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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/.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Oliveira, Pedro Oliveira e. Costa Gomes de. "A knowledge-based framework to facilitate E-training implementation." Master's thesis, Faculdade de Ciências e Tecnologia, 2014. http://hdl.handle.net/10362/13033.
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Dissertação para obtenção do Grau de Mestre em
Engenharia Eletrotécnica e de ComputadoresNowadays, there is an evident increase of the custom-made products or solutions demands with the objective to better fits to customer needs and profiles. Aligned with this, research in e-learning domain is focused in developing systems able to dynamically readjust their contents to respond to learners’ profiles demands. On the other hand, there is also an increase of e-learning developers which even not being from pedagogical curricula, as research engineers, needs to prepare e-learning programmes about their prototypes or products developed. This thesis presents a knowledge-based framework with the purpose to support the creation of e-learning materials, which would be easily adapted for an effective generation of custom-made e-learning courses or programmes. It embraces solutions for knowledge management, namely extraction from text & formalization and methodologies for collaborative e-learning courses development, where main objective is to enable multiple organizations to actively participate on its production. This also pursues the challenge of promoting the development of competencies, which would result from an efficient knowledge-transfer from research to industry.
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Zaki, Amarin Nidal. "The efficiency and implementation of online courses in faculties of education in Jordanian public universities /." Göttingen : Cuvillier, 2007. http://d-nb.info/986055298/04.
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Bashiruddin, Muhammad, Abdul Basit, and Muhammad Naeem. "Barriers to the implementation of E-learning system with focus on organizational culture." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-9923.
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Title: Barriers to the implementation of E-learning system with focus on organizational culture
Introduction: Nowadays, Information Technology has become a necessity for businesses not only to gain competitive advantage but also to survive. Strategic use of new educational technologies can enhance learning and teaching process. In order to stay viable in this intense competitive environment, providers of education and trainings have developed efficient and effective learning environment, called E-learning. However with the success there also exist barriers containing the cultural aspects of the organizations throughout the implementation process.
Purpose: The purpose of this research is to describe and analyze critical factors which may affect the implementation of E-learning system with a special focus on organizational culture.
Research Question: What are the critical barriers of implementing E-learning system and what is the role of organizational culture in successful implementation of E-learning system?
Research design: This research is based on a qualitative approach and based on secondary data collection method. The required literature has been obtained by searching Mälardalen University’s library. Furthermore, authors have used online library (ebrary) as well as other libraries’ databases such as Elin, Emerald, Eric and EBSCO. Reference books from university library were also used in the course of the research. The data has been extracted from articles which are title base keywords search criteria were used for searching articles. Our research is exploratory and based on the Interactive model which consists of three activities which are data reduction, data display, and conclusion. Research analysis emphasizes more on comparing various authors’ view to analyze and describe the critical barriers and role of organizational culture to successfully employ E-learning system in organizations.
Target audience: This research provides a general guidance to the readers and organizations interested in E-learning initiative and for those who have already implemented E-learning.
Conclusion: This research elicited and examined a number of various points of views about the barriers of implementing E-learning system in organizations. Within organization, bridging education is challenging if the organizational culture is unwilling to accept an E-learning initiative. Finally it was suggested that by behavioral change and by motivating the employees can new vitality and momentum can be brought for implementation success. Organization should underpin their implementation strategy of E-learning system proactively to reap the maximum benefits.
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Samwel, Emad. "Toward the Development and Implementation of Personalized, Adaptive, and Comprehensive E-learning Systems." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/gscis_etd/373.
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Enrollment in online courses is increasing at a much higher rate than enrollment in on campus courses. Initially, online systems were developed by moving course content from in-class courses as is to an online platform. Later, Web 2.0 technology was implemented in order to improve students’ online engagement. These systems considered all students as one homogeneous group and ignored the fact that different students learn in different ways and at different speeds. Later, adaptive online learning systems were developed based on the assumption that if the instructional approach matches the student learning style, student performance and experience will improve. The use of these systems yielded mixed results because there is no agreement on what, how, and when to adapt instructions. The problem is that there is still a lack of empirical evidence about which online learning system’ design is the most effective, efficient, and engaging.
There were two goals for this study. The first was to develop a new instructional theory and design model suitable for personalizing and adapting online learning. The first goal was achieved by developing student personalized, adaptive, and comprehensive e-learning spaces instructional theory and design model. This theory is based on finding the best fit among student characteristics, knowledge domain objectives, and technology used in delivering the online course. The second goal was to implement the newly developed theory and design model in an e-learning system prototype. This goal was achieved by developing and internally validating the e-learning system prototype by utilizing a panel of five instructional design experts. The Delphi method was used to solicit input from the expert panel in three rounds of validation. The validation process resulted in the experts’ consensus that the prototype incorporated the instructional theory and design model well and that this instructional theory holds the promise of increasing online learning courses’ effectiveness, efficiency, and student engagement.
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Burbaitė, Renata. "Advanced generative learning objects in informatics education: the concept, models, and implementation." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141105_161252-03276.
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In this dissertation, the object of research is the advanced generative learning objects (AGLOs), models and processes related to them. The objective of the research is to develop and to investigate the methods that enable to formalize the designing of advanced generative learning objects and using them in teaching/learning of informatics effectively. Scientific novelty: 1. AGLOs expand the informatics learning variability aspects (pedagogical, social, technological, and content). Based on those insights, it is possible to adapt and apply software engineering and computer science methods in the e-learning domain. 2. To our best knowledge, feature-based modelling in the informatics learning domain has been performed systematically for the first time. Such an approach evaluates the domain variability, aggregates and verifies the created models. 3. Formalization of the models at two levels (feature-based and executable specification) provides pre-conditions for automated tools design. 4. From the viewpoint of automatic educational content creation, AGLO extends the concept of reusability in e-learning. The specialized learning environments with integrated AGLO implement the visual transformation of a real task into its physical process, thus providing a high level of motivation and effective learning.Darbe tiriami informatikos (programavimo) mokymuisi skirti išplėstiniai generatyviniai mokymosi objektai (IGMO) ir su jais susiję informaciniai specifikavimo/atvaizdavimo, transformavimo modeliai ir procesai. Darbo tikslas yra pateikti ir ištirti metodiką, įgalinančią formalizuoti išplėstinių generatyvinių mokymosi objektų kūrimą ir efektyvų jų naudojimą mokant informatikos (programavimo). Darbo mokslinis naujumas: 1. IGMO išplečia informatikos mokymosi sritį naujais aspektais (pedagoginiais, socialiniais, technologiniais, turinio), aprašomais terminu mokymosi variantiškumas. Tai įgalino pagrįstai adaptuoti ir naujai pritaikyti programų inžinerijos ir kompiuterijos principus ir metodus e.mokymosi sričiai. 2. Požymiais grįstas sisteminis informatikos (programavimo) mokymosi srities modeliavimas, mūsų žiniomis, atliktas pirmą kartą. Jis įvertina mokymosi variantiškumą ir agreguoja bei verifikuoja įvairialypius modelius. Tai sudaro prielaidas sistemingam IGMO kūrimui. 3. Modelių formalizavimas dviejuose lygmenyse (požymių modelių ir vykdomųjų specifikacijų) sudaro sąlygas automatizuotiems įrankiams kurti. 4. IGMO išplečia pakartotinio panaudojimo koncepciją e.mokymesi turinio automatinio kūrimo požiūriu. Sukurtos specializuotos heterogeninės mokymosi aplinkos, į kurias integruoti IGMO, įgyvendina realaus uždavinio vizualinę transformaciją į fizinį procesą bei užtikrina aukštą mokinių motyvaciją ir efektyvų mokymąsi.
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Khwaldeh, Sufian M. I. A. "Implementation, use and analysis of open source learning management system 'Moodle' and e-learning for the deaf in Jordan." Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/5313/.
