1 explains the role of education as a service and assessment of students’ perception about the quality of higher education on the basis of services being offered by the institutions. After a detail review of literature, 8 Higher Education Service (HES) quality indicators (i.e. Course content, Lecturer’s Concern for Students, Facilities, Assessment, Social Activities, Communication with University, Counselling Services and People), proposed by Kwan and Ng (1999), were selected to serve as the basis of my research experiment for question 1. These higher education services are checked for students’ preference, i.e. whether they prefer to receive these services through traditional/face to face education or via one of the six identified e-learning devices i.e. TV, Radio, Desktop, Laptop, Mobile and Tablet. Overall preference results showed that for 5 out of 8 higher education service indicators, students preferred two devices i.e. Laptop or Mobile. This suggests that students may be willing, for some services, to use e-learning devices instead of traditional face-to-face interaction. Literature suggested that attitudes towards adoption and preference of technological devices are influenced by cultural orientation. After the review of different concepts of culture i.e. national, organisation and individual culture, the phenomena of technology preference and acceptance was explored with reference to the culture at the individual level. This led to the development of second research question, i.e. does culture at the individual level play a significant role in device preference? An experiment was performed to analyse technology preference of students against the HES quality indicators proposed by Kwan and Ng, based on the cultural setting of the respondents at an individual level. Culture at the individual level was investigated by applying the Cultural Value Scale (CVSCALE), which is based on the Hofstede’s five cultural dimensions (Power Distance, Uncertainty Avoidance, Masculinity/Femininity, Individualism/Collectivism and Long term/Short term Orientation) enhanced for measurement at the individual level. Three significant clusters of culture at the individual level were found. Cluster 1 was highest in Power Distance and highest in Masculinity, and they preferred face to face learning. Cluster 2 is the highest in Uncertainty Avoidance and lowest in Power Distance preferred Mobile for learning activities. Cluster 3 students were lowest in Uncertainty Avoidance, highest in both Collectivism and Long-term Orientation, they preferred Laptop for most of the higher education service quality indicators. This answered the second research question i.e. to improve student satisfaction with his university experience, we have to keep in view their culture orientation, as their preference varies across the multiple HES quality indicators and the devices available to receive them. If we do not accommodate their individual cultural preferences, we risk reducing the student satisfaction towards the e-learning experience. Second research question led to the formulation of third research question which investigates the role of culture at the individual level in determining the factors predicting technology acceptance. The extended model of Unified Theory of Acceptance and Use of Technology (UTAUT2) was developed by Venkatesh, Thong and Xu (2012) using 8 previous technology acceptance models. This model was adapted for this study. Based on individual culture based cluster segmentation, acceptance of Laptop and mobile (the two preferred devices) for 3 significant clusters were checked. Results showed that acceptance for Laptop and Mobile significantly varied across the three cluster segments. For Cluster 2 and Cluster 3, which preferred Mobile and Laptop respectively, different combinations of variables were found to be statistically significant determinants of the student’s behavioral intention towards the use of their preferred device. Conclusion is drawn on the basis of results of three research questions and future recommendations and limitations are then mentioned in detail.
APA, Harvard, Vancouver, ISO, and other styles
2

Tran, Thi-Thai-Ha. "E-learning in schools development, implementation, evaluation and perspective." Tönning Lübeck Marburg Der Andere Verl, 2007. http://d-nb.info/987674358/04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tran, Thi Thai Ha. "E-Learning in schools : development, implementation, evaluation and perspective /." Tönning [u.a.] : Der Andere Verlag, 2008. http://d-nb.info/987674358/04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jiamton, Kwansuree. "Exploring e-learning implementation models and the changing conceptions of technology." Thesis, King's College London (University of London), 2006. https://kclpure.kcl.ac.uk/portal/en/theses/exploring-elearning-implementation-models-and-the-changing-conceptions-of-technology(bd16560c-f8d8-4212-99c8-86172543491c).html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lating, Peter Okidi. "Hybrid e-learning for Rural Secondary Schools in Uganda." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, School of Technoculture, Humanities and Planning, 2006. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/55ff6c6b8b6dbd62c1257248004a52ef?OpenDocument.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Paehler, Tim. "Design, implementation and application of a reusable component framework for interactive mathematical eLearning sites." kostenfrei, 2005. http://deposit.ddb.de/cgi-bin/dokserv?idn=974203025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lehmann, Sven A. "Strategien und Möglichkeiten zur Implementation von E-Learning im Unternehmen : theoretische und praktische Ansätze in der Aus- und Weiterbildung /." Berlin : Logos-Verl, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=3018840&prov=M&dok_var=1&dok_ext=htm.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Skårner, Niklas, and Mustafa Medan. "Lärplattform : En undersökning om lärarens krav och vad som bör övervägas inför implementation." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12876.

