Journal articles: 'E-learning implementation'

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

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

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

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

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

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

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

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

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

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

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

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

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

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Hidayat, Andi Nurul. "E-Learning Implementation in Islamic Education Innovation." HUNAFA: Jurnal Studia Islamika 14, no. 1 (June 30, 2017): 17. http://dx.doi.org/10.24239/jsi.v14i1.460.17-36.

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Kamaruddin, E., E. Sulaeman, L. Nurita, and L. D. Ningtyas. "Implementation of Moodle e-learning in Mathematics." IOP Conference Series: Materials Science and Engineering 1098, no. 2 (March 1, 2021): 022098. http://dx.doi.org/10.1088/1757-899x/1098/2/022098.

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Ali, Samnan, M. Amaad Uppal, and Stephen R. Gulliver. "A conceptual framework highlighting e-learning implementation barriers." Information Technology & People 31, no. 1 (February 5, 2018): 156–80. http://dx.doi.org/10.1108/itp-10-2016-0246.

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Purpose E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. The purpose of this paper is to consider a range of barriers, impacting the success of e-learning implementations, yet to the best of the authors’ knowledge no conceptual framework is able to consolidate existing research. Design/methodology/approach This paper undertook an in-depth review of literature concerning e-learning implementation barriers. Papers were extracted from established peer-reviewed journals and open sources. Articles not related to e-learning implementation barriers were discarded. A total of 259 papers were identified, published between 1990 and 2016. Hermeneutics and data-driven qualitative content analysis was used to define 68 unique barriers. Findings The 68 unique barriers were thematically grouped into four conceptual categories, i.e. Technology (T), Individual (I), Pedagogy (P), and Enabling Conditions (EC). These four categories led to the conceptualization of “TIPEC” framework, which highlights the key concepts hindering e-learning implementation and delivery. Results show that most articles only consider a narrow range of success barriers. Practical implications The proposed TIPEC framework acts as a guide for education practitioners, system developers, policy makers, and researchers. It provides stakeholders with a summary of e-learning barriers. Originality/value This paper fulfils an identified need for a conceptual framework that consolidates all current research related to e-learning implementation barriers.

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Fitriawan, Dona, and Wardah Wardah. "THE IMPLEMENTATION OF BLENDED LEARNING-BASED MODEL E-LEARNING MOODLE." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 1001. http://dx.doi.org/10.24127/ajpm.v10i2.3571.

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The objectives of this study are: 1) Implementing blended learning model based on e-learning Moodle into learning; 2) whether the blended learning model based on Moodle e-learning can improve learning achievement. The type of research in this research is descriptive-explorative qualitative, which explores all the things that are in the processing of questions and answers to students' steps and explores the results of the interview survey with students. The subjects in this study were 21 class B students. The research instruments were tests, surveys, questionnaires, and interviews. The results of research and discussion show the implementation of the lecture process, face to face with zoom metting, presence in applications, assignments, and testing. From the results of the research and discussion, it is concluded that: 1) the blended learning model based on e-learning Moodle has been successfully implemented into linear learning program courses, 2) From the results of tests, questionnaires, surveys and interviews with e-based blended learning model students -learning moodle has increased their achievement and enthusiasm for learning.

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RAMAN, KUMAR, NORASMAH OTHMAN, and GRACE DANARAJ. "INVESTIGATING KEY FACTORS FOR SUCCESSFUL E-LEARNING IMPLEMENTATION." Asia Proceedings of Social Sciences 4, no. 2 (April 22, 2019): 49–52. http://dx.doi.org/10.31580/apss.v4i2.725.

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Majority of educational institutions have begun venturing into e-learning. Although the e-learning market is growing rapidly, it cannot be denied that the failure rates are increasing in the implementation and usage of e-learning. The Critical Success Factors (CSFs) are the foundation of success behind the implementation of e-learning (Frimpon (2012). Based on the literature analisis, five main factors and eighteen sub-factors were identified as a CSFs for successful e-learning implementation. The CSFs are teacherâ€™s characteristics (teacher's attitude, teacher's computing technical skills, interaction among teaches-students, teaching style, knowledge in e-learning content development and self-efficacy), studentâ€™s characteristics (attitude, computer competency, interaction, self-efficacy, motivation and cultural and social norms), information technology infrastructure (internet accessibility, reliability and availability), design and content (perceived ease of use and perceived usefulness) and organization characteristics (training and support).

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Ueda, Hiroshi, Masako Furukawa, Kazutsuna Yamaji, and Motonori Nakamura. "SCORMAdaptiveQuiz: Implementation of Adaptive e-Learning for Moodle." Procedia Computer Science 126 (2018): 2261–70. http://dx.doi.org/10.1016/j.procs.2018.07.223.

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Mustapaşa, Oğuz, Dilek Karahoca, Adem Karahoca, Ahmet Yücel, and Huseyin Uzunboylu. "Implementation of Semantic Web Mining on E-Learning." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 5820–23. http://dx.doi.org/10.1016/j.sbspro.2010.03.949.

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Feszterová, Melánia. "Implementation of E-Learning in to OHS Education." Procedia - Social and Behavioral Sciences 191 (June 2015): 1275–81. http://dx.doi.org/10.1016/j.sbspro.2015.04.704.

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Musca, Gavril, Andrei Mihalache, and Elena Musca. "E-learning implementation in superior technical educational system." IOP Conference Series: Materials Science and Engineering 161 (November 2016): 012110. http://dx.doi.org/10.1088/1757-899x/161/1/012110.

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Gardel, Alfredo, Ignacio Bravo, Pedro A. Revenga, José L. Lázaro, and Jorge García. "Implementation of Industrial Automation Laboratories for E-learning." International Journal of Electrical Engineering & Education 49, no. 4 (October 2012): 402–18. http://dx.doi.org/10.7227/ijeee.49.4.4.

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This paper presents an approach to teaching based on an industrial automation laboratory using e-learning. The approach is suitable for both in-class and remote access. It is based on providing remote access to laboratory facilities dedicated to industrial automation. A teaching platform is integrated into Moodle, an open-source e-learning system. Remote desktop programs were developed to allow students to access a remote PC and control the automation equipment. An IP camera is used to verify the operation. Each time a course is completed, or after any other activity in which the remote laboratory is used, a survey is made to assess the student's level of satisfaction and perceived degree of difficulty of the coursework. The results of the surveys from 25 graduate students per year are presented and discussed.

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Sudarwati, Ninik, and _. Rukminigsih. "Evaluating E-Learning as a Learning Media: A Case of Entrepreneurship E-Learning Using Schoology as Media." International Journal of Emerging Technologies in Learning (iJET) 13, no. 09 (September 29, 2018): 269. http://dx.doi.org/10.3991/ijet.v13i09.7783.

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This study aimed to describe and identify the effectiveness of e-learning strategy on entrepreneurship class at economic education program of STKIP PGRI Jombang. It is an evaluation study using discrepancy evaluation method. The data was from questionnaires and observation, and it would be analyzed descriptively. The result showed that the implementation of e-learning in STKIP PGRI Jombang corresponded to the standard of quality in all management aspects of e-learning with average percentage tile on 71% for all components, including: design of material, delivery methods of e-learning, learning interaction, and evaluation of e-learning activity. In general, the implementation of e-learning at entrepreneurship class in economic education program of STKIP PGRI Jombang is considered effective to improve the quality of learning entrepreneurship.

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Roszak, Magdalena, Barbara Kołodziejczak, Wojciech Kowalewski, and Anna Ren Kurc. "Implementation of e-learning portal for academic education and lifelong learning." International Journal of Continuing Engineering Education and Life-Long Learning 26, no. 2 (2016): 135. http://dx.doi.org/10.1504/ijceell.2016.076011.

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Ratnawati, Dianna. "Implementation of E-Learning Models to Improve Activities and Learning Outcomes." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 1, no. 2 (April 28, 2020): 34–40. http://dx.doi.org/10.30738/tijes.v1i2.7707.