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When learning mathematics, deaf children of primary school age experience difficulties due to their disability. In Jordan, little research has been undertaken to understand the problems facing deaf children and their teachers. Frequently, children are educated in special schools for the deaf; the majority of deaf children tend not to be integrated into mainstream education although efforts are made to incorporate them into the system. Teachers in the main stream education system rarely have knowledge and experience to enable deaf students to reach their full potential. The methodological approach used in this research is a mixed one consisting of action research and Human Computer interaction (HCI) research. The target group was deaf children aged nine years (at the third grade) and their teachers in Jordanian schools. Mathematics was chosen as the main focus of this study because it is a universal subject with its own concepts and rules and at this level the teachers in the school have sufficient knowledge and experience to teach mathematics topics competently. In order to obtain a better understanding of the problems faced by teachers and the deaf children in learning mathematics, semi-structured interviews were undertaken and questionnaires distributed to teachers. The main aim at that stage of research was to explore the current use and status of the e-learning environment and LMS within the Jordanian schools for the deaf in Jordan. In later stages of this research, semi-structured interviews and questionnaires were used again to ascertain the effectiveness, usability and readiness of the adopted e-learning environment “Moodle. Finally pre-tests and post-tests used to assess the effectiveness of the e-learning environment and LMS. It is important to note that it was not intended to work with the children directly but were used as test subjects. Based on the requirements and recommendations of the teachers of the deaf, a key requirements scheme was developed. Four open source e-learning environments and LMS evaluated against the developed key requirements. The evaluation was based on a software engineering approache. The outcome of that evaluation was the adoption of an open source e-learning environment and LMS called “Moodle”. Moodle was presented to the teachers for the purpose of testing it. It was found it is the most suitable e-learning environment and LMS to be adapted for use by deaf children in Jordan based on the teachers requirements. Then Moodle was presented to the deaf children’s to use during this research. After use, the activities of the deaf and their teachers were used and analysed in terms of Human Computer Interaction (HCI) analysis. The analysis includes the readiness, usability, user satisfaction, ease of use, learnability, outcome/future use, content, collaboration & communication tools and functionality.
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Beukes-Amiss, Catherine Margaret. "Activities of champions implementing e-Learning processes in higher education." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/28736.
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The increasing rate at which e-Learning is implemented in institutions of higher education has been reported widely. The literature suggests that institutions of higher education, across the globe, use the efforts of champions to initiate and establish e-Learning activities. The paucity of research about the activities of e-Learning champions in an African context is noticeable, while implementation of e-Learning is spreading rapidly in Africa. It is to provide information within the African context of this activity that this study sought to identify and explain the activities and characteristics (through strategies) as well as the qualities (through motivations) of e-Learning champions as they engage in innovative practices in institutions of higher education in Africa. Two research questions guided the study which examined the activities of champions and how (activities and characteristics through strategies) and why (qualities through motivations) they engaged in their activities within their institutions. To address these questions, the study followed a qualitative research design, using semi-structured interviews with champions and policy level staff in institutions of higher education in Namibia, South Africa and Kenya as well as documents as its data sources. The intention was not to compare champions and their activities in these countries, but rather to establish understanding of these champions and their contexts as a group. The contextual relevance was solely based on the availability of champions and policy level staff due to the purposive and convenience sampling techniques applied. The study’s findings show that the activities of champions in Africa are not significantly different from those as described in recent literature in non-African countries. Rather, particular strategies and motivational factors are found that are related to activities, characteristics and qualities of champions. The support factors identified by policy level staff and in institutional policy documents differed from those thought to be motivating by champions themselves. Champions have expressed the need for an approved budget, sufficient infrastructure, an e-Learning unit with specialised staff, and dedicated time for e-Learning activities. Policy staff point to a level of support already in place in the form of some financial considerations for e-Learning and incentives. No explicit reference could be found in policy documents to the role of champions or what motivates them. This disjuncture between the environment of the champions and that of the established institution is explained by a maturity model of institutionalisation of innovations. The study’s contribution to the scholarly domain is at several levels. Firstly, the proposed conceptual framework is a contribution to academic discourse in that it contributed variables of analysis (strategies and motivations) of champions who engage in innovation within established institutions, institutional procedures, directives (through guidelines) and policies (through intentions), as well as goals which lead to a common objective in achieving scalability and sustainability. Secondly, the finding that institutions that wish to have innovations institutionalised must be aware of the disturbances that such innovations can bring and thus must create policies that recognise the role of champions and are able to accommodate, tolerate and support them. Thirdly, the synthesis of characteristics of champions, and their qualities with the support needed by them, and issues in relation to scalability and sustainability that may motivate institutions of higher education to support champions (or not) contribute guidelines which may be used to identify, acknowledge or recruit potential champions, where champions are needed.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Ahlqvist, Erica. "Implementation And Evaluation of Gamification Elements In An E-learning Platform For Engineering Education." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-179759.
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E-learning and online courses are widely used today, with different platforms being available for the user. When implementing and evaluating such a platform relevant research is required, therefore a pre-study was conducted. The pre-study showed that the platforms used at Linköpings University have a variety of available platform of which the teachers can use, however, some of there lack the features and it is therefore common for teachers to use more than one platform for a course. The goal of the thesis has been to answer the research question and to do so a platform was implemented, with focus on the gamification elements. The thesis answered the research question through the implementation of the platform and the user test. The user test was held on the target audience. The participants of the user test were faced with a short course on the developed platform. The test results show that the combination of gamification elements used motivated the participants towards the presented course and the assignments within it. During the user test a questionnaire, based on Intrinsic Motivation Inventory, was used. The result from this showed that the platform and its gamification elements increased the enjoyment, interest, perceived competence and effort towards the course.
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Toman, Pavel. "Marketingový výzkum zavedení e-learningu – Hettich k.s." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2009. http://www.nusl.cz/ntk/nusl-222183.
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This diploma thesis deals with implementation of e-learning at Hettich ČR k.s. company in relation to their customers - joiner workshops and furniture manufacturers. In order to decide whether to implement e-learning in the company, various factors had to be taken into consideration. Firstly, current status of customer training was thoroughly analyzed. Not only basic information about e-learning were studied, but also efficiency criteria of utilization e-learning within the company as well as the outcome of e-learning programs in other firms were researched. Furthermore, comprehensive analysis of internet audience rate among company’s employees was done and questionnaire field survey among customers was carried out.
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Mat, Som Hafizan. "An investigation of e-portfolio implementation in the Malaysian Skills Training Programme (MSTP)." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4469/.
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The Malaysian Skills Training Programme (MSTP) is a sub-division of Malaysian Vocational and Training Education (VET) under the jurisdiction of the Ministry of Human Resource, Malaysia. The programme was developed to prepare skilled workers for employment in the ‘blue collar’ sector. The Malaysian Ministry of Higher Education and the UNESCO-UNEVOC believe that the VET should be upgraded to offer a more professional service in which ICT (Information and Communication Technology) applications such as electronic learning need to be explored and harnessed (Kafka & Dale, 2013). This thesis investigates the implementation of an electronic portfolio (E-portfolio) in one accredited Skills Training Institution in Malaysia. The research aim was to deploy an E-portfolio which was developed using MAHARA software with several skills training courses in one training semester. The idea of a ‘threshold concept’ was adopted to provide guidelines to direct the E-portfolio development and implementation. Kolb’s Experiential Learning (KEL) and Competency Based Training (CBT) were the main reference theories informing the design of the E-portfolio process of use. Based on quasi-experimental design, the system’s implementation included groups of students in 2013 and 2014 cohorts. Upon completion, the use of the E-portfolio was evaluated to determine the system’s impact and its effectiveness in the teaching and learning process. A mixed methods research approach was used, consisting of assessment rubrics, survey questionnaires, e-mail interviews, online communication and document reviews. A respondent’s validation based approach called a ‘report-and-respond enquiry’ was executed at the end of data analysis to validate the findings. Qualitative and quantitative data showed that the E-portfolio could contribute to the improvement of several aspects of teaching and training such as communication, reflection on practical work, motivation of learning, progress based learning, and the construction of new knowledge. In addition, senior staff believed that the use of an E-portfolio would benefit the institution by saving printing costs and enhancing the institution’s image to the public and to the awarding body. The findings suggested that, when blended with the current traditional training pedagogy, the E-portfolio system has the potential to be implemented as a showcase E-portfolio, used for online assessment or can be used as a teaching approach. The email interviews and Facebook communication revealed that user attitudes and the support required for the use of the E-portfolio are the biggest challenges. Based on these findings, a scaffolded approach to the implementation of E-portfolios in MSTP is recommended. The key outcomes of this research are the E-portfolio scaffolding strategies in the MSTP that could be deployed at other Skills Training institutions or organizations which intend to explore the use of E-portfolios in the future.
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Ziegenhagen, Uwe. "Essays on the use of e-Learning in statistics and the implementation of statistical software." Doctoral thesis, Humboldt-Universität zu Berlin, Wirtschaftswissenschaftliche Fakultät, 2009. http://dx.doi.org/10.18452/15914.