Full text
Abstract:
Många lärosäten använder idag fler än en lärplattform, ibland inom en och samma institution, program eller kurs. Uppsatsens syfte var därför att ta fram riktlinjer för vad som bör beaktas vid val av lärplattform för att fylla organisationens behov och passa dess förutsättningar. Undersökningen genomfördes med en kvalitativ datainsamlingsmetod där vi genom intervjuer med fem lärare vid Linnéuniversitetet samlade in deras krav. Resultatet blev en checklista som listar lärarnas krav och genom att kritiskt granskat litteratur kan vi rekommendera organisationer vad de bör överväga inför implementationen av en lärplattform.
Today, many institutions use more than one learning management system, sometimes within the same department, education program or course. The purpose of the essay was therefore to create guidelines for what should be considered when selecting a learning management system to meet the organizations needs and best suit their circumstances. The survey was conducted by a qualitative data collection method in which we collected the requirements of five teachers at Linnaeus University through interviews. The result was a checklist that lists teachers’ demands. By critical reviews of the literature we can recommend to organizations what they should consider before implementation of a learning management system.
APA, Harvard, Vancouver, ISO, and other styles
9

Acosta, Gonzaga Elizabeth. "The implementation of a rich formative assessment environment in mathematics and related subjects." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-implementation-of-a-rich-formative-assessment-environment-in-mathematics-and-related-subjects(bef8117f-362e-46b8-b602-28c4d53e6a80).html.

Full text
Abstract:
Currently, Information and Communication Technology (ICT) is available to almosteveryone. In the last few decades its impact has widely expanded in all fieldsincluding the educational one. There are important attitudinal factors affecting theusage of learning technology successfully. Information system researchers haveidentified the importance of personal factors, such as attitudes, beliefs, culture andbehaviours in technology acceptance (Davis, Bagozzi, & Warshaw, 1992). Previousresearch has analysed these factors in the acceptance of educational technology inhigher education (Liu, Liao, & Pratt, 2009), (Teo, 2009), (Terzis & Economides, 2011),(Cheung & Vogel, 2013). However, the factors playing a role in a mathematicalcontext have not been fully analysed. This research explores the role of several attitudinal factors in the acceptance ofeducational technology for the assessment process in mathematics in a highereducation setting. We examine the effects of formative on-line feedback on theadoption of educational technology by analysing both teachers' and students'opinions regarding enriched formative on-line assessment for mathematics. Ourresults suggest that UK students find on-line feedback is more enjoyable and usefulthan traditional feedback. Attitude and enjoyment are two important factorsinfluencing usage intentions. Results also show that two influential factors to facilitateusing the on-line testing environment are that feeling confident about computers andthe availability of information technology services. In Mexico, findings reveal thatstudents' attitude has the strongest influence on usage intentions which means thattheir feelings and opinions are important. They also think that on-line feedback ismore enjoyable than face-to-face feedback. Students who are proficient in on-linetesting are more likely to find it easy to use. Students also agree that when an on-lineenvironment is easy to use, it is also more likely that they consider it as useful andenjoyable. Taking into account these results can be the best way to design amathematics e-assessment activity for UK and Mexican students. UK instructors agreethat on-line assessments are useful tools to enrich instructional strategies. Teachersin Mexico have a similar opinion. Both results show that they really value providingon-line feedback.
APA, Harvard, Vancouver, ISO, and other styles
10

Marek, Markus [Verfasser], and Wolfgang [Akademischer Betreuer] Sander. "Implementation von e-Learning in der Hochschule / Markus Marek ; Betreuer: Wolfgang Sander." Münster : Universitäts- und Landesbibliothek Münster, 2014. http://d-nb.info/1138281735/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "E-learning implementation"