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The research aims to : (1) the application of E-learning models; (2) enhancing learning activeness; and (3) improving learning outcomes by using E-Learning models in automotive basic technology learning subjects. This research is Classroom Action Research (CAR). Data collection techniques used observation, tests and documentation. Data analysis techniques used quantitative descriptive analysis. The results showed that: (1) the application of the E-learning model was carried out by giving explanations about edmodo applications, giving examples of questions and solving them, giving students the opportunity to ask questions, opening uploaded material, giving assignments through edmodo applications, and working on them online; (2) the average percentage of learning activeness in cycle I was 57.7% with the category of moderately active, increased in cycle II to 68.9% with the active category, and increased again in the cycle III to 81.8% with very active criteria; (3) the average value in the first cycle of 65,25 with 40% mastery learning, increased to 74.25 in the second cycle with 65% mastery learning, and increased to 78.75 in the third cycle with 80% mastery learning.

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de Beer, Marie, and Roger B. Mason. "E-Learning." International Journal of Web-Based Learning and Teaching Technologies 9, no. 2 (April 2014): 46–63. http://dx.doi.org/10.4018/ijwltt.2014040104.

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This paper investigates a method for increasing the involvement of marketing fourth year learners in academic research, by encouraging greater participation in, and commitment to, their research project in the Applied Marketing IV subject. It is assumed that greater involvement will result in a greater pass rate. The main reasons for this lack of interest were found to be a sense of incompetence and a lack of resources which were the main objectives of a research project. These objectives were addressed by using learner centered methodologies with the research method Action Research. This research method with the slow resolution of problems was used together with a teaching methodology whose objectives supported the resolution of the learners' inadequacies. Formative assessment was used at the start of the measuring of the learners' progress and was found useful with its quick and positive feedback in supporting the learners' confidence. An eClassroom was structured for the implementation of the Applied Marketing IV course. It was designed in such a way that it facilitated the learners' use of the more commonly used devices such as surfing the web, email and Internet over and above the chosen course material. Although it was not possible to complete the main intervention of the project it was possible to use the participants' experiences in the navigation of the course material in the eClassroom, to further develop future follow-up courses.

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Rohidin, Ryan Zeini, Rihlah Nur Aulia, and Abdul Fadhil. "Model Pembelajaran PAI Berbasis E-Learning." Jurnal Online Studi Al-Qur'an 11, no. 2 (July 1, 2015): 114–28. http://dx.doi.org/10.21009/jsq.011.2.02.

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This study aims to describe the implementation of PAI learning using e-learning in SMAN 13 Jakarta. This study used a qualitative approach and case study method. This study uses e-learning theory proposed by Rosenberg as a tool of analysis. Based on the theory and methods of this study show that: first, the model of learning with e-learning PAI in SMAN 13 Jakarta implemented using modules within Moodle modules such as reading, assignments, quizzes, and chat. Second, the implementation of e-learning in teaching at SMAN 13 Jakarta PAI system combines e-learning and conventional. Third, the constraints in the implementation of e-learning PAI (1) limited computer, (2) an evaluation system is still not online, (3) speed internet access.

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Juhary, Jowati Binti. "The Importance of e-Pedagogy for a Successful e-Learning Implementation." Social Sciences 6, no. 4 (April 1, 2011): 291–98. http://dx.doi.org/10.3923/sscience.2011.291.298.

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Hare, Elizabeth E. "E-learning for psychiatrists." Psychiatric Bulletin 33, no. 3 (March 2009): 81–83. http://dx.doi.org/10.1192/pb.bp.108.019521.

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E-learning is an expanding field in which many psychiatrists are active through teaching, training and pursuing their continuing professional development. Much of the benefits of e-learning are due to the implementation of educational principles rather than the medium itself. the College has invested in its own e-learning website as a service for members. However, it should not entirely replace face-to-face lectures, tutoring and mentorship.

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Lestari, Ambar Sri. "Analysis of the Implementation of e-Learning in Stain Sultan Qaimuddin Kendari Southeast Sulawesi." International Journal of Information and Education Technology 6, no. 6 (2016): 453–56. http://dx.doi.org/10.7763/ijiet.2016.v6.731.

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Fazlollahtabar, Hamed, and Narges Yousefpoor. "Cost Optimization in E-Learning-Based Education Systems: Implementation and Learning Sequence." E-Learning and Digital Media 6, no. 2 (January 2009): 198–205. http://dx.doi.org/10.2304/elea.2009.6.2.198.

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Fayanto, Suritno, Maria Yosephien Retna Tinon Kawuri, Adi Jufriansyah, Danur Dara Setiamukti, and Dwi Sulisworo. "Implementation E-Learning Based Moodle on Physics Learning in Senior High School." Indonesian Journal of Science and Education 3, no. 2 (October 29, 2019): 93. http://dx.doi.org/10.31002/ijose.v3i2.1178.

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The problems faced today by Indonesian teachers are the difficulty of implementing e-learning in the learning process, especially physics learning. During this time the teacher considers using e-learning in the classroom will not be effective. This study aims to explain how the implementation of physics learning by using Moodle-based e-learning in the learning process. In this study, it divided into two aspecs, namely learning outcomes and interest in learning with physics learning material in rectilinear motion. This study uses an experimental class design with a sample size X class of 10 students of Public High School 1 Piyungan group chosen randomly. This study used the design of one group pretest and posttest using the T-Test while the significance value using N-gain analysis scores and learning interests obtained from the questionnaire. The results of the analysis show an increase in learning outcomes with very high N-gain significance values. Then the percentage of student learning interest reaches 66% which is in the excellent category. So it can be concluded that the application of moodle-based learning can increase learning interest and learning outcomes and 73% of students agree if knowledge based on Moodle applied in the learning process. Keywords: e-learning, Moodle, learning management system, learning outcomes, interest in learning

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Low, P. "E-learning Implementation in Foundation English Class: Learners’ Perspectives and Learning Achievement." International Journal of Computer Theory and Engineering 9, no. 4 (2017): 285–89. http://dx.doi.org/10.7763/ijcte.2017.v9.1153.

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Gautama, Made Satya Nugraha, Sugiarsih Sugiarsih, and Totok Harjanto. "CLINICAL NURSING STUDENTS’ SELF CONFIDENCE DURING E-LEARNING IMPLEMENTATION." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 2 (July 28, 2020): 147. http://dx.doi.org/10.22146/jpki.49840.

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Background: E-learning as a learning method with a flexible and interactive pedagogical approach has a positive impact on the value of self-confidence of nursing students. School of Nursing, Faculty of Medicine Public Health and Nursing Universitas Gadjah Mada (FMPHN UGM) develop e-learning for nursing students in clinical practice learning which requires an evaluation to e-learning implementation by describing the self-confidence of the nursing student after use e-learning. The purpose of this study was to describe self-confidence (SC) of the clinical nursing students based on 3 selfconfidence’s components that consist of cognitive, affective, and psychomotor.Methods: A Descriptive study with a cross-sectional design toward 95 clinical nursing students in the stage of nursing management and basic nursing practice in September 2018 period at the School of Nursing FMPHN UGM. Data analysis used the univariate analysis with descriptive statistic test to describe respondent characteristic and variable. Student Satisfaction and Self-Confidence in Learning Instrument by National League for Nursing (NLN) in 2005 was used in this study. The instrument was through cultural adaptation and modification first.Results: The self-confidence of nursing students as e-learning evaluation found that the majority of respondents (90,5%) had high levels of self-confidence. Components of self confidence, consist of cognitive, affective and psychomotor also showed that the majority of respondents were in the high category (84,2%; 88,4%; 66,3%).Conclusion: Clinical nursing students have high self-confidence after going through e-learning.

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Dagienė, Valentina, Daina Gudonienė, and Renata Burbaitė. "Semantic Web Technologies for e-Learning: Models and Implementation." Informatica 26, no. 2 (January 1, 2015): 221–40. http://dx.doi.org/10.15388/informatica.2015.46.

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Nan, Yang. "Design and Implementation of Web-Based E-Learning Platform." Applied Mechanics and Materials 536-537 (April 2014): 599–602. http://dx.doi.org/10.4028/www.scientific.net/amm.536-537.599.

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This paper attends to study Windows Server and SQL Server to form a combination of the two operating systems to establish an online learning platform. The platform basically completed the user needs to achieve functional, but also focuses on the application of Ajax technology, the use of this technology at the user level can be completed without page refresh can be achieved through video effects, the data layer, it reduces the data access to the database pressure, improve the overall performance of the overall learning platform, the results show that the techniques of this paper can be used in a very good application and online learning platform.

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Izgarina, G. K. "Effective implementation of e-learning technologies in extracurricular classes." Vestnik of Orenburg State Pedagogical University. Electronic Scientific Journal, no. 35 (2020): 216–28. http://dx.doi.org/10.32516/2303-9922.2020.35.16.

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Munkhtsetseg, Namsraidorj, and Sambuu Uyanga. "Implementation of E-Learning System: Findings and Lessons Learned." Intelligent Information Management 05, no. 01 (2013): 18–24. http://dx.doi.org/10.4236/iim.2013.51003.

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Štěpánek, Jiří, and Monika Šimková. "Design and Implementation of Simple Interactive e-learning System." Procedia - Social and Behavioral Sciences 83 (July 2013): 413–16. http://dx.doi.org/10.1016/j.sbspro.2013.06.081.

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Sudarsana, I. Ketut, Ketut Wira Adi Armaeni, Dadang Sudrajat, Dahlan Abdullah, Erwinsyah Satria, Kundharu Saddhono, Samsiarni, Rianti Setyawasih, Delia Meldra, and Susi Ekalestari. "The Implementation of The E-Learning Concept In Education." Journal of Physics: Conference Series 1363 (November 2019): 012063. http://dx.doi.org/10.1088/1742-6596/1363/1/012063.

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Vaughan, Kirsty, and Anna MacVicar. "Employees' pre‐implementation attitudes and perceptions to e‐learning." Journal of European Industrial Training 28, no. 5 (June 2004): 400–413. http://dx.doi.org/10.1108/03090590410533080.

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Tarus, John K., and David Gichoya. "E-Learning in Kenyan Universities: Preconditions for Successful Implementation." Electronic Journal of Information Systems in Developing Countries 66, no. 1 (January 2015): 1–14. http://dx.doi.org/10.1002/j.1681-4835.2015.tb00474.x.

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Mardliyyah, Aisyam. "The Implementation of Arabic E-Learning through Arabic-Online.net." LISANIA: Journal of Arabic Education and Literature 4, no. 1 (June 22, 2020): 37–48. http://dx.doi.org/10.18326/lisania.v4i1.37-48.

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This study aims to describe Arabic-Online.net and to find out how it is used in the implementation of Arabic learning. Applying a qualitative approach, this research was of literature study. The main object is e-learning site i.e. Arabic-Online.net which can be accessed openly to learn Arabic. Further, this study found that Arabic-Online.net is an Arabic learning model provided to non-native speakers, which is offered by the Saudi Electronic University. Its teaching is based on the General European reference framework by using four language skills and the main components in Arabic. There are 16 levels in the stages ranging from beginner, elementary, intermediate, upper intermediate, advanced, to mastery which contain as many as 796 main interactive videos, 12.000 audio files, 6.320 images and 10.076 exercises. Each level consists of 6 modules (units), each of which includes 24 lessons. E-learning implementation using Arabic-Online.net is conducted in the form of blended learning.

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Arnaudova, Valia, Todorka Terzieva, and Asen Rahnev. "A METHODOLOGICAL APPROACH FOR IMPLEMENTATION OF ADAPTIVE E-LEARNING." CBU International Conference Proceedings 4 (September 17, 2016): 910–17. http://dx.doi.org/10.12955/cbup.v4.792.

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The purpose of adaptive e-Learning is to ensure effective teaching by providing an opportunity for students to connect with an environment that suits their needs, behavior, and knowledge. The reason adaptive e-Learning is important is that, for a learning process to be successful, it is necessary to consider teaching materials that address specific characteristics of the student, such as their particular goals, preferences, knowledge, and style of studying, to provide an appropriate teaching strategy.In this article we present a methodological approach for implementing the adaptive e-Learning in the course “Computer information systems in tourism”, offered to students in the program “Tourism” through the Smolyan affiliate of the Plovdiv University “Paisii Hilendarski”, using the Distributed Platform for e-Learning (DisPeL). The platform DisPeL enables a user to report on different aspects of the learning process, for example, the time each student takes to learn a specific topic from the curriculum, and the number of incorrect and correct answers from individuals as well as the entire group of students who were trained over a given period of time.

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Gor, Ilana, Edita Margaryan, Zoya Snezhko, and Olesya Dudnik. "Implementation of an E-Learning System in Dental Education." International Journal of Web-Based Learning and Teaching Technologies 16, no. 6 (November 2021): 1–14. http://dx.doi.org/10.4018/ijwltt.286744.

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The purpose of the study is to consider the features of the implementation of an e-learning system at the Institute of Dentistry named after E.V. Borovsky at First Moscow State Medical University (Sechenov University) was studied and the assessment of intermediate result was performed. In order to assess the intermediate effectiveness of the introduction of an e-learning system, an anonymous survey of 2 independent groups of respondents was conducted. The results of the study of the e-learning system and the intermediate assessment of its effectiveness have confirmed the success of its implementation. Most respondents who acted as experts in the anonymous survey highly assessed the training system. Based on the statistical analysis, the reliability of the assessment of the intermediate effectiveness of the introduction of an e-learning system in dental education was determined. It can be concluded that the values differ in the two groups of respondents.

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Amaliyah, Aam, Sinta Agusmiati, Bz Zakiyah, Wilda Khairul Ummah, Uswatun Hasanah, Baini, and Dahlan Abdullah. "Accelerated e-Learning Implementation through Youtube Videos Using Smartphones." Journal of Physics: Conference Series 1899, no. 1 (May 1, 2021): 012155. http://dx.doi.org/10.1088/1742-6596/1899/1/012155.

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Dublin, Lance. "The nine myths of e‐learning implementation: ensuring the real return on your e‐learning investment." Industrial and Commercial Training 36, no. 7 (December 2004): 291–94. http://dx.doi.org/10.1108/00197850410563939.

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Ali, Bayad Jamal, and Govand Anwar. "Implementation of e-learning system readiness: The effect of the cost readiness on implementing e-learning." International Journal of Electrical, Electronics and Computers 6, no. 3 (2021): 27–37. http://dx.doi.org/10.22161/eec.63.4.

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Ardi, Zaimul, Syahril Syahril, and Muhammad Anwar. "Evaluation of Digital Simulation Learning Based E-Learning in Smk Negeri 2 Padang." International Journal of Educational Dynamics 2, no. 1 (January 17, 2020): 188–98. http://dx.doi.org/10.24036/ijeds.v2i1.245.

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Based on the observation that have done at SMK Negeri 2 Padang, there are some problems on implementation of e-learning based Digital Simulation learning. One of which had never done an evaluation on implementation of e-learning based Simulasi Digital learning. This study aimed to evaluate the component of context, input, process, and product on implementation of e-learning based Digital Simulation learning at SMK Negeri 2 Padang. This research was an evaluation study with CIPP evaluation model (Context, Input, Process, Product). The method was used a mixed method by sequential explanatory. Quantitative data have been collected by quesionner and analyzed with descriptive analysis using Achievement Level Respondents (TPR). Qualitative data have been collected by interviewed and observated, and analyzed with data reduction, data display, and make decisions/verification. The result of this reasearch showed that the component of the context, input, process, and product on implementation of learning based Digital Simulation learning at SMK Negeri 2 Padang was at enought category. The component of process and product should be improved to make the implementation of e-learning based Simulasi Digital learning to be more optimal. The recommended is the implementation of e-learning based Digital Simulation learning can proceed with the improvement at each of its components.

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Asoodar, Maryam, Shahin Vaezi, and Balal Izanloo. "Framework to improve e-learner satisfaction and further strengthen e-learning implementation." Computers in Human Behavior 63 (October 2016): 704–16. http://dx.doi.org/10.1016/j.chb.2016.05.060.

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Gede Dharma Arya, Wicaksana, and Dewi Ni Putu Febriana. "E-LEARNING ACCESSIBILITY IN STATE-OWNED SCHOOLS IN NORTH BALI." Lingua Scientia 26, no. 1 (July 22, 2019): 8. http://dx.doi.org/10.23887/ls.v26i1.18833.

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This study aimed at investigating the implementation of e-learning in one of government non-favourite schools in Singaraja. This study was the result of the real implementationof e-learning in Bali in which the government expected e-learning to be applicable in every school in Bali since the launching of Balinese version of E-learning 2017. This research was a descriptive qualitative research. This study used snowball sampling in which the public opinion was counted. The data were collected by using observation and interview guide. The result of the study showed that the implementation of e-learning was not running well and became a serious problem. Some sollutions were offered in this study.

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

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

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Journal articles on the topic 'E-learning implementation'

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