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Die vorliegende Doktorarbeit bündelt die Veröffentlichungen des Autors und seiner Koautoren zu den Themen e-Learning und statistischer Software. Die Kapitel 2 bis 5 sind Aspekten des e-Learning gewidmet, die Kapitel 6 bis 9 beschreiben die Entwicklung der statistischen Programmiersprache Yxilon. In Kapitel 2, Koautoren Wolfgang Härdle und Sigbert Klinke, wird erörtert, ob und wie computerbasierte Elemente in den Kanon der methodischen Bildung integriert werden sollen und wo die Grenzen des e-Learning in der Statistik-Ausbildung liegen. Kapitel 3, Koautoren Wolfgang Härdle und Sigbert Klinke, gibt Einschätzungen verschiedener e-Learning Plattformen und beschreibt Punkte, die bei der Entwicklung von e-Learning Plattformen berücksichtigt werden sollten. Kapitel 4, geschrieben mit Wolfgang Härdle und Sigbert Klinke, diskutiert zwei Veröffentlichungen in der "International Statistical Review", die eine technische Lösung für die Verbesserung des Verständnisses der Statistik-Lehre vorstellen. Kapitel 5, Koautoren Wolfgang Härdle und Sigbert Klinke, beschreibt die Anwendung von Web-Techniken für die Lehre in Statistik. Weiterhin stellt es die Quantnet Plattform vor, eine Plattform für die Verwaltung von Programmen und Daten. In Kapitel 6, Koautoren Wolfgang Härdle und Sigbert Klinke, diskutieren die Autoren die Anforderungen an eine Statistical Engine. Kapitel 7, geschrieben mit Yuval Guri und Sigbert Klinke, erläutert die Ideen, die zur Re-Implementierung der XploRe Sprache geführt haben und diskutiert ausgewählte technische Aspekte der Yxilon Plattform wie Objektdatenbank und die Erzeugung von kompilierbarem Code für Hochsprachen. In Kapitel 8, Koautoren Wolfgang Härdle und Sigbert Klinke, wird die implementierte Client-Server Struktur beschrieben. Server und Kommunikationsprotokoll werden zusammen mit dem entwickelten Client und der Grafik-Engine beschrieben. Das letzte Kapitel, beschreibt die Struktur der Yxilon Plattform in ihrer jetzigen Form.The following doctoral thesis collects the papers the author has written with his coauthors on e-Learning and statistical software. The chapters 2 to 5 are devoted to selected aspects of e-Learning, the chapters 6 to 9 describe the development of the statistical programming environment Yxilon. In chapter 2, coauthored by Wolfgang Härdle and Sigbert Klinke, the question whether and how computational elements should be integrated into the canon of methodological education and where e-techniques have their limits in statistics education is discussed. Chapter 3, coauthored by Wolfgang Härdle and Sigbert Klinke, gives reviews of different e-learning platforms for statistics and reveals facts that may be taken into account for future e-learning platforms in statistics and related fields. Chapter 4, written with Wolfgang Härdle and Sigbert Klinke, discusses two papers published in International Statistical Review which both offer a technical solution to improve the understanding of statistics by students. Chapter 5, coauthored by Wolfgang Härdle and Sigbert Klinke, describes web-related techniques for teaching statistics. It furthermore introduces the Quantnet platform, a framework to manage scientific code and data. In chapter 6, coauthored by Wolfgang Härdle and Sigbert Klinke, the requirements for a statistical engine are discussed. Chapter 7, written jointly with Yuval Guri and Sigbert Klinke, explains ideas which led to the reimplementation of the XploRe language. In chapter 8, coauthored by Wolfgang Härdle and Sigbert Klinke, the implemented client/server structure of the Yxilon platform is laid out in terms of technical features. The server and the communication protocol are described together with the developed Java client featuring the Jasplot graphics engine. Finally chapter 9 describes the structure of the Yxilon environment in its present form.
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El, Zayat Mohamed Fathi. "A strategy to improve E-learning adoption, implementation and development in higher education in Egypt." Thesis, University of Sunderland, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515682.
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Kenan, Thuraya. "Improving the effectiveness of e-learning implementation in the School of Engineering at Tripoli University." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/28702/.
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The study is concerned with generating recommendations for the development of e- learning strategy at the School of Engineering at Tripoli University in Libya. They are based on the identified barriers to the successful e-learning implementation in the institution after the quantitative and qualitative analysis of the questionnaires developed using SmartSurvey software package. The barriers were classified in three main categories: technical, cultural and mismanagement. These barriers were compared with those from Middle East and North Africa (MENA) countries (as close culture) and UK (as international culture and developed country). Then a SWOT (Strengths, Weaknesses, Opportunities, and Threats) model for the diagnostic of the current stage of e-learning performance in the institution is developed. The user-centred design and action research approach are used for the design, development and implementation of an e-learning package for a module studied by Year 4 students from School of Engineering at Tripoli University. The e-learning packages played a supporting role in the delivery of the chosen module therefore the blended learning approach contributed to the improvement of the quality for the teaching and learning processes. A novel I-CUBE model which can be used for the development of teaching and learning activities in a digital era is proposed. The sources of information for the proposed model are: quantitative and qualitative analysis of the stakeholders answers; conclusions for the (SWOT) analysis; researcher’s reflections of the design, development and implementation of the e-learning package, study of the relevant educational publications and researcher’s personal experience. There are several common opinions about the factors influencing the successful e-learning implementation so it is possible to make correlations between the stakeholders’ points of view and to construct the surfaces which are included in the I-CUBE model. A set of institutional, pedagogical and technological recommendations for the development of e-learning strategy in the School of Engineering at Tripoli University are formulated. These are derived from the analysis of barriers and SWOT model related to the successful e-learning implementation in Libyan Higher Education Institutes (LHEIs). Also the aspects included in the proposed novel I-CUBE model for the development of teaching and learning activities, the researcher’s personal experience as a student and lecturer at Tripoli University and as a PhD student at the University of Huddersfield in UK are also considered. The implementation of these recommendations will enable the enhancement of students’ learning experience and staff satisfaction through technology-based education addressing the flexible and diverse learning community’s needs.
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Khashkhush, Abdulbasit Salem. "Analysis of factors affecting the implementation of e-learning in higher education (HE) in Libya." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26759/.
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e-learning means the use of information and communications technology and the inclusion of the internet in teaching and learning, e-learning enhances the learning process by offering a different way of delivering education. Colleges and universities are using e-learning to make learning more accessible and efficient. It affords students of all ages and abilities the chance to learn anywhere, at any time and at their own pace. Despite the importance of e-learning in Higher Education (HE) and human development in Libya, implementation of e-learning is facing a number of challenges in Libyan universities. Those challenges can be summarized as follows: leadership support; strategy; ICT infrastructure; culture; instructors and learners, and technical expertise. This research aims to identify the factors affecting the implementation of e-learning in HE in Libya The main aim of this research is to identify and analyse the factors that affect the implementation of e-learning in HE in Libya. In order to achieve the research aim, four objectives have been accomplished. This research has adopted a phenomenological philosophy and has used multiple case studies as a research strategy. Two case study organisations were selected from Libyan Public Universities. The relevant data was collected using different sources of evidence such as semi-structured interviews, documentation, and direct observations. In this research, the NVivo software version 7 and Explanation Building Methods were employed to analyse the collected data. The research process allowed the researcher to combine those factors that were consistent with the literature and also some factors emerging from the empirical work. Thereafter, the framework for the study, developed and adopted in the light ofthe research findings, and was utilised to develop an implementation e-learning framework in Libyan HE The following contributions to knowledge have emerged from this research. The research provides specific original findings which include: absence of strategy; poor communications skills which encompass poor knowledge of English Language among staff members and poor knowledge of computer literacy especially among old-generation staff members; and the UN embargo against Libya. These factors have not been identified in any of the previous literature. In addition, the findings of this research strengthen the existing literature on e- learning in HE and reduce the gap in knowledge applying to Libyan studies, and will help the Libyan HE Ministry and University's Colleges to determine a procedure for e-learning implementation.
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Taha, Madina. "Investigating the success of E-learning in secondary schools : the case of the Kingdom of Bahrain." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/9237.
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As a result of the advances in information and communication technology, E-Learning has been integrated as an essential element in educational settings. Despite its successful implementation, a significant number of E-Learning projects fail to achieve their goals. This has motivated researchers and practitioners to study the reasons for failure and success and the factors that impact E-Learning. This research attempts to investigate the factors that influence the implementation and development of E-Learning and the most appropriate framework for secondary schools in Bahrain. The research adopted a quantitative approach to examine both teachers’ and students’ perceptions of critical factors in secondary schools in the Kingdom of Bahrain. A total of 540 respondents completed the survey-based questionnaire. The results revealed that there are four sets of factors which influence the success of E-Learning in the school education sector. These are: students’ characteristics (computers skills; motivation and attitudes); teachers’ characteristics (attitudes; control of technology and pedagogy and teaching style); technology (quality of technology and effectiveness of infrastructure) and design and content (perceived ease of use and quality of content). In addition, the findings show that there are some differences in perceptions amongst teachers according to gender, specialization, teaching experience and E-Learning experience. Similarly, the findings show that there are some differences in perceptions amongst students according to gender, specialization and level of study (years in school). The main contribution of this research is that it addresses the success of E-Learning in the schools sector in Bahrain and in the Arab region as this area of research lacks theoretical and empirical studies. In addition, the research proposes a conceptual framework that integrates the critical factors and demographic variables. The proposed conceptual framework contributes to the knowledge of E-Learning success by creating a guide for educational institutions and governments for better development and implementation, serving as a planning tool for new E-Learning projects and as an assessment mode for the efficacy of existing projects.
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FREITAS, ANGILBERTO SABINO DE. "THE IMPLEMENTATION OF E-LEARNING IN BUSINESS SCHOOLS: AN INTEGRATED MODEL FOR THE PROCESS OF ENVIRONMENT ALIGNMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15035@1.
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FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIROO uso das Tecnologias de Informação e Comunicação (TIC’s) no processo de ensino, ou e-learning, como estão se tornando conhecidas, seja para uso no apoio ao ensino presencial, seja para a educação a distância (EAD), estão, cada vez mais, se tornando uma parte integrante, tanto do ambiente cultural, quanto do ambiente tecnológico da universidade moderna. Quando se observa a introdução e implementação do e-learning nas escolas de gestão brasileiras, tem-se percebido nas recentes experiências que o processo exacerba certas tensões internas. Por outro lado, os estudos na literatura que investigam o fenômeno são, na maioria dos casos, estudos descritivos ou normativos, e que não explicam o processo. Entretanto, sustenta-se que a implementação de tecnologia é um fenômeno complexo e que envolve a interrelação de diversos fatores e que deve ser considerado não somente os aspectos funcionais, mas também o significado que a tecnologia tem para os envolvidos. Com o objetivo de preencher essa lacuna, este estudo buscou compreender como as escolas de gestão gerenciam o processo de implementação do e-learning em seus ambientes a partir do significado que seus gestores atribuem às suas experiências. A partir da análise da experiência de sete escolas com a implementação do e-learning, esta pesquisa propõe uma teoria substantiva do processo, utilizando os procedimentos metodológicos da Grounded Theory (Glaser & Strauss, 1967; Corbin & Strauss, 2008). Foram entrevistados 14 gestores dessas escolas e os resultados da análise revelaram cinco categorias conceituais: 1) a incongruência; 2) a estrutura; 3) a forma de entrada; 4) aculturando o e-learning; e 5) disseminando o elearning que integradas em torno da categoria central – a incongruência – serviram de base para construir um modelo relacional que explica como ocorreu o processo de implementação do e-learning nessas escolas. A conclusão principal que se chegou é que para o processo de implementação do e-learning ser efetivo deve ter claramente em suas premissas que, para que possa ser aceito e disseminado dentro do ambiente interno, deve vir acompanhado de ações que consigam transmitir aos stakeholders uma clara perspectiva de valor relacionada ao uso de tecnologia no processo de ensinoaprendizagem. Somente dessa forma os envolvidos podem perceber os benefícios de seu uso. Assim, a implementação do e-learning, independente do objetivo pela qual a escola introduz em seu ambiente, deve privilegiar a questão pedagógica, definindo estratégias que evidenciem o e-learning como uma ferramenta capaz de melhorar as práticas existentes de ensino, estimulando que se desenvolva internamente uma percepção de valor em relação a ele, caso contrário, não surge a motivação para que o uso da tecnologia possa se disseminar no ambiente. Espera-se que os resultados encontrados contribuam para aumentar o conhecimento sobre o processo de implementação do elearning, principalmente nas escolas de gestão, e para gerar reflexões acerca do fenômeno no contexto brasileiro.
The use of Information Communication Technologies (ICT’s) in education, or elearning, are becoming increasingly popular, either for using to support face-to-face teaching models, or for distance learning (ODL), and are becoming an integral part of both the cultural environment, as the technological environment of the modern university. When analyzing the introduction and implementation of e-learning in business schools in Brazil, we have observed in recent experiences that the process exacerbates certain internal tensions. Furthermore, studies in the literature that investigate the phenomenon are, in most cases, descriptive studies or normative, and they do not explain the process. However, it is argued that the implementation of technology is a complex phenomenon involving the interplay of many factors and should be considered not only the functional aspects but also the meaning that the technology has for those involved. In order to fill this gap, this study sought to understand how business schools manage the process of implementing e-learning in their environments from the meaning that their managers give to their experiences. From the analysis of the experience of seven schools with the implementation of e-learning, this research proposes a substantive theory of the process, using the methodology of Grounded Theory (Glaser & Strauss 1967, Corbin & Strauss, 2008). We interviewed 14 managers of these schools and the results of the analysis revealed five conceptual categories: 1) incongruity, 2) structure, 3) the entry form, 4) culturing the e-learning and 5) disseminating e-learning that built around the core category - the incongruity - the basis for building a relational model that explains how to place the process of implementing e-learning in those schools. The main conclusion reached is that the process of implementing e-learning to be effective must have clear in its assumptions that, in order to be accepted and disseminated within the internal environment, it must be accompanied by actions that are able to transmit a clear perspective of value related to the use of technology in the teaching-learning process. Only in this way those involved can see the benefits of its use. Thus, the implementation of e-learning, regardless of the purpose for which the school adopt it, should define strategies that focus the e-learning as a tool to improve existing practices of teaching, encouraging internally to develop a sense of value in relation to it, otherwise, the motivation for the use of technology cannot spread throughout the environment. We hope that the results add to the knowledge about the process of implementing e-learning, especially in business schools, and also could stimulate ideas about the phenomenon in the Brazilian context.
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Karlsudd, Peter. "SUPPORT FOR LEARNING - POSSIBILITIES AND OBSTACLES IN LEARNING APPLICATIONS." Doctoral thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12215.
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In this thesis an overarching analysis is made of four articles published in refereed international journals. The articles are describing the development and implementation of learning support systems/learning support applications. The text which summarizes and retrospectively analyzes the projects described in the articles has been condensed into yet another article, which has been placed at the end of the thesis. This makes a total of five articles. In the analysis that is made of learning support applications the following questions are in focus: What results have the projects achieved and how have the experiences gained been utilized? What factors in the described projects have facilitated or hindered the idea, vision, design and implementation of the learning support systems? How have university intentions of supporting entrepreneurship and the commercialization of ideas and products benefited the projects? The results show that there are a great many similarities in the ideas and visions that have initiated and affected the learning support work. Improved communication and availability are expected from all the applications, as well as coordination, creating order and an overarching view. In spite of a large number of positive users, it has been difficult for the applications described to become integrated into the organizations. One possible reason for this is the bad anchoring of the projects in the management organization. Further, there was a lack of funding in the final phases of the projects, which considerably reduced the chances of establishing and continuing operating them. In the gap arising between the end of the implementation phase and the possible application for and granting of new funding, the project dies out of itself. One way of reversing this trend is to grant means for continued work and to get the organization and administration to upgrade the value of a learning application that has become established in the organization.
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Granado, Joseph L., and Randy L. Anderson. "An analysis of implementation issues for the searchable content object reference model (SCORM) in navy education and training." Thesis, Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/875.
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Approved for public release; distribution in unlimited.The thesis research examines the emergence of Sharable Content Object Reference Model (SCORM) architecture currently under development by the Advanced Distributed Learning (ADL) initiative established by the Department of Defense (DoD). SCORM is a collection of specifications adapted from multiple sources to provide a comprehensive suite of E-Learning capabilities that enable interoperability, accessibility, and reusability of Web-based learning content. To understand better the implementation issues of SCORM architecture, the authors analyze all versions of SCORM to understand the evolution of this emerging architecture. It contrasts the evolving requirements for shareable content objects with concerns of copyright issues. The authors address development and implementation issues surrounding the maturation of SCORM architecture and the ADL initiative. The authors recommend that DoD, international, and civilian business partners join in improving E-Learning by embracing technology, such as SCORM, that allows for shareable content objects to be used and reused within civilian and military education and training Learning Management Systems (LMS) across the World Wide Web.
Lieutenant Commander, United States Navy
Lieutenant, United States Naval Reserve
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Guerrini, Gabriele. "Analysis, design and implementation of a parking recommendation system applying machine learning techniques." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23162/.
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Nowadays, smart city and urban mobility topics are focusing growing interest for business and R\&D purposes both, and one of its trendy application regards the study and the realization of parking recommendation systems.
In our case, a parking recommendation system is going to be developed for the city of Bologna. After a brief revision of similar proposed solutions and their approaches and findings, a first data analysis phase is going to be executed to explore the data and to mine any useful information about the parking behavior. Then, once the adopted forecasting model has been exposed, the design and the development of the system are going to be described. In the end, the performances of the system are going to be evaluated under multiple points of view, considering some project-specific constraints too.
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Hanson, Janet. "Investigation of the exploratory power of the innovation diffusion model in the implementation of a university e-learning strategy." Thesis, Bournemouth University, 2008. http://eprints.bournemouth.ac.uk/20508/.
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Selvaratnam, Ratna Malar. "The impact of e-learning implementation on the management of private higher education institutions in Malaysia : a case study." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/4435.
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E-learning is a force to be reckoned with in education, where lifelong learning is taking on a significant presence now. As with all educational institutions, Private Higher Educational Institutions (PHEIs) too need to consider adapting and embracing e-learning with greater success and efficiency to compete in the marketplace. In investigating the extent of impact of e-learning on management structures of PHEIs in Malaysia, this research can potentially set the course for other institutions of higher learning in Malaysia to be able to successfully introduce and proceed with e-learning in their education agenda. For successful e-learning implementation, though, it is argued that the four factors which need to be addressed are Rosenberg's 4 Cs: the presence of an e-learning champion, the management of change (to include e-learning in the organisation), effective communication, and the organisation's culture, especially of learning. These affect the way e-learning is implemented. Furthermore, both e-learning and its arms of change have an influence on an institution of learning. The methodology used in this research is the case study, with a three-pronged data collection format. The questionnaire was chosen to track the trend of practice and awareness, the interview to get a greater depth of understanding on the issues, and finally, documents and records to illustrate the current state of e-learning and management culture within the organization. It was found from the results of this research that e-learning implementation requires a democratic, devolved approach to holistic change. Much of the strengths and weaknesses of PHEI management structures are brought out to the open with the adoption of c-learning. A flatter organizational structure would help cope with the demands of technological inclusion and national needs within the private education setting in Malaysia. However, it is emphasized here that e-learning implementation requires a management of the transition in PHEIs that may bring about the redefinition of the identity of the institution itself.
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Blom, Olof, and Daniel Salomonsson. "Exploring the diffusion of e-learning : general and enabling guidelines for implementation of computer-aided teaching in developing countries." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16645.
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The purpose of the study was to create guidelines regarding effective diffusion of elearningto and within developing countries. Another aim of the study was to identifychallenges and problems related to the diffusion of e-learning, as well as identifying whatcharacterizes a successful ICT diffusion project. To achieve the purpose of the study acase study was performed in Thailand, where two different schools, i.e. two cases thathad been targeted by ICT diffusion projects were studied. In combination to studying theschools, the donor side of the project were also included in the study. The study wasconducted with a qualitative research approach, and was divided into one inductive andexploratory phase, which generated a theory, and one deductive phase where the theorywas both theoretically and empirically validated. To gather the empirical material, eightsemi-structured interviews were conducted of which six included staffs from the twoschools, and two included donors that were involved in one of the studied ICT diffusionprojects. Yet another semi-structured interview was performed with a person involved inan ICT diffusion project, which helped to perform the empirical validation of thegenerated theory. With the help of the collected empirical material as well as throughexisting theories it was possible to identify numerous of challenges regarding diffusion ofe-learning to and within developing countries. The challenges were primarily connectedto language, culture, governmental, lack of computer knowledge and infrastructural. Totackle the challenges a number of characteristics regarding effective ICT diffusionprojects in developing countries were identified. These characteristics included theimportance of doing a proper investigation about the recipients, follow ups, providedright amount of computers, provided software that had been adapted and providededucation about how computers should be used. Based on the challenges andcharacteristics guidelines for effective diffusion of e-learning to and within developingcountries were designed. The knowledge about challenges and characteristics led to theidentification of two important findings. The first was that the diffusion of e-learning todeveloping countries is highly dependant on the diffusion of ICT to the schools, as anevident problem that existed was that the schools lacked the proper technicalinfrastructure to be able to support computer-aided teaching. The other finding was thatin order for the diffusion process to be effective, it is vital to provide information andeducation about the technology in advance of the implementation. These two findingslead to that the 19 created guidelines were divided into two categories; basic guidelinesfor diffusion of ICT and enabling guidelines for diffusion of e-learning.Program: Dataekonomutbildningen
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Pieterse, Allison. "Who benefits from online education? How the implementation of technology in higher education can result in increasing inequalities in higher education institutions." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/32966.
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The existing literature is inconclusive on how technology in education influences student outcomes and whether it will lead to an improvement in tertiary education access. This paper aims to determine whether the implementation of technology in higher education will lead to an improvement in the access to higher education through online education as well as improving student outcomes. In addition, the paper aims to show that implementing technology in higher education could increase existing inequalities amongst students from different backgrounds. The paper will do this by demonstrating the qualitative and quantitative factors which are the underlying reasons for some students doing better in an online setting compared to others. Furthermore, the paper will show that students from advantaged backgrounds with respect to race and income, benefit more from online and blended learning than students from more disadvantaged backgrounds. Therefore, tertiary institutions need to provide caution when establishing blended learning and online education programmes as it could lead to increasing educational inequalities.
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Liukkunen, K. (Kari). "Change process towards ICT supported teaching and learning." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514297250.
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Abstract Technological advancement in the field of information-and-communication technologies (ICT) was rapid during the first decade of the new millennium. Universities started to use the new information-and-communication technologies more in their core processes, which speeded up their transformation from the traditional campus mode toward virtual universities. Research done in this thesis first investigates the traditional campus university’s change process toward the virtual university model. During the implementation process a geographically distributed e-learning concept was also developed for university use. This concept was transferred and researched in the small and medium enterprise (SME) context in the last part of this research. In large and complex organizations such as universities, it is difficult to find out how the change really was implemented. The literature on change management is voluminous but is dominated by descriptions of single projects. To overcome the limitations of such case studies, this research applies a longer and wider perspective to the change process and, by the introduction of an overarching method that categorizes the investments, shows more clearly the trends, stages of, and the barriers to the development. This long-term study is based on 116 development projects during a ten-year period in a decentralized and networked development environment. In the company setting, conventional training is being replaced more and more by e-learning. To scaffold SMEs in their e-learning adaptation, the concept of e-learning was transferred to the SME environment. The company cases’ part of the thesis presents how the transferability of geographically distributed e-learning concept was developed and tested in the SME environment. As a result, the principles that guided ICT strategy implementation and how the strategies were implemented during a ten-year period are presented. The concept for geographically distributed e-learning environments and its development are also introduced. Finally, the process and results from the concept implementation to the SME environment are presented. This thesis presents university management with an understanding of how larger long-term trends give us the possibility to better understand today’s fast-paced changes. It also gives company managers an example of how models developed in the university environment can be transferred to the company environmentTiivistelmä Tietotekniikan kehitys on ollut nopeaa vuosituhannen vaihteen jälkeen monilla aloilla. Yliopistoissa sitä on alettu käyttää yhä enemmän osana perustoimintoja, mikä on edistänyt niiden kehitystä traditionaalisista kampusyliopistoista kohti virtuaaliyliopistoja. Tämän tutkimuksen ensimmäisessä osassa on tarkasteltu perinteisen kampusyliopiston muutosprosessia kohti aktiivisesti uutta teknologiaa hyödyntävää yliopistoa ja toisessa osassa muutosten yhtenä tuloksena syntynyt konsepti siirrettiin yritysympäristöön. Yliopistossa muutos toteutettiin määrittelemällä ensin tavoitteet strategioiksi ja sen jälkeen niiden toimeenpanoprosessin avulla. Suurissa organisaatioissa, kuten yliopistoissa, on vaikea hahmottaa kuinka muutokset todellisuudessa toteutetaan. Kirjallisuutta ja tutkimusta organisaatiomuutoksen toteuttamisesta on paljon, mutta suuri osa siitä keskittyy tarkastelemaan yhden projektin aikana tapahtunutta muutosta. Tässä tutkimuksessa on pyritty esittämään laajempi ja pitkäkestoisempi kuva muutosprosessista. Tutkimus pohjautuu 116 kehitysprojektin saamaan rahoitukseen kymmenen vuoden ajalta. Sen avulla on tarkasteltu yliopiston kehitystrendejä ja keskeisiä kehityskohteita. Rahoitus on jaettu projekteille strategioissa määriteltyjen tavoitteiden mukaisesti strategioiden toimeenpanemiseksi. Osana toimeenpanoprosessia syntyi yliopistokäyttöön maantieteellisesti hajautetun oppimisympäristön konsepti. Yritysympäristössä perinteinen koulutus on korvattu yhä useammin teknologiaa hyödyntävillä koulutuksen muodoilla. Pienillä ja keskisuurilla yrityksillä on kuitenkin varsin rajoitetut resurssit koulutuksessa käytettävien teknologioiden käyttöönottoon ja tehokkaaseen käyttöön. Tämän tutkimuksen toisessa osassa yrityksen maantieteellisesti hajautetun oppimisympäristön käyttöönottoa pyrittiin tukemaan tarjoamalla sen käyttöön valmis yliopistoympäristössä kehitetty konsepti. Tämän konseptin siirrettävyyttä ja käyttöönottoa tutkittiin tutkimuksen toisessa osassa. Tämän tutkimuksen tuloksena esitetään periaatteet, jotka ohjasivat yliopiston tieto- ja viestintätekniikan opetuskäytön strategian laadintaa ja toimeenpanoa vuosina 2000–2009. Lisäksi esitellään maantieteellisesti hajautetun oppimisympäristön konsepti. Lopuksi esitellään konseptin käyttöönottoa yritysympäristössä. Tämä väitöskirja esittelee yliopiston johdolle ja toimijoille, kuinka pitkäkestoisten trendien tunteminen auttaa ymmärtämään nykyhetkeä ja sen nopeita muutoksia. Yritysjohdolle väitöskirja tarjoaa esimerkin, kuinka yliopistoympäristöön kehitetty konsepti voidaan siirtää yritysympäristöön
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Cardona-Román, Diana Marcela, and Jenny Marcela Sánchez-Torres. "Scientometric analysis of the scientific research on the evaluation of the implementation of e-learning in the period 2000-2015." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/116849.
Full textAbstract:
A documental review to provide an overview about the evaluation of implementationof e-learning beginning with the exploration in Scopus and Web of Science (WoS) from 2000 to 2015 has been carried out. It was used a methodology for analyzing scientometric with five stages: i) Recovery, ii) Migration, iii) Analysis, iv) Display and v) Interpretation. A set of 1147 records were analyzed, and, it was found that countries with the greatest contribution to research in e-learning were: the United States, Spain, UK, Australia and Germany. The study shown a range of topics related to e-learning and knowledge in different areas, but also a lack of worldwide research and Latin American authors were identified. Finally, this work will allow researchers to identify trends over the last fifteen years.Se realiza una revisión documental para proporcionar un panorama de investigaciónsobre la evaluación de la implementación del e-learning a partir de la exploración en Scopus y Web of Science (WoS) desde el año 2000 a 2015. Se usa una metodología de análisis cienciométrico de cinco etapas: i) Recuperación, ii) Migración, iii) Análisis, iv) Visualización e v) Interpretación. Se analizó un conjunto de 1147 registros encontrándose que los países con mayor aporte fueron: Estados Unidos, España, Reino Unido, Australia y Alemania. El análisis del panorama refleja una gama de temáticas relacionadas con el e-learning y diferentes áreas del saber, también, se encontró una escasa presencia de investigación y de autores de origen latinoamericano. Este trabajo permitirá que los investigadores identifiquen tendencias de los últimos quince años.
Uma revisão da literatura para fornecer uma visão geral da pesquisa sobre a avaliação da execução do e-learning a partir da exploração no Scopus e Web of Science (WoS) desde o ano 2000 até 2015 foi feita. A metodologia usada para a análise cienciométrica tem as seguintes cinco fases: i) Recuperação, ii) Migrações, iii) Análise, iv) Visualização e v) Interpretação. Um conjunto de 1147 registros foram analisados, encontrou-se que os países com maior contribuição à pesquisa são: os Estados Unidos, a Espanha, o Reino Unido, a Austrália e a Alemanha. O trabalho mostrou uma variedade de tópicos relacionados com as diferentes áreas do conhecimento e ao e-learning, assim como, a falta de investigações ao redor do mundo, e pesquisadores na América Latina. Finalmente, o trabalho permitirá aos pesquisadores identificar tendências presentadas ao longo dos últimos quinze anos.
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Stoltenkamp, Juliet. "An integrated approach to e-learning implementation in a complex higher education setting: A case study of the University of the Western Cape." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/8474.
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Philosophiae Doctor - PhDThere has been a global transformation of higher education institutions (HEls) in response to a wave of dynamic education sector reforms; specifically, this is related to the adoption of educational technologies to enhance teaching-and-learning practices, education management, research and administration. This situation has placed a strain on HEls in South Africa and elsewhere, due to changing societal expectations, the inevitable integration of technology, and specifically eLearning into traditional interventions; and at the same time, the increasing pressure on practitioners to deliver quality education. Equally important, the question arises whether Information and Communication Technology (ICT) is indeed constructively impacting teaching-and-learning practices. Consequently, a need has arisen for ePedagogy training and support for academics and students within challenging, complex HE settings. Within this context, the research has endeavoured to position the eLearning discourse within a global perspective; as well as to explore the theoretical underpinnings which impact the application of learning, and specifically eLearning. In particular, the merging of learning theories; different teaching and learning approaches, and technology that enables the creation of effective eLearning models and provides a more structured approach to the implementation of eLearning, were studied. Building on this theoretical basis, the importance and content of models within the discourse have highlighted the recent emphasis on the delivery of quality education. The principal thrust of this research was, therefore, to highlight the main developmental phases towards the creation of an Integrated eLearning model to influence organisational cultural change in Higher Education Institutions. The research was built on an in-depth case study of a large HEL namely: the University of the Western Cape (UWC), over the period September 2005 to October 2011. This explorative, longitudinal study was undertaken because of the numerous "unsuccessful" or "incomplete" eLearning implementations in developing countries, as well as the many challenges faced by academics. As a result, the study explored the factors that contribute to the successful implementation of eLearning within the empirical setting of UWC, a complex higher education environment. This has been an accumulative exercise that started shortly before the establishment of the E-Learning Development and Support Unit (EDSU) and the 'el.earning Awareness Campaign' - reflecting on the deployment of a non-coercive approach to the implementation of el.earning and its impact on the organisational culture of the institution. The result was the development of an Online Course Creation model, which forms the core of phase 1 (September 2005 - December 2006) of the case study. Subsequently, phase 2 (January 2007 - August 2008) of the case study showcased gaps in the Online Course Creation model and emphasised that eLearning implementation in a complex higher education setting should go beyond thefocus on ePedagogy with regard to effective online course creation. Hence, this second phase of the case study involved the development of a revised eLearning model, the Inclusive ePedagogy model. Consequently, phase 3 (September 2008 - October 2011) of the case study highlighted the main developmental stages implemented in the creation of a final Integrated el.earning model, and discussed how these integrated factors contribute to the implementation of eLearning, and ultimately, influence the organisational cultural change within UWC. Interaction with various stakeholders during the phases of the study included interviews and questionnaires. As a result thereof, the research reflected on the exponential growth of eLearning; improved attitudes and mindsets; strategic commitment for the infusion of technology and ePedagogy; and the institutional teaching and learning strategy. On the other hand, these results are in stark contrast to the lack of management in the development of the home-grown Open Source platform, coupled with intermittent access to internet connectivity. This shortcoming has often hindered online teaching and learning initiatives and support processes. Furthermore, the research has indicated how educational technology has positively impacted on prevailing communities of practice, and has even led to sound practices, such as sharing online courses/modules within the institution and with the global community. The escalating numbers of students seeking eLearning training and support have been supported by blended eLearning approaches. These approaches reflect the importance of integrated curriculum design. Moreover, the presented Integrated eLearning model, shows that 'eLearning success' can never be claimed, but is rather a process undergirded by a dedicated support team committed to continuous eLearning marketing, together with the review of processes within dynamic, complex higher education settings. Equally important, eLearning implementation within a HEI inherently impacts the organisational cultural changes. This is not just a once-off event, as it entails the difficult task of changing mindsets toward the use of new pedagogies, in order to supplement traditional instruction. At the same time, considering people-development processes; as well as organisational issues, which include peoples' perceptions at different times of the eLearning continuum, is presented as various factors, which contribute to the successful implementation of eLearning. The most important factors contributing to successful eLearning implementation, as established through the research, and also incorporated into the proposed Integrated eLearning Model are: the provision of holistic online activities; integrated institutional ICT infrastructure and systems; the support of educators and students; the necessary positive attitude by lecturers to take a hands-on role in the application of blended eLearning practices - aligned to research - and the contribution to the knowledge era; the importance of communities of practice within and outside the institution; the need for motivated formal leadership and educators to take ownership of the development of aligned, integrated curriculum strategies supportive of emergent educational technologies; continuous commitment to eLearning support, and quality-assurance processes; sustainable eLearning change management and marketing strategies; as well as crucial integrated professional leadership, management and support of the elements of the Integrated eLearning model.
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Lee, Tai-Lin, and 李泰霖. "The implementation Gaps for e-Learning." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/80346472502301774069.
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碩士樹德科技大學
資訊管理研究所
96
Information science and technology of flourishing educated many techniques and soflectiont & hardware application to lie in a living environment of whole on, not only such, through these information the help of the equipment also let present of people understand the importance of information science and technology. However progress day by day because of information science and technology, at the teaching and the learning on also have the progress for advancing by leaps and bounds, learning the mode already from former traditional learning progress up to now of network learning, not only reduce the inconvenience of much learning, but also increase effect and self horary management of learning. The formation of e-learning has great contribution to the teaching. E-learning is a collect knowledge quickly and spread of process, the content good and bad of its e-learning will depend on the body of of the knowledge dissemination, a good teacher not only can make use of this way to make the student more easily accept and understand a curriculum content, more can make use of this to do a pair toward the interactive study. The application of e-learning has already widespreadly carried out on the teaching, past can the resistance of understanding e-learning implement is also perhaps the importance that the help then seems to be particularly. When full understanding these resistance are also possibility occurrence of indentation behind, make use of research and analysis come will these indentation cancellation, there will be great help for teaching on. This research will inquire into indentation mode for the e-learning to will also will make use of a cultural heritage study, student's interview, questionnaire in the middle of the mode by the indentation of definition obstacle and difficulty of possible situation at the application top of learning, the analysis of the indentation on the application of the explanation e-learning. Find out the indentation that has already made sure furthermore the mainest reason of its influence, aim at these reason to find out cancellation and decrease of way, give to will want to make use of e-learning teaching in the future of the schools are also perhaps a learner reference. Through analysis discussion and valuation of these indentation factors, the teacher can reduce in the problem of the teaching of the application e-learning, and can smoothly of by e-learning to do the teaching of one superior quality.
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Wang, Ying-Fu, and 王盈富. "Implementation of Siemens PLC E-Learning Platform." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/83446841655446786732.
Full textAbstract:
碩士吳鳳科技大學
應用數位媒體研究所
101
Programmable Logic Controllers (PLCs), digital equipment with microprocessor, have long been widely used in the field of industrial automation. Unlike the hardware wiring of conventional relay control, the propgraming of PLCs can be designed through the software. Therefore, PLCs have play an important role in the industrial automation due to the advantages of convenience and flexibility. As a result, PLC related courses have been essential courses in the vocational education. To increase learning interests and foster practical skills, many educators design and develop various teaching methods and teaching aids. This paper proposes an e-learning platform to increase learning interests of PLCs related courses. The e-learning platform offers both out-of-classroom and in-classroom learning via interactive learning content made by software Adobe Captivate. With the e-learning platform, the courses come alive with themes and interactive elements. Such an e-learning platform makes teachers not only increase learning interest of students during in-classroom learning but also offer a way for students to prepare a course before class, review a course after class, and practice repeatedly. Students are supposed to benefit in these courses via the proposed e-learning platform.
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Lin, Ming-Hsien, and 林銘賢. "Implementation of an e-learning website framework." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/x6w5hp.
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碩士靜宜大學
資訊管理學系研究所
91
ABSTRACT With the rapid development of internet design, e-learning has recently become a growing popular alternative for teachers in addition to their traditional teaching. To achieve the success of e-learning, computer hardware models are regarded as essential requirement. In addition, the e-learning system that plays as a middle role in between teachers and learners also has its crucial function. This research starts with comparing traditional teaching methods with new teaching methods by the assistance of information technology. This research evaluates the problems that may occur when e-learning takes place in order to analyze the operational theories of the e-learning system. The fine goat is to develop a better e-learning system. This renewed e-learning system will be operated with the help of free software system to make up for problems existed in current e-learning system and, at the same time, to offer its users on-line services to evaluate both the course and the teaching. Thus, this updated system will have the character of complete on-line teaching system that is easy to be operated and maintained due to free software. It can then function as a modeling index that meets the requirement of internet teaching and the practice of e-learning in the near future.
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Bin, Huang Jau, and 黃昭彬. "Implementation of Moodle based EEG E-learning System." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/44148256146962234367.
Full textAbstract:
碩士亞洲大學
光電與通訊學系碩士在職專班
101
Electroencephalography (EEG) is a useful tool to investigate brain activity by non-invasive cap recording. EEG is widely used in many fields. The teaching of EEG is still with deep of "sectarianism". There are many times spent on experience inheritance between students and teachers. Therefore an EEG e-learning material is highly expected. In this article, a Moodle combined with WAMP structure based EEG e-learning platform for beginner is established. Contents are inclusive of physiological principle of EEG, standard 10-20 EEG topography, EEG recording procedure and skills, EEG signal preprocessing by STIM software with Neuro-Scan amplifier. Some collections of recent EEG articles are also in the material. These materials are reviewed by EEG experts. These materials are presented on webpage, and also by videos, screen capture software. All these materials are packed by CourseMaster software. Cousemaster is used to facilitate the material preparing. Some quiz is also established to measure EEG learning performance edited on Coursemaster. The final materials are transformed as SCORM format and be loaded on Moodle. Several user feedbacks are also collected via surveys. Keywords︰E-learning, EEG, Moodle
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Ho, Hsin-Chuan, and 何信權. "Implementation of Grid Architecture for e-Learning Platform." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/30915691796518891962.
Full textAbstract:
碩士東海大學
資訊工程與科學系碩士在職專班
92
The fast development of Internet has accelerated the speed of transmission of knowledge which is beyond that in the past. Also, by the influence of Internet, traditional academic education has been in revolution, such as e-Learning breaking the limitations of time and space, has become the general educational methods. Currently on campus, most of e-Leaning platforms are constructed on the basic consideration of either single computer or server. Once the workload increases, renewing or upgrading hardware has become the only solution, which is a great burden to a school with insufficient budget. Therefore, by using Grid Computing technology, this study aims to integrate those unrelated computers in schools to replace high level server as the teaching platforms of e-Learning. Thus, not only the computer sources in schools can be fully used and applied, and moreover, constantly sharing the computer sources from other schools or associations as well as the computing capacities. We also expect the outcome and experiences of this research can provide reference to the schools that wish to develop e-Learning environment for saving the cost and time in developing a similar system.
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Hong, Dao-Ming, and 洪道明. "The implementation of e-learning materials concatenating and uploading." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/91858442797611735588.
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碩士樹德科技大學
資訊管理系碩士班
100
The wide adoption of SCORM has resolved many formatting issues in cross-platform distribution of e-learning contents. However, the operation, implementation and application of many diverse e-learning systems have created another issue: different e-learning platforms have mandated different rules to upload and maintain their digital contents. This operational issue has held back the progress of many institutions in their applications of e-learning technology. The SOMA methodology is used to analyze the operational structure of updating and maintaining digital contents in this study. We use the ILMS platform from PowerCam as an experimental platform to develop automatic contents integration components. Besides, HTML5 is also adopted in the experiment to update mobile e-learning contents automatically.
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Yang, Cheng-Hsien, and 楊承憲. "Design and Implementation of Multimedia System for e-Learning." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/53099632092231587051.
Full textAbstract:
碩士國立成功大學
電機工程學系碩博士班
96
E-learning system has been developed for several years, and its fundamental functions nowadays are quite complete. However, the manufacture of e-learning teaching materials and the design of mobile learning still have great room for improvement. Therefore, this thesis focuses on the e-learning for language study. Three sub-systems have been designed as our proposed multimedia system for e-learning, they are: 1) recording sub-system; 2) learning sub-system; and 3) mobile learning sub-system. For WAVE files recording, the traditional manner records speech by general recording software. Differently from that, the proposed novel system combines the displaying questions with the corresponding recording WAVE. And then we show the records of recording. It could increase the recording efficiency for our recording sub-system. In file management of the overall system., we automatically redact the WAVE filenames and manage the consistence to increase the work efficiency. To provide more disadvantages of present e-learning systems, we focus on both the implementation of software functions and the design of user-friendly interface for the learning sub-system. For the mobile learning sub-system, we implement several fundamental functions for our learning sub-system in PDA. The mobile learning sub-system has overcome the problem that the learning environment of general e-learning system is restricted in space and time. In the system evaluation, we analyze two popular e-learning systems (IBM AllZone and MyET), and compare them with our system on several important characteristics. The evaluation results show that we have improved many items indeed and increased the operation efficiency.
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Shan, Zhi-Wei, and 沈知緯. "Design and Implementation of Cloud-based E-learning System." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/tg2g74.
Full textAbstract:
碩士國立臺北科技大學
電機工程系所
105
The network becomes more and more popular, the services of the cloud are increasable increasing. The provision of course services by the Internet can save time and material costs, reduce the probability of missing announcements, and improve the efficiency of interactive discussions. In this paper, we based on Edusoho to implement the cloud curriculum system. Edusoho based on MVC framework to facilitate system development and maintenance. The supervisor can synchronize the information through the system, including: student and teacher information, course information, course and student association, course video information. Based on security considerations, synchronization program restrictions on the servers local side. We apply Nginx to handle HTTP session and MySQL to implement database. Nginx can set the CPU configuration and PHP program configuration to optimize the system load configuration.
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Jiehheng, Chen, and 陳玠亨. "The Implementation of a Test-Aided e-Learning System." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/29851185805344598362.
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碩士亞洲大學
資訊工程學系碩士班
94
The purpose of this research is to establish a diagnosis-oriented e-learning mode based on Psychology’s learning theories, including Behaviorism, Cognitivism, and Constructivism Learning Theories. In addition, we use special digital teaching materials to show the defects of most rapidly generated digital contents. We also illustrate relations among the quality of digital contents, students’ learning effects, and learning theories. Examination diagnosis is used in the research since examination requires great concentration for students at learning. (This matches up to Cognitivism Learning Theory.) The learning process continues through repetitive tests until a perfect score is achieved for a student. (This matches up to Behaviorism Learning Theory.) We implement a digital learning platform on which we can develop digital materials with characteristics of diagnosis-oriented e-learning, repeatable learning, individual learning, learning of different levels, and interactive learning with colleagues. Furthermore, we can find every student’s learning level effectively and raise his/her level through many kinds of guidelines Besides that, it can help teachers to finish teaching works which are difficult to do by traditional teaching methods. Hence this research results of the thesis will encourage and push all circles to develop diagnosis-oriented learning materials to create a learning environment for individuals.
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Chen, Chih-Chia, and 陳治嘉. "The Implementation of an Authoring Tool for e-Learning Platform." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/68881748566410896713.
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碩士國立中山大學
資訊工程學系研究所
92
On e-Learning platform, it used to make use of teaching materials with static media (Html, Word, PowerPoint, PDF) traditionally. With Increases in computing power recently, dynamic teaching materials like multi-media have been used progressively on e-Learning platform. Media like audio and video, nevertheless, need more and more computing ability, even employed with the last compression technology (MPEG-4, WMV9, H.264, AAC) to enhance compression ratio. At the same time, they neglect to integrate existing static teaching materials in addition. Hence, “are video media necessary?” which is a good idea we reflect upon. An authoring tool fit the standard teaching materials bears the characteristics of teaching materials re-use and exchanging. As a result of this, our system integrates each material to transform ones into an appropriate media for a variety of education environments. For instance, compatible with traditional static media, simple films, transforming them into streaming to delivering via networks, even our synchronized learning methods, as can be achieved with demands from students. The synchronizations of materials our system provides can integrate voice and power-point slides into an on-line presentation with the feature of dynamic exposition to impart knowledge to students more effectively. Of course, it also can be played back, recording in real time, and showing presentations in full screen like ordinary PowerPoint. Further, we can do authoring after recorded. In this feature, we can set time stamp on each slide arbitrarily to achieve the best purpose of presentation.
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Hsu, Kuang-Yi, and 徐光義. "A Case Study on Implementation of e-Learning in Enterprises." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/82864485789398375580.
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碩士中原大學
資訊管理研究所
92
The approaches of corporate training and education have been improving along with the advancement in technology. In Taiwan, the implementation of corporate E-Learning is still at its infant stage. In promotion of E-Learning, experiences from prior cases of other companies appear to be important references. Therefore, discovery of problems concerning E-Learning and demand analysis prior to its implementation, strategies for the implementation process, performance evaluation after the implementation, and related affecting factors are critical to the success of corporate E-Learning. The results of this study are comprised of the following five aspects: 1. The human resource problems faced by companies would trigger different motives in E-Learning, thus, companies must clarify the existing problems and define the goals, and coordinate different implementation strategies to meet the individual demand. 2. “Support from the senior management” has significant influence on “cross-departmental coordination” and “performance review measures”; “support from the department manager” is important to E-Learning projects. 3. Companies develop varied “performance review measures” based on the existing corporate culture and instructional materials, yet the performance review is faced with a number of limitations. Those limitations would affect the formulation of “performance review measures”, thus, the project implementation unit must identify appropriate indices to show the performance. 4. Corporate knowledge and competency map are the blueprints to E-Learning, and the development of instructional materials for E-Learning is influence by the goal of corporate “knowledge management”. Due to the barriers on inspiring the share of knowledge among employees, the companies would choose “self-developed e-materials” to proceed with knowledge management. The core of the instructional materials includes “internal professional lecturer” and “employees’ sharing of project experiences”. 5. The development of corporate information technology is the foundation to E-Learning. In the early of the implementation, independent systems may be used due to limitations on resources and time-definiteness, yet, the challenge of IT system integration is expected. It is foreseeable that the focus of future E-Learning development would be on human resource and IT departments.
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Yang, Tzu-Hsin, and 楊子欣. "The Investigation of Implementation Factors of an E-Learning System for E-Business." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/24733200444929298689.
Full textAbstract:
碩士國立交通大學
資訊管理學程碩士班
91
E-Learning facilitates a new way to enhance corporate competence effectiveness in knowledge economy era. Corporations need to investigate in e-Learning systems for e-Business because they provide real-time learning environments for e-Business. "Barriers", "Reasons", "Vendor Consideration", "Success" and "Challenge" factors are proposed in the paper. It utilizes one questionnaire to collect the respondents'' attitudes toward these factors. After that, intensive analysis will be conducted. The results of Chi-Square test indicate that the majority of respondents who have had organizational e-Learning systems are those who are from industries and having had experiences of using e-Learning systems. "Cost and Unawareness", "Immaturity", "Training Effectiveness", "New Revenues", "Vendor Consideration", "Success" and "Challenge" factors are extracted from Factor Analysis. The results of T-Test show that the respondents who haven''t had organizational e-Learning systems emphasize more on "Cost and Unawareness" than those that have. However, its reliability is under 0.4 (i.e. low internal consistency). Lastly, all the respondents do not have significant different attitudes toward the remaining six factors.
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LAN, Ta-Sheng, and 藍大勝. "The Implementation of Diskless E-learning Platform Using Open Source Software." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/27090214826053652671.
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Chun, Liu Yi, and 劉怡君. "A Study on Implementation of E-Learning Systems in Craft Unions." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/46386060200059413352.
Full textAbstract:
碩士華梵大學
資訊管理學系碩士班
98
Recently, the government vigorously helps the unemployed and encourages job training and professional development by giving subsidy to private training institutions. Many unions invest in professional training market to enlarge member services and reinforce union organization. Stimulated by the government policies, all unions expand training courses and enhance their training quality as the priority in market competition. They improve the administrative efficiency and the quality of organizing training by implementing information system. This study explores the requirements of e-training system for managing training by unions and research on the organizational transformation and future development resulting from the e-training system. This study selects a particular Taipei union, which has cultivated its own abilities for two decades, as a case in which Leavitt’s diamond model is used to analyze that technological change will cause mission and structure change in an organization.The keys of success are the followings： 1. task- a clear strategy 2. staff- the upgrading of IT, education, and training 3. organization- the organizational culture of mutual opening 4. technology- Internet Information Platform