1

Khan, Badrul Huda. Managing e-learning: Design, delivery, implementation, and evaluation. Hershey, PA: Information Science Pub., 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cases on e-learning management: Development and implementation. Hershey PA: Information Science Research, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Khan, Badrul Huda. Managing e-learning: Design, delivery, implementation, and evaluation. Hershey, PA: Information Science Pub., 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kleimann, Bernd. E-learning at German universities: From project development to sustainable implementation. Hannover: HIS Gmbh, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Stankov, Slavomir. Intelligent tutoring systems in e-learning environments: Design, implementation, and evaluation. Hershey PA: Information Science Reference, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Natwaratne, Anjalie. Specification, design and implementation of an e-learning system for training and asessment within an occupational therapy department. Oxford: Oxford Brookes Univeristy, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Federighi, Paolo, and Francesca Torlone, eds. SMOC-Metodo Aperto e Semplificato di Coordinamento da Prevalet. Florence: Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6453-254-7.

Full text
Abstract:
Seven European Regional Governments, together with Earlall and universities and research centres, have undertaken to refine a first draft of a Joint Progress Report of Regions on Implementation of European Lifelong Learning Strategies in the perspective of the Europe 2020 Strategy. The purpose of this exercise is to demonstrate the usefulness and need to make an instrument available to European Regional Governments that helps to understand and evaluate the educational conditions of the regional population when compared with other regions. The Report shows how, over the decade, all the Regional Governments have undertaken to adapt training systems to the demographic dynamics characterised by the general ageing of the population and by migratory phenomena. Simultaneously the Report also shows the need for urgent improvements in some fields where the impact of policies is still too modest and where the risk of stagnation must be dealt with (for example, lifelong learning policies and NEET reduction).
APA, Harvard, Vancouver, ISO, and other styles
8

Khan, Badrul Huda. Managing E-Learning: Design, Delivery, Implementation, and Evaluation. Information Science Publishing, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Khan, Badrul Huda. Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation. Information Science Publishing, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Khan, Badrul Huda. Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation. Information Science Publishing, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "E-learning implementation"

1

Yang, Fan, and Zhenghong Dong. "Implementation and Results." In Learning Path Construction in e-Learning, 89–114. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1944-9_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Xu, Xianghua, and Jian Wan. "Towards a P2P-Based Active e-Learning Space." In Groupware: Design, Implementation, and Use, 262–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11853862_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Praiwattana, Pisit, and Abdennour El Rhalibi. "Game-Based Crisis Simulation and Generation Framework: Design and Implementation Structure." In E-Learning and Games, 75–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65849-0_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Robert, Irena, Lora Martirosyan, Natalya Gerova, Vasilina Kastornova, Iskandar Mukhametzyanov, and Alla Dimova. "Implementation of the Internet for Educational Purposes." In Smart Education and e-Learning 2016, 573–83. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_51.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Valente, Amy. "Leading the Implementation of a Successful Community College e-Learning Program." In Leading and Managing e-Learning, 351–67. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61780-0_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Faltýnková, Ludmila. "Implementation of Blended Learning into ESP for Medical Staff." In Smart Education and e-Learning 2020, 123–33. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5584-8_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Isaías, Pedro, J. Michael Spector, Dirk Ifenthaler, and Demetrios G. Sampson. "E-Learning Systems, Environments and Approaches: Theory and Implementation." In E-Learning Systems, Environments and Approaches, 1–7. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05825-2_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Schifter, Catherine C., and Maria Cipollone. "Constructivism vs Constructionism: Implications for Minecraft and Classroom Implementation." In E-Learning Systems, Environments and Approaches, 213–27. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05825-2_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Brett, Jack, and Alain Simons. "Implementation of the Unity Engine for Developing 2D Mobile Games in Consideration of Start-Up/Student Developers." In E-Learning and Games, 271–78. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65849-0_29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

G. S., Bagale, Naik Sawankumar, Deshmukh A. J., and Patil R. Y. "“Design, Development & Implementation of E-Learning Tools”." In Innovations and Advances in Computer Sciences and Engineering, 43–48. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3658-2_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "E-learning implementation"

1

"IMPLEMENTATION OF WIZARD TECHNOLOGY INTO THE LEARNING MANAGEMENT SYSTEM OPAL." In Ubiquitous e-Learning. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003470705140517.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vančová, Martina, and Zuzana Kovačičová. "Implementation of corporate e-learning." In iiWAS '15: The 17th International Conference on Information Integration and Web-based Application & Services. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2837185.2837196.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sukowati and E. Kus Eddy Sartono. "The Implementation of Kahoot!" In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377620.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sangher, Kanti Singh, Arti Noor, Lakshmi Kalyani, and Shri V. K. Sharma. "ISO 9001:2015 implementation in the e-learning based virtual teaching program." In 2017 5th National Conference on E-Learning & E-Learning Technologies (ELELTECH). IEEE, 2017. http://dx.doi.org/10.1109/eleltech.2017.8074994.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yuliani, Sri, and Dicki Hartanto. "Integrated E-Learning Implementation at University Learning Process." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009390604580464.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ismail, Rahmati, and Myrza Akbari. "Implementation of E-Learning Method in Earthquake Learning." In 2nd International Conference on Science, Technology, and Modern Society (ICSTMS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210909.044.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hongyong, Xie, and Shi Xi. "GIS-Based Tourism Information System Design and Implementation." In 2010 International Conference on e-Education, e-Business, e-Management, and e-Learning, (IC4E). IEEE, 2010. http://dx.doi.org/10.1109/ic4e.2010.150.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Vlasova, Marina. "E-LEARNING IMPLEMENTATION FOR GEOSCIENCE STUDENTS." In 14th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgem2014/b53/s22.078.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rahman, Azlina A., Norasykin Mohd Zaid, Baharuddin Aris, Zaleha Abdullah, Hasnah Mohamed, and Henny Van Der Meijden. "Implementation strategy of project based learning through flipped classroom method." In 2016 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2016. http://dx.doi.org/10.1109/ic3e.2016.8009030.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Laveti, Ramesh Naidu, Swetha Kuppili, Janaki Ch, Supriya N. Pal, and N. Sarat Chandra Babu. "Implementation of learning analytics framework for MOOCs using state-of-the-art in-memory computing." In 2017 5th National Conference on E-Learning & E-Learning Technologies (ELELTECH). IEEE, 2017. http://dx.doi.org/10.1109/eleltech.2017.8074997.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "E-learning implementation"

1

Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: A Short Guide. EdTech Hub, August 2020. http://dx.doi.org/10.53832/edtechhub.0029.

Full text
Abstract:
In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.
APA, Harvard, Vancouver, ISO, and other styles
2

Asgedom, Amare, Shelby Carvalho, and Pauline Rose. Negotiating Equity: Examining Priorities, Ownership, and Politics Shaping Ethiopia’s Large-Scale Education Reforms for Equitable Learning. Research on Improving Systems of Education (RISE), March 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2021/067.

Full text
Abstract:
In 2018, the Government of Ethiopia committed to large-scale, donor-supported reforms aimed at improving equitable learning in the basic education system—the General Education Quality Improvement Program for Equity (GEQIP-E). In this paper, we examine the reform design process in the context of Ethiopia’s political environment as a strong developmental state, assessing the influence of different stakeholder priorities which have led to the focus on equity within the quality reforms. Drawing on qualitative data from 81 key informant interviews with federal and regional government officials and donors, we explore the negotiation and power dynamics which have shaped the design of the reforms. We find that a legacy of moderately successful reforms, and a shared commitment to global goals, paved the way for negotiations of more complex and ambitious reforms between government actors and donors. Within government, we identify that regional governments were only tokenistically included in the reform process. Given that regions are responsible for the implementation of these reforms, their limited involvement in the design could have implications for success.
APA, Harvard, Vancouver, ISO, and other styles
3

Engendered orange-fleshed sweetpotato project planning, implementation, monitoring and evaluation: A learning kit. 4: Project implementation and M&E. International Potato Center, 2014. http://dx.doi.org/10.4160/97892906044334.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'E-learning implementation' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography