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Journal articles on the topic 'Elearning'
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KEERIO, IMRAN KHAN, ASADULLAH SHAH, MASOOMI HIFAZAT ALI SHAH, NAJHAN MUHAMAD IBRAHIM, HAZWANI MOHD MOHADIS, and IMRAN AHMED QURESHI. "A FRAMEWORK OF E-LEARNING CHALLENGES DURING COVID-19 IN HIGHER EDUCATION INSINUATIONS OF PAKISTAN." Journal of Information Systems and Digital Technologies 5, no. 2 (November 29, 2023): 90–107. http://dx.doi.org/10.31436/jisdt.v5i2.427.
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eLearning is a process of acquiring information with the help of computing devices. The eLearning facility will be available anytime, anywhere, when these computing devices are connected to a network. The real benefit of eLearning was observed during covid-19 when all education institutions suspended their physical classes as social distance was necessary due to the pandemic situation in the world. While having serval advantages of eLearning, the researchers observed several problems, not only in the covid-19 case but even before the pandemic for its adoption/acceptance. Some of the well-known issues faced by the students of higher education institutions enlightened from the literature review are Cost, System Quality, System Complexity, Infrastructure, Social influence, facilitating conditions, and student learning motivations. These problems are still researchable, especially in an underdevelopment country like Pakistan. In this study, a framework has been developed with the help of various models and theories used for Information system research, i.e. (TAM3, UTAUT, M&D, TRA, and IDT). Observing problems from the literature review, some constructs/variables (Perceived Cost, System Quality, Complexity, Social Influence, Facilitating Condition, student learning motivation, PEOU, PU, and BI). are selected to make hypotheses for the framework. The study aims to find the most critical factors affecting eLearning’s slow acceptance/adoption throughout the covid-19 in Pakistan.
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Sarwar, Aamir, Chitapa Ketavan, and Nadeem Shafique Butt. "Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management (Mediating Role of eLearning for Corporate Training)." Pakistan Journal of Statistics and Operation Research 11, no. 2 (August 1, 2015): 241. http://dx.doi.org/10.18187/pjsor.v11i2.1088.
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Tanye, Hannah Ayaba. "Perceived Attributes of Innovation: Perceived Security as an Additional Attribute to Roger’s Diffusion of Innovation Theory." International Journal of Multicultural and Multireligious Understanding 3, no. 6 (December 1, 2016): 6. http://dx.doi.org/10.18415/ijmmu.v3i6.57.
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The study attempts to contribute to the recent call on security issues in eLearning. Security issues in eLearning have been advanced at organizational level. These concerns had not been put in the light of effects on the diffusion of eLearning practice. ELearning involves the use of the web, digital media to deliver knowledge and skills. There is lack of the perspective of security issues at the individual level as a facilitator to the diffusion of innovations. This study proposes perceived security and how it affects the diffusion of eLearning practices in HEI as an additional perceived eLearning (innovation) attribute. The study seeks to find out the extent to which perceived security affect eLearning diffusion in the Universities. The research adopts a quantitative approach by the use of surveys. A survey has the capability of getting a wider and global perspective. Thus, these generalized views facilitate inform decision making in Universities’ eLearning practice. The dependent variable for the quantitative approach is the diffusion of eLearning practice in the Universities. The independent variables are the perceived characteristics of eLearning system by students and the factors that characterize students’ adoption of eLearning systems in Universities. The study found out that perceived security had the highest effect on eLearning diffusion among the students in the three Universities.
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Monda, Eszter. "eLearning sikertényezők." Információs Társadalom 14, no. 1 (March 1, 2014): 29. http://dx.doi.org/10.22503/inftars.xiv.2014.1.2.
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Az esettanulmány a Nemzeti Közszolgálati Egyetem ÁROP-2.2.19-2013-2013-0001 azonosító számú, „Elektronikus képzési és távoktatási anyagok készítése” című kiemelt projekt szereplőinek a szemszögéből felmerült eLearning sikertényezőkre helyezi a hangsúlyt. Az irodalmi áttekintést követően a projekt bemutatása során az eLearning-tananyagok létrehozásának és fejlesztésének a folyamatábrája, szükséges elemei kerülnek bemutatása, majd a résztvevői csoportokat képviselő szakemberek mélyinterjúi során tapasztalt nehézségek és lehetőségek. A szereplők által megfogalmazott sikertényezőket összesítem a tanulmány végén, és további kutatási irányokra, lehetséges szűkítési területekre hívom fel a figyelmet.
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Fernández-Rodríguez, Juan Carlos. "eLearning Education." Psychology and Cognitive Sciences – Open Journal 3, no. 4 (December 28, 2017): e14-e15. http://dx.doi.org/10.17140/pcsoj-3-e008.
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Bolton, J. "Assessor eLearning." ITNOW 52, no. 1 (January 1, 2010): 22. http://dx.doi.org/10.1093/itnow/bwp125.
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Baskas, Antanas. "Elearning levels." Lietuvos matematikos rinkinys 46 (September 21, 2023): 87–92. http://dx.doi.org/10.15388/lmr.2006.30582.
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For most institutions information technologies represent a hole of additional expense. Most campuses have simply bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. Presented results show that all thirty institutions of course redesign online learning program reduced cost by about forty percent on average, increased course-completion rates, improved retention, better student attitudes toward the subject matter.All universities and colleges of this program have realized promise of technology by means of whole course redesign, active learning, computer-based learning resources, mastery learning, on-demand help, alternative staffing.
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Muniasamy, Anandhavalli, and Areej Alasiry. "Deep Learning: The Impact on Future eLearning." International Journal of Emerging Technologies in Learning (iJET) 15, no. 01 (January 15, 2020): 188. http://dx.doi.org/10.3991/ijet.v15i01.11435.
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eLearning as technology becomes more affordable in higher education but having a big barrier in the cost of developing its resources. Deep learning using artificial intelligence continues to become more and more popular and having impacts on many areas of eLearning. It offers online learners of the future with intuitive algorithms and automated delivery of eLearning content through modern LMS platforms. This paper aims to survey various applications of deep learning approaches for developing the resources of the eLearning platform, in which predictions, algorithms, and analytics come together to create more personalized future eLearning experiences. In addition, deep learning models for developing the contents of the eLearning platform, deep learning framework that enable deep learn-ing systems into eLearning and its development, benefits & future trends of deep learning in eLearning, the relevant deep learning-based artificial intelligence tools and a platform enabling the developer and learners to quickly reuse resources are clearly summarized. Thus, deep learning has evolved into developing ways to re-purpose existing resources can mitigate the expense of content development of future eLearning.
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Khan, Tabrej, and Syed Asif Hassan. "SHORT COURSES ELEARNING SYSTEM." INTERNATIONAL JOURNAL OF CURRENT ENGINEERING AND SCIENTIFIC RESEARCH 6, no. 12 (December 2019): 1–5. http://dx.doi.org/10.21276/ijcesr.2019.6.12.1.
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Müller, Andre Matthias, Charlene Goh, Li Zhen Lim, and Xiaoli Gao. "COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators." Education Sciences 11, no. 1 (January 5, 2021): 19. http://dx.doi.org/10.3390/educsci11010019.
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Due to the COVID-19 pandemic, eLearning became the lifeline of higher education. We explored university educators’ eLearning perspectives, practices, and future adoption intentions. In-depth interviews with 14 educators from a large university in Singapore were conducted. Educators had limited eLearning experience prior to COVID-19 emergency eLearning and expressed strong preferences for in-person sessions. The short notice to switch to eLearning and lack of eLearning experiences created stress and anxiety. Educators responded by making efforts that allowed for teaching to continue, conceding that some expectations had to be readjusted. Despite many obstacles, educators acknowledged reduced apprehension towards eLearning. Reflecting upon their experiences, educators highlighted opportunities and challenges of eLearning. A key opportunity was increased flexibility, which enabled students to learn independently. Additionally, eLearning triggered reflection upon educators teaching which could lead to improved practice. Reduction of some barriers to student–educator interaction were also mentioned. Key challenges include creating social, emotional, and cognitive engagement, catering to diverse student needs and providing holistic learning experiences. Considering opportunities and challenges, educators envisioned that eLearning would feature in their future teaching if practical and helpful for achieving educational goals. Hybrid or blended learning approaches were preferred, but support enabling the implementation of technology-based and pedagogy-informed teaching is necessary.
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Malo, Roman. "Implementation of standards within eLearning information systems." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 55, no. 3 (2007): 161–70. http://dx.doi.org/10.11118/actaun200755030161.
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Nowadays, eLearning standards' support within eLearning systems is much discussed problem. In this problem domain especially the reference model SCORM must be considered. This de-facto standard is a package of common standards and specifications used for the standardization of eLearning activities as eLearning content preparation, using e-course, communication etc. Implementation of standards itself is a process with great difficulty and time requests. Interesting and considerable approach to this problem is dividing all the process into several standalone and isolated steps focused on the individual segments of standards. This concept, in the paper described as 4-tier model of eLearning standards’ implementation, principally based upon the SCORM model enables sequential implementation of support for standards of eLearning metadata, eLearning content and also communication and navigation in e-courses. This possibility leads to portability and independence of result e-content. Discuss concept is a framework for standardization within eLearning subsystem of University Information System at Mendel University in Brno.
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Sucipto, Sucipto, Erna Daniati, Dwi Harini, Muhammad Najibulloh Muzaki, Anita Sari Wardani, Akmal Hisyam Pradhana, Theo Krisna Amarya, Maha Shelin Sahira, Amelia Nur Fadhila, and Moh Kusen. "Pelatihan Tim Pengembang Akademik SMAN 6 Kediri dalam Menggunakan E-Learning Berbasis Moodle." Archive: Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (November 28, 2023): 105–15. http://dx.doi.org/10.55506/arch.v3i1.80.
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eLearning merupakan metode pembelajaran yang menggunakan teknologi digital untuk menyampaikan materi pembelajaran secara daring. Elearning dalam masa pandemi Covid-19 sangat dibutuhkan untuk proses pembelajaran daring. Pada masa transisi covid-19 merupakan waktu yang tepat untuk meningkatkan sistem elearning. Implementasi dalam peningkatan sistem elearning dilakukan di SMAN 6 Kediri. peningkatan kemampuan sistem elearning bertujuan untuk solusi efektif dalam meningkatkan fleksibilitas pembelajaran, mengakomodasi gaya belajar yang beragam, dan memfasilitasi aksesibilitas pembelajaran. Pengenbangan elearning menggunakan platform moodle. Moodle adalah sebuah sistem manajemen pembelajaran daring yang digunakan oleh institusi pendidikan di seluruh dunia. Metode Pkm yang digunakan adalah metode partisipatif. Penggunaan Elearning ini cukup praktis untuk proses pembelajaran daring maupun hybrid sehingga memudahkan siswa dalam proses menerima materi pelajaran. Implementasi pelaksanaan pengabdian ini diharapkan dapat membantu optimalisasi proses pembelajaran maupun hybrid pada SMAN 6 Kediri.
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Edrees, Mohamed E. "eLearning X.0." International Journal of Technology Diffusion 5, no. 4 (October 2014): 1–13. http://dx.doi.org/10.4018/ijtd.2014100101.
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Web technologies evolved from Web 1.0 in early 1990s to Web 3.0 nowadays. Alongside Web technologies, eLearning has been evolving from eLearning 1.0 to eLearning 3.0, which integrates the Web X.0 technologies and tools into educational and institutional practice resulting in eLearning X.0. Universities and schools are investing substantial amounts of time and money in implementing Learning Management Systems (LMS). If not designed with eLearning X.0 support in mind, the LMS can pose difficulty for instructors and students to benefit from these technologies through LMS directly. The aim of this study is to evaluate the readiness of learning management systems to support eLearning X.0. This research reviewed the literature for the most common Web X.0 tools or features used in the eLearning process. Then an evaluation model was developed and applied on two respective learning management systems: BlackBoard and MOODLE. The results of readiness evaluation shows that MOODLE is more ready for eLearning X.0 than BlackBoard. The findings of this study provide several important implications for learning management system research and management.
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Prasad, Shaneel, Dinesh Rao, and Shikha Raturi. "Predicting eLearning Readiness Model: A Case Study of Fiji’s Secondary School Science Teachers." International Journal on E-Learning 20, no. 1 (2021): 17–45. https://doi.org/10.70725/104339ihlxlh.
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The use of information communication technology (ICT) tools for eLearning has immense potential in teaching and learning especially in the Sciences. Despite the Fiji government’s focus and efforts towards the introduction of ICT in school, not all science teachers seem to make use of ICT. This study investigated how well-grounded science teachers are in the use and implementation of eLearning tools in their pedagogical practices. A cross-sectional survey design was used with random sampling of 150 participants from 42 public secondary schools in nine designated districts in Fiji. The independent variables used were computer technology usage, internet usage, perception, implications of eLearning for science education, teacher training experiences and institutional eLearning status while the dependent variable was readiness & motivation for eLearning. The findings reveal that all six independent variables are positively correlated to readiness & motivation of the science teachers for acceptance of eLearning with perception and implication of eLearning on science education having the strongest correlation. Utilizing the multiple regression technique, a best fit model is proposed for eLearning readiness.
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Abdelaziz, Hamdy Ahmed. "Quality Control of eLearning Research Design." International Journal of Technology Diffusion 9, no. 3 (July 2018): 46–67. http://dx.doi.org/10.4018/ijtd.2018070104.
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The present article aimed at developing a research methodology to ensure quality control of eLearning field research design and production. The idea of the present research was to investigate effective and ineffective practices in eLearning field. The analysis of a sample of researches and studies (n = 200), conducted in the field of eLearning and Blended Learning in the Arab states revealed that the vast majority of eLearning researches and studies (70%) were stereotypical. Therefore, the researcher developed a list of indicators that ensure quality control of eLearning researches design. A new methodology to design and produce eLearning research is proposed. The proposed methodology contains four stages: Identify Investigate, Prototype, and Produce. Implementation of these stages required the adoption of a tetrad dialogue during the course of answering the six patterns of question: what, who, when, where, how, and why. In addition, the adoption of this new method may support producing adaptive and innovative eLearning research with high level of quality.
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Jin, Jennifer, and Mira Kim. "GPT-Empowered Personalized eLearning System for Programming Languages." Applied Sciences 13, no. 23 (November 28, 2023): 12773. http://dx.doi.org/10.3390/app132312773.
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The eLearning approach to programming language instruction has gained widespread acceptance due to advantages such as accessibility, temporal flexibility, and content reusability. However, the current eLearning for programming predominantly employs the delivery of one-size-fits-all content, engendering elevated costs in both the development of language coursework and administration of eLearning sessions, which includes the labor-intensive task of grading student submissions. A compelling research question to consider is how to construct an eLearning system capable of delivering personalized, student-centric content, automating the generation of coursework elements, and eliminating the need for instructor involvement in the management of eLearning sessions. Our approach to delivering a definite solution to the question involves the utilization of a suite of advanced software technologies: GPT to dynamically generate course contents/components, prompt engineering to personalize course content for each individual student, and autonomous computing to manage eLearning sessions without the need for human intervention. The research results encompass the design of an eLearning framework covering all programming languages, a fully functional Python-based implementation, seamless integration with ChatGPT for dynamic content generation, a high degree of content personalization, and the elimination of manual effort required for managing eLearning sessions.
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Ochoo, Olivia Susan, Shem Mwalw’a, and Elizabeth Nduku. "Effectiveness of E-Learning on Students’ Learning Process at Catholic University of Eastern Africa." Journal of Education and Practice 7, no. 6 (October 6, 2023): 1–23. http://dx.doi.org/10.47941/jep.1466.
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Purpose: The main aim of this study was to investigate the effectiveness of eLearning on the student’s learning process at the Catholic University of Eastern Africa. The research questions addressed the following areas: how students access educational learning resources on e-learning platforms, how eLearning has been integrated into the process of learning, how eLearning integrations affect students’ learning process, how computer-based learning influences students'’ completion rate at the CUEA, how e-learning and traditional learning environments significantly relate to students’ learning process, the challenges that are associated with e-learning, and the mitigation measures the university is taking to resolve the eLearning challenges.
 Methodology: The researcher used an integrated mixed-method approach involving qualitative and quantitative paradigms. Probability and non-probability sampling techniques were used. The target population for the research was 816 out of which, 260 respondents were sampled. From the sampled population, 218 participated in the research making an 85% return rate. The hypothesis was tested using chi-square, while internal consistency was used to ensure the internal reliability of the research instruments. Cronbach validity was used to validate the Likert scale items. Besides, correlation was used to find out the relationships between the dependent and independent variables. The researcher obtained approval from the faculty of education and permission from NARCOSTI to collect data from the respondents.
 Findings: The research findings revealed that independent variables, eLearning benefits, eLearning resources, eLearning incentives, and eLearning integration contribute to students’ learning process. The research further revealed that the introduction of a favorable and supportive eLearning environment positively influences Students’ Learning Processes. The researcher concluded that eLearning contributes to the effective learning process of students, therefore, is imperative to be embraced. 
 Unique Contribution to Theory, Policy and Practice: The researcher recommended that the government, curriculum developers and IHL focus on Instructional design, build a strong Learning management system, guidelines and policy, comparative analysis, leverage Cultural and Global perspectives, eLearning accessibility, engagement, Assessment and evaluation of the eLearning platform. Besides, the students subscribing to the eLearning platform should be given proper orientation in order to navigate the platform easily.
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Karim, Syed Fazal. "An Analysis of Factors Affecting the Adoption Intention of eLearning in India." International Journal of Business Data Communications and Networking 11, no. 1 (January 2015): 15–23. http://dx.doi.org/10.4018/ijbdcn.2015010102.
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The aim of this paper is to understand the factors affecting the adoption intention of eLearning as a means of learning amongst individuals (specifically learners and teachers). eLearning is a scalable, efficient, cost effective and fast form of learning but its acceptance levels are still low. The study endeavors to come forward with factors and outcomes, which when analyzed, will help examine the reasons for the low acceptance rate of the eLearning education model in India. The paper will help all the stakeholders in the field of eLearning to develop a fair understanding of low acceptance of eLearning.
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Kiravu, Cheddi, Kamen M. Yanev, Moses O. Tunde, Anna M. Jeffrey, Dirk Schoenian, and Ansel Renner. "eLearning hands-on: blending interactive eLearning with practical engineering laboratory." International Journal of Information and Learning Technology 33, no. 5 (November 7, 2016): 278–99. http://dx.doi.org/10.1108/ijilt-07-2016-0023.
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Purpose Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal. Design/methodology/approach The qualitative approach compares the eLearner-content interactivity deriving from Mathematica’s Computable Document File (CDF) application, Pearson’s myLab and Lucas-Nuelle’s UniTrain-I. Illustrative interactive examples written in JavaScript and Java are thereby drawn from an engineering eLearning course developed at the University of Botswana (UB). Findings Based on its scientific rigour, wide application scope, engineering analytical depth, minimal programming requirements and cross-subject-cum-faculty application and deployment potential, the authors found the CDF to be a versatile environment for generating dynamically interactive eLearning contents. The UniTrain-I, blending a multimedia information and communication technology (ICT)-based interactive eLearner-content philosophy with practical laboratory experimentation, is recommended for meeting the paper’s dual eLearning goal as the most adept framework to-date, blending dynamic interactive eLearning content with laboratory hands-on engineering experimentation. Research limitations/implications The lack of other competing frameworks limited the considerations to only the three mentioned above. Consequently, the results are subject to review as the ongoing research advances new insights. Originality/value The conclusions help eLearning designers plan ICT-based resources for integration into practical electrical engineering eLearning pedagogy and both CDF and UniTrain-I help dispel the prevailing apparent disquiet regarding the effectiveness of the eLearning-mediated electrical engineering pedagogy. In addition, the cited examples document an original electrical engineering eLearning course developed at the UB.
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A., Shelly. "IMPLEMENTING ELEARNING IN HIGHER EDUCATION AT BANGLADESH OPEN UNIVERSITY: BARRIERS FROM THE VIEWPOINT OF LEARNERS." SANGAM International Journal of Multidisciplinary Research II, no. II (March 31, 2025): 16–21. https://doi.org/10.5281/zenodo.15393005.
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<em>While eLearning has grown in affluent nations, it is still in its infancy in underdeveloped nations like Bangladesh. Using eLearning still faces many obstacles. This study aims to find out the obstacles experienced by Bangladesh Open University (BOU) in the implementation of eLearning in graduate programs and recommend possible solutions towards its successful implementation. BOU has attempted to adopt eLearning as a new strategy for teaching and learning in the past few years. Due to COVID-19, all educational institutions in Bangladesh have been pushed to adopt online learning in order to resume the students' learning activities. BOU has also taken the opportunity to advance its eLearning implementation procedure. This paper presents the findings from a survey of 206 students of MBA programs of the School of Business (SOB) of BOU who are currently using eLearning in a blended mode approach. Data was collected through questionnaires, in-depth interviews and document analysis. Questionnaires, in-depth interviews, and document analysis were used to gather data. It has been found that before the successful deployment of eLearning can be realized, Bangladesh Open University needs to overcome many obstacles. In order to achieve the successful usage of eLearning, Dhaka University must undertake more initiatives about the technology infrastructure and create plans and incentives. The study's findings give stakeholders a brief understanding of the challenges associated with implementing eLearning in graduate programs, which will enable them to take appropriate action to reduce these challenges. </em>
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Cantoni, Lorenzo. "eTourism and eLearning." Information Technology & Tourism 13, no. 1 (January 1, 2011): 1. http://dx.doi.org/10.3727/109830511x13167968595589.
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Brown, T. "Ethics in eLearning." Revista de Educação do Cogeime 17, no. 32-33 (December 31, 2008): 211–16. http://dx.doi.org/10.15599/0104-4834/cogeime.v17n32-33p211-216.
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Germek, George. "Empowered library eLearning." Reference Services Review 40, no. 1 (February 10, 2012): 90–102. http://dx.doi.org/10.1108/00907321211203658.
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Neal, Lisa, and Lorraine Normore. "eLearning and fun." eLearn 2005, no. 7 (July 2005): 2. http://dx.doi.org/10.1145/1082205.1082209.
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Müssig, Carsten, and Denise Schönberg. "Best Practice eLearning." Pflegezeitschrift 77, no. 11 (October 2024): 50–53. http://dx.doi.org/10.1007/s41906-024-2727-4.
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Bakhri, Syaiful. "Persepsi Mahasiswa Terhadap Kualitas Sistem, Kualitas Informasi, dan Kualitas Layanan Elearning UIN Walisongo (Studi Kasus Mata Kuliah Manajemen Sistem Informasi)." Walisongo Journal of Information Technology 3, no. 1 (July 26, 2021): 49–58. http://dx.doi.org/10.21580/wjit.2021.3.1.8666.
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Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa terhadap kualitas sistem, kualitas informasi, dan kualitas layanan pada elearning UIN Walisongo Semarang. Studi kasus penelitian ini pada matakuliah manajemen sistem informasi jurusan Manajemen Pendidikan Islam (MPI) di Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Walisongo Semarang. Metode yang digunakan adalah observasi di lapangan secara langsung dan wawancara dengan mahasiswa MPI. Hasil penelitian ini menunjukan bahwa kualitas sistem pada elearning UIN Walisongo, memudahkan mahasiswa dalam proses pembelajaran. kualitas informasi pada elearning UIN Walisongo memberikan informasi tentang materi dan tugas perkuliahan, sedangkan kualitas layanan pada elearning UIN Walisongo sudah disediakan media tutorial dalam bentuk video dan PDF, serta tersedianya layanan helpdesk untuk membantu mahasiswa dalam menggunakan elearning UIN Walisongo.
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Lumenta, Arie. "Implementasi Sistem eLearning di Universitas Sam Ratulangi." d'CARTESIAN 4, no. 2 (June 26, 2015): 229. http://dx.doi.org/10.35799/dc.4.2.2015.11935.
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Sistem eLearning dibangun untuk menunjang proses kegiatan belajar mengajar. Sistem ini dapat digunakan sebagai pendamping proses belajar mengajar konvensional, serta dilaksanakan secara paralel atau bersamaan. Dalam tulisan ini akan dibahas tentang implementasi sistem eLearning di Universitas Sam Ratulangi. Pada tahap awal implementasi sistem eLearning yang dibangun, sebagian besar hanya dimanfaatkan oleh dosen pengajar sebagai media distribusi materi perkuliahan. Aplikasi yang digunakan untuk implementasi sistem eLearning adalah Moodle. Hanya ada sedikit dosen yang memanfaatkan sistem ini bukan hanya sekedar sebagai media distribusi materi kuliah, tetapi juga sebagai sarana untuk berkomunikasi dengan mahasiswa di luar waktu kuliah dan melakukan manajemen tugas kuliah secara online serta mengadakan evaluasi atau kuis secara online. Kata kunci: CMS, Moodle, Sistem eLearning
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Gearhart, Deb. "Lack of Ethics for eLearning." International Journal of Technoethics 3, no. 4 (October 2012): 33–40. http://dx.doi.org/10.4018/jte.2012100103.
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Among the many concerns an eLearning program administrator faces, ethics for eLearning is among the top. Ethical concerns come from within the program and external to it. This article is a review of some of the ethical concerns facing eLearning administrators; looking at two sides of the ethical coin. The first side of the coin looks at internal ethical issues which has brought about concern for the quality of eLearning programs and has led to five new federal regulations facing IHE. The flip side of the coin looks at ethical concerns coming from outside the program by way of unethical behaviors from students and how eLearning program administrators can deal with these unethical practices.
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Obmerga, Francisco S. "Best Practices of E-Learning in Nursing Education: A Systematic Literature Review." International Journal of Research and Scientific Innovation XI, no. III (2024): 403–17. http://dx.doi.org/10.51244/ijrsi.2024.1103029.
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The integration of eLearning methodologies in nursing education due to technological advancements. It highlights the challenges faced by nursing faculty in preparing students to utilize these technologies effectively. The study, conducted using a Systematic Literature Review approach, focused on scholarly articles from 2010 to 2023 that utilized eLearning methods in nursing education. Results indicate that e-learning facilitates group activities, self-evaluation, and flexible scheduling. Successful eLearning implementation necessitates teacher support, training, current content, and student-faculty engagement. The conclusion emphasizes evidence-based eLearning approaches that enhance knowledge, self-directed learning, and critical thinking in nursing students, stressing the importance of faculty training and ongoing support for the effective deployment of eLearning.
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Ntshwarang, Poloko N., Tumani Malinga, and Nonofo Losike-Sedimo. "eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis." Higher Education for the Future 8, no. 1 (January 2021): 142–54. http://dx.doi.org/10.1177/2347631120986281.
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Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.
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Edrees, Mohamed E. "Assessing eLearning Systems Success." International Journal of Technology Diffusion 4, no. 1 (January 2013): 56–67. http://dx.doi.org/10.4018/jtd.2013010104.
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The traditional context of learning is experiencing a radical change. Along with the advancement of information technology, the electronic learning (eLearning) has played an important role in teaching and learning, which has become more and more popular not only in different levels of schools but also in various commercial or industrial companies. Measuring and evaluating eLearning systems have become a priority for both schools and commercial or industrial companies to justify investments, assess impacts, and better meet learner and teacher expectations. In context of eLearning, few studies have been conducted to assess the success of eLearning systems. This study provides the first empirical test for an adaption of Delone and McLean’s information systems success model considering both parts of the model, dimensions and relationships, to assess eLearning systems success from educators’ perspective. Data collected by questionnaire from 74 higher education educators that using eLearning systems in Bahrain was analyzed. Except for the link system quality to user satisfaction, the hypothesized relationships between the six success variables are significantly or marginally supported by the data. The findings show several important implications for eLearning research and practice.
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Dvoroková, KateĹ™ina, and LumĂr Kulhánek. "INNOVATION OF THE STUDY COURSE USING PEARSON HIGHER EDUCATION TOOLS." CBU International Conference Proceedings 5 (September 23, 2017): 593–98. http://dx.doi.org/10.12955/cbup.v5.991.
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In the Czech Republic, there is historically a wealth of experience with eLearning. In recent years, however, new platforms were developed that have escaped the attention of the academic sphere. The purpose of this article is to evaluate experience with the platform of Pearson Company within the innovation of the course Monetary Theory and Policy at the Faculty of Economics, Technical University of Ostrava. In the Czech Republic, the history of eLearning has been dating since the year 2000. Among the best-known eLearning projects within universities belonged the project "Virtual University" or the online training system WebCT. The most widely used eLearning tools in the Czech Republic today are LMS Moodle, Articulate, Adobe Captivate, eDoceo, etc. Surprisingly eLearning platforms built within the renowned book publisher – e.g., Pearson or Oxford, are less known in the Czech Republic. In this article, we will, therefore, discuss the possibilities that Pearson platform for eLearning offers for universities, and we will conclude with our further experience with its practical use.
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Gurohman, Diki Taufik, Bekti Maryuni Susanto, Agus Hariyanto, Ery Setiyawan Jullev Atmadji, Mukhamad Angga Gumilang, Elly Antika, and Nanik Anita Mukhlisoh. "PENERAPAN HORIZONTAL POD AUTOSCALER DAN REDIS CLUSTER BERBASIS KUBERNETES UNTUK MENINGKATKAN PERFORMA WEBSITE ELEARNING." SKANIKA: Sistem Komputer dan Teknik Informatika 7, no. 2 (July 26, 2024): 224–35. http://dx.doi.org/10.36080/skanika.v7i2.3211.
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Elearning merupakan sarana yang sangat vital dalam pembelajaran saat ini. Untuk memberikan layanan yang optimal, server elearning membutuhkan sumber daya komputasi yang cukup besar ketika user mengakses secara bersamaan dalam jumlah besar. Namun, mahalnya sumber daya komputasi seperti CPU, memory dan disk penyimpanan membuat organisasi kesulitan dalam memenuhi kebutuhan pengguna yang besar. Penelitian sebelumnya membandingkan performa dua public cloud pada learning management system berbasis moodle. Hasilnya waktu backup dan restore akan meningkat sekitar 10 detik untuk setiap ukuran data tambahan sebesar 500 MB. Penelitian ini bertujuan menerapkan horizontal pod autoscaler dan redis cluster berbasis Kubernetes pada server elearning Moodle. Moodle digunakan untuk menjalankan elearning dan redis sebagai memori database yang dapat meningkatkan performa website. penerapan horizontal pod autoscaler dan redis cluster mampu meningkatkan performa website elearning moodle sebesar 4,3% dibandingkan dengan pendekatan monolitik. Penelitian menunjukkan bahwa penerapan kubernetes dan redis cluster mampu meningkatkan performa website elearning moodle. Penelitian ini juga menunjukkan bahwa pendekatan microservice mempunyai performa yang lebih baik dibandingkan dengan pendekatan monolitik.
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Jittawiriyanukoon, Chanintorn. "Proposed classification for eLearning data analytics with MOA." International Journal of Electrical and Computer Engineering (IJECE) 9, no. 5 (October 1, 2019): 3569. http://dx.doi.org/10.11591/ijece.v9i5.pp3569-3575.
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<span>Elearning education has developed a crucial factor in the educational organization. With the situation of declining student size, elearning has to offer more cross-departmental and multi-disciplinary courses for individual needs to go over “one-size-fits-all” traditional model. Elearning data analytics which has not been professionally classified cannot produce reliable results. Classifications for elearning data help comfort the accuracy of outcomes and reducible pre-processing time. This research proposes a practical model for individual learning and personality. The proposed model based on data from the LMS classifies both the student preferences and personalities. The model helps design future curricula to suit student personalities, which intangibly assists them to be efficient in the study practice. Performance of the proposed classification is evaluated by using MOA software. It outperforms and improves the accuracy of complex elearning datasets. Besides, the results indicate an achievement in the students' study time after applying the association rule model on the elearning.</span>
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Chanintorn, Jittawiriyanukoon. "Proposed classification for elearning data analytics with MOA." International Journal of Electrical and Computer Engineering (IJECE) 9, no. 5 (October 1, 2019): 3569–75. https://doi.org/10.11591/ijece.v9i5.pp3569-3575.
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Elearning education has developed a crucial factor in the educational organization. With the situation of declining student size, elearning has to offer more cross-departmental and multi-disciplinary courses for individual needs to go over “one-size-fits-all” traditional model. Elearning data analytics which has not been professionally classified cannot produce reliable results. Classifications for elearning data help comfort the accuracy of outcomes and reducible pre-processing time. This research proposes a practical model for individual learning and personality. The proposed model based on data from the LMS classifies both the student preferences and personalities. The model helps design future curricula to suit student personalities, which intangibly assists them to be efficient in the study practice. Performance of the proposed classification is evaluated by using MOA software. It outperforms and improves the accuracy of complex elearning datasets. Besides, the results indicate an achievement in the students' study time after applying the association rule model on the elearning.
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Satria, Deki. "eLearning Gamification Prototype Development using User Centered Design Approach." Jurnal Komtika (Komputasi dan Informatika) 7, no. 1 (May 27, 2023): 22–30. http://dx.doi.org/10.31603/komtika.v7i1.8958.
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Abstract eLearning is one of the tools used by the educational institution. Unfortunately, many eLearning systems were not fully utilized by the user. These problems occur because of a lack of interaction in the eLearning system, dulling the learning process. Another problem is the lack of preparation from the user. This research tried to tackle these problems using gamification. The gamification adopted in this prototype is Medals, Ratings, and Discussion. The development prototype development using User Centred Design to gather the requirements and system flows. The use of these elements is hoped to be able to elevate the eLearning adoptions. The results of this research are the prototype of the gamification features and the business process of discussion in the eLearning system
 
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Dhanapal, Chitra. "E-Learning: A successful Methodology and Enhancement in English Language Teaching and Learning During Covid-19 pandemic: The Case of King Khalid University in Saudi Arabia." European Journal of Language and Culture Studies 1, no. 2 (March 10, 2022): 7–10. http://dx.doi.org/10.24018/ejlang.2022.1.2.10.
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Most of the institutions changed to fulltime eLearning method during Covid-19 pandemic but eLearning methodology helped the educational process with interruption. This paper shows the efficiency of eLearning in Science and Arts College for Girls, King Khalid University. Another view of this study is focused on how eLearning methodologies and its tools functioned during Covid-19 pandemic in teaching and learning English language. To find out the result, quantitative survey was conducted among the English departments’ faculties and students from King Khalid University, Al-Majadra branch.
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Abdelaziz, Hamdy Ahmed. "Creative Design of Interactive eLearning Activities and Materials (IEAM)." International Journal of Technology Diffusion 5, no. 4 (October 2014): 14–34. http://dx.doi.org/10.4018/ijtd.2014100102.
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The research objective was to develop a psycho-pedagogical model for designing creative Interactive eLearning Activities and Materials (IEAM). To achieve this purpose, the developmental research methodology was implemented through three main stages: systematic design, systematic development, and evaluation. In the systematic design phase, a list of educational and creative design standards of interactive eLearning activities and materials was developed. In the systematic development phase, the main components of the proposed model were created. The main components (domains) of the proposed model that should be implemented in developing eLearning activities and materials were: Knowledge Domains and Classifications, Pedagogical Techniques and Strategies, eLearning Tools and Media, Pedagogical Standards of Interactive Activities, Creativity Processes, and Mental Knowledge Structure. In the evaluation phase, a mixed approach of Focus Group Interview (FGI) and Case Study was implemented to validate the proposed model on a micro level. The final model was refereed by three full professors specialized in: Curriculum and Instruction, Instructional Technology and eLearning, and Cognitive Psychology. The findings of this study revealed that the proposed model could be a supporting metaphor for creative design of interactive eLearning and distance learning activities and materials. This model is also a starting point for studies, which intend to understand and apply creative design of eLearning activities and materials. It is recommended to have online instructors and e-Courses' instructional designers get trained on implementing this model to increase the quality of designing eLearning courses.
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Pokhrel, Sudip, and Pitambar Acharya. "Factors Influencing University Students’ Behavioral Intention and Use of eLearning in Kathmandu Valley." Journal of Advances in Education and Philosophy 8, no. 05 (May 15, 2024): 364–76. http://dx.doi.org/10.36348/jaep.2024.v08i05.005.
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This study aims to investigate the factors influencing university students’ intention and behavior toward eLearning in Kathmandu Valley, Nepal. The research framework used in this study was the Unified Theory of Acceptance and Usage of Technology (UTAUT). The most common factors associated with UTAUT are social influence, facilitating conditions, habit, performance expectancy, effort expectancy, behavioral intention, and use behavior. Data were collected from 385 university students through a closed-ended questionnaire through social media platforms. The demographic information of respondents was summarized using SPSS version 25 software, while structural equation modeling was performed using SmartPls version 3 to identify the factors that influence behavioral intention and use behavior of eLearning. The data analyses revealed that performance expectancy, effort expectancy, facilitating conditions, social influence, and habit all significantly influence the behavioral intention of eLearning, with facilitating conditions being the most significant factor. Similarly, habit, facilitating conditions, and behavioral intention also significantly influence the use behavior of eLearning, with facilitating conditions as the most significant factor. It suggests that students are more likely to utilize eLearning tools when they have access to various technical devices and receive sufficient support from educational institutions. Therefore, universities should prioritize accessibility, feedback mechanisms, and seamless integration of eLearning into curricula. Peer support, technical assistance, and promotion of the benefits of eLearning are also essential for fostering engagement. By focusing on these aspects, eLearning adoption can be optimized, leading to improved academic performance and learning outcomes among university students in Kathmandu Valley.
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Thua, Josephine Nyambura, Pacificah Okemwa, Regina Mwatha, and Francis Malenya. "Effectiveness of eLearning for educational advancement in selected universities in Nairobi City County, Kenya: The role of gender-based factors." Research Journal of Education, Teaching and Curriculum Studies 2, no. 2 (August 19, 2024): 30–39. http://dx.doi.org/10.58721/rjetcs.v2i2.683.
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eLearning has provided a favourable education platform for access to timely, quality, and cost-effective education advancement in Kenyan universities. It has not, however, achieved its expected potential and suffers numerous challenges that affect its full implementation. A notable challenge is its effectiveness in catalysing educational advancement by enhancing transition and completion rates in various academic programs. This study aimed to assess the gender disparities that influence the effectiveness of eLearning in select universities. The indicators for effectiveness were defined as the functionality of the eLearning Management Systems (ELMS), benefits accrued from eLearning, and progression and completion rates in the programs offered under eLearning. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. The questionnaire, key informant interview guide, and content analysis were used as the data collection tools. Data was quantitatively and qualitatively analysed. Analysis of the ELMS found that the instructor’s availability and guidance on inline interaction was the most effective functionality of ELMSs with means of 4.10 and 4.31 for males and females, respectively. The least concern was the provision of technological devices for eLearning, 3.49 and 3.42, for males and females respectively. There was notable gender disparity in information received during course registration, protection of student data, academic progress data, and support by technical staff. The composite means were 3.81 and 4.01 for males and females respectively. Most females (3.92) found that simplification of e-materials was the most important enabler for eLearning whereas males (3.68) stated that eLearning had improved their accessibility to educational advancement. The highest gender disparities influencing eLearning were the cost-effectiveness and availability of e-materials. These factors influenced completion rates which were slightly higher for males than females as previously reported. This study provides data that can be used to formulate gender-responsive policies that promote, enhance, and sustain the effectiveness of eLearning by minimizing gender-based disparities that would otherwise negatively impact educational advancement.
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Frederix, Ines, Thijs Vandenberk, Leen Janssen, Anne Geurden, Pieter Vandervoort, and Paul Dendale. "eEduHeart I: A Multicenter, Randomized, Controlled Trial Investigating the Effectiveness of a Cardiac Web-Based eLearning Platform - Rationale and Study Design." Cardiology 136, no. 3 (September 23, 2016): 157–63. http://dx.doi.org/10.1159/000448393.
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Objectives: Cardiac telerehabilitation includes, in its most comprehensive format, telemonitoring, telecoaching, social interaction, and eLearning. The specific role of eLearning, however, was seldom assessed. The aim of eEduHeart I is to investigate the medium-term effectiveness of the addition of a cardiac web-based eLearing platform to conventional cardiac care. Methods: In this prospective, multicenter randomized, controlled trial, 1,000 patients with coronary artery disease will be randomized 1:1 to an intervention group (receiving 1-month unrestricted access to the cardiac eLearning platform in addition to conventional cardiac care) or to conventional cardiac care alone. The primary endpoint is health-related quality of life, assessed by the HeartQoL questionnaire at the 1- and 3-month follow-ups. Secondary endpoints include pathology-specific knowledge and self-reported eLearning platform user experience. Data on the eLearning platform usage will be gathered through web logging during the study period. Results: eEduHeart I will be one of the first studies to report on the added value of eLearning. Conclusions: If the intervention is proven effective, current cardiac telerehabilitation programs can be augmented by including eLearning, too. The platform can then be used as a model for other chronic diseases in which patient education plays a key role.
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Khadija, Alhumaid Sana Ali Anbreen Waheed Erum Zahid Mohammed Habes. "COVID-19 &Elearning: Perceptions &Attitudes Of Teachers Towards E-Learning Acceptancein The Developing Countries." Multicultural Education 6, no. 2 (September 30, 2020): 100. https://doi.org/10.5281/zenodo.4060121.
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<em>E-learning is replacing the traditional classroom environment worldwide. Especially during the current Covid-19 outbreak, eLearning is a crucial source to continue educational activities. In this regard, this micro-level study aims to examine the teachers’ perceptions regarding online learning as a substitute for formal education. By using the Technology Acceptance Model (TAM) as the conceptual framework, the researchers selected a brief sample of n= 30 university-level instructors from Rawalpindi, Pakistan. Further to affirm the study hypotheses, the researchers also conducted multiple regression analyses. Findings revealed a positive relationship between technology acceptance and eLearning during Covid-19 in Pakistan. Overall, the respondents expressed a favorable opinion concerning eLearning acceptance during the lockdown situation and its impacts on students’ academic performance. However, due to weak infrastructure, the Education Ministry of Pakistan is also facing several challenges in implementingthe eLearning system. Also, access to eLearning and students’ indifferent attitude towards online learning are significant challenges. Thus the researchers recommend more studies to highlight teachers’ opinions regarding the significance of eLearning. Therefore, the current study will not only help the local government to introduce practical strategies but also motivate students to accept eLearning as an essential part of their educational journey.</em>
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Adeba, Melkamu, and Kelly Gatewood. "Factors Influencing E-learning Adoption when Teaching Science, Technology, Engineering, and Mathematics (STEM) Disciplines at a Science and Technology University in Ethiopia." International Journal of Contemporary Education 7, no. 2 (May 21, 2024): 19. http://dx.doi.org/10.11114/ijce.v7i2.6865.
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eLearning technology in Science, Technology, Engineering, and Mathematics (STEM) instruction may positively impact the quality of education in preparing a competent 21st-century workforce in developing countries. Adopting eLearning technology in higher education institutions' STEM departments in developing countries is critical in allowing its graduates to compete in the global workforce. Information technology integration into STEM disciplines in higher education in developing countries may have two purposes: course access and technology skill development. Training this labor force with skills to use eLearning integrated into STEM disciplines increases their technical competencies. However, using eLearning to teach STEM disciplines in higher education institutes in developing countries still needs improvement. Understanding the factors influencing eLearning adoption and use is critical to understanding this phenomenon. This case study explored factors influencing eLearning adoption when teaching STEM disciplines. The study occurred at a mid-sized science and technology university in Ethiopia. A qualitative research approach examined how faculty members describe factors influencing eLearning technology adoption and use in the STEM departments on campus: the data collection method combined semi-structured individual interviews, focused group interviews, and document reviews. Seven faculty members and department heads participated in the personal interviews, and three participated in focus group interviews. An inductive method was used to analyze data collected from participants. Five themes emerged from qualitative data analysis: nature of the course, technology, institution, user's attitude, and environment. Challenges related to technology infrastructure, lack of training and technical support, the course nature, and lack of eCurriculum design were significant factors in adopting and using eLearning. The concerted effort of stakeholders, specifically faculty members, institutional leaders, and technical support teams, to adopt and use eLearning in STEM instruction positively impacts the quality of education in preparing a competent 21st-century workforce in developing countries.
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Bentaleb, Asmae, and Jaafar Abouchabaka. "A survey of federated learning approach for the Sustainable Development aspect: eLearning." E3S Web of Conferences 477 (2024): 00055. http://dx.doi.org/10.1051/e3sconf/202447700055.
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Throughout the years, sustainable development has been the concern of many governments. The United Nations have launched the agenda for sustainable development, containing 17 goals. Achieving it, is considered to be a challenging task as it requires balancing different aspects, the economic, social and ecological ones. One of the most important aspects of sustainable development is eLearning. It is green and does not require students to move to classes or waste energy. It has been widespread globally, especially after the pandemic. Artificial intelligence solutions have been used to implement eLearning; however, they still have some shortcoming, that were handled by newer technologies. Federated learning is among them. It came with more robust, and intelligent solutions to effectively implement the eLearning concept. Hence, in this work we will explain how eLearning helps in achieving sustainability, and then how technology can serve this virtual concept. We will focus on one of the latest technologies of AI that helps in implementing eLearning, which is Federated Learning. Therefore, we will try to filter the most interesting works in eLearning, especially the ones using Federated learning.
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Singh, Gurmak, and Glenn Hardaker. "Barriers and enablers to adoption and diffusion of eLearning." Education + Training 56, no. 2/3 (April 8, 2014): 105–21. http://dx.doi.org/10.1108/et-11-2012-0123.
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Purpose – The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of the study is on the examination of how the organisation's diffusion structures, systems or processes influence the individual adoption of eLearning. The findings from this literature review contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Design/methodology/approach – An extensive search of the literature was conducted. The selected references were analysed into a number of categories; macro-level studies examining HE context of eLearning, micro-level studies focusing on individual and social factors and articles focusing on management issues of adoption and diffusion of technological innovations. Finally, over 300 articles were used to compile the findings of this paper. Findings – The paper argues that future research studies should not model the adoption and diffusion of eLearning based primarily on either an individualist (Micro) or structuralist (Macro) perspective, but by using a more interactive approach to examine the complexity and multiple levels and dimensions of social reality. Research limitations/implications – A significant exclusion and one which clearly calls for further research, is the aspect of institutional structures such as library systems, virtual learning environments, administrative support systems and other technical systems such as enrolment, registration, assessment and students, with respect to the adoption of eLearning. Future studies may want to explore the interplay between these structures and agency. Practical implications – The study findings contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Considering the slow and often disappointing adoption of eLearning within higher education institutions (HEIs), the study reveals the nature of adoption that may inform the development of institutional eLearning diffusion structures. Social implications – The paper identifies that the importance of individual factors influencing the adoption of eLearning has been acknowledged by the above studies, and the underlying message has emerged that levels of eLearning adoption would be higher if strategic managers recognised the social dimensions of eLearning innovation and diffusion, such as: academic and professional goals, interests and needs; technology interests; patterns of work; sources of support; and social networks. The argument is that currently eLearning is geared towards technically “literate” and innovative staff, and this strategy reduces the likelihood of mainstream faculty actually adopting instructional technology for their own teaching. Originality/value – A review of the eLearning literature shows that there only a few substantive theoretical accounts which adequately integrate multiple levels of analysis and explain adoption and diffusion of eLearning in terms of the interplay between structural influences and individual action. The paper argues for future research to be integrated in a general analytical framework.
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Alhabeeb, Abdullah, and Jennifer Rowley. "Critical success factors for eLearning in Saudi Arabian universities." International Journal of Educational Management 31, no. 2 (March 13, 2017): 131–47. http://dx.doi.org/10.1108/ijem-01-2016-0006.
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Purpose The purpose of this paper is to offer insights into the development of eLearning systems and the perceptions of key players in the management of eLearning systems in three large universities in Saudi Arabia. It establishes the relative importance of different factors and compares these findings with studies conducted elsewhere in the world. Design/methodology/approach Desk research was conducted to gather a profile of the eLearning initiatives in the participating universities. Structured interviews were conducted with senior managers with responsibility for implementing and promoting eLearning in their universities. The interview protocol prompted discussion of the importance of the following sets of factors in the success and acceptance of eLearning: student characteristics, instructor characteristics, learning environment, instructional design, and support. Interviews were transcribed and analysed using thematic analysis. Findings Supported by the Saudi Government, the three universities in this study have been developing their eLearning services. The two most important groups of critical success factors in this process were regarded as those related to student and instructor characteristics. Further analysis within each group of factors suggested that participants regarded instructor knowledge with learning technologies and student knowledge of computer systems, and technical infrastructure as important facilitators of success. Amongst instructional design factors, clarity of learning objectives and content quality were regarded as important. Insights are offered as to the reasons for these selections. Originality/value This study furthers earlier research on eLearning managers’ views and contributes to understanding of eLearning and its management in the Middle East.
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Samroh. "Penerapan Sistem E-Learning Pada PT. Hibaindo Armada Motor Jakarta Timur Serta Keterkaitannya dengan Prestasi Kerja Dengan Indikator Pengetahuan dan Kualitas Kerja." ATRABIS: Jurnal Administrasi Bisnis (e-Journal) 5, no. 1 (June 28, 2018): 146–54. http://dx.doi.org/10.38204/atrabis.v5i1.451.
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The purpose of this research is to know the correlation between elearning system with job performance obtained from indicator of knowledge and work quality. The research was conducted by qualitative descriptive method with phenomenology approach with respondents of PT. Hibaindo Armada Motor Jakarta numbering 30 people. Researchers found new fact that there is link between elearning system with quality work and knowledge, employees assume that elearning system bring changes to self-development and increase knowledge, then researchers dig further by doing questionnaire in the form of four closed questions related to knowledge and quality of work. From these points obtained that employees are greatly assisted with the elearning system, then increase the confidence during service or during discussion of questions and answers. Researchers found that this elearning phenomenon into a technological breakthrough that allows employees to develop independently.
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Sataroh, Sindy, and Dian Hidayati. "Pembelajaran Berbasis Elektronik (Besmart Elearning) Sebagai Alternatif Strategi Pembelajaran Dalam Mata Kuliah Pendidikan Pancasila." JURNAL MANAJEMEN PENDIDIKAN 12, no. 2 (July 4, 2024): 130–38. http://dx.doi.org/10.33751/jmp.v12i2.8406.
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ELECTRONIC-BASED LEARNING (BESMART ELEARNING) AS AN ALTERNATIVE LEARNING STRATEGY IN PANCASILA EDUCATION COURSESThe purpose of this research is to find out students' understanding of Besmart Elearning based learning, student preparation in participating in Besmart Elearning based learning and the obstacles experienced by students in implementing Besmart Elearning based learning. This research approach is qualitative using data collection techniques through interviews with 4 informants and literature studies. The results of the study show that students' understanding of Besmart Elearning in Pancasila education courses has the same view that learning is effective, efficient and that learning materials are systematically arranged, so that students can easily understand and access them. Preparation of students in taking part in Besmart Elearning-based learning must have mature readiness, both in terms of technology and media components in the form of computers, laptops and adequate internet access. Besides that, prepare yourself with fresh and consistent intentions, hearts, minds. Students also prepare learning resources in learning. The obstacles experienced by students are that students have very diverse obstacles. Constraints on the unsupported internet network and server down because the database server becomes overloaded due to the large number of users accessing it and the signal is not supported. The rest of the electronic-based learning (Besmart Elearning) in Pancasila education courses is easily accessible to students.
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Prasetyo, Yogi Tri, Ralph Andre C. Roque, Thanatorn Chuenyindee, Michael Nayat Young, John Francis T. Diaz, Satria Fadil Persada, Bobby Ardiansyah Miraja, and Anak Agung Ngurah Perwira Redi. "Determining Factors Affecting the Acceptance of Medical Education eLearning Platforms during the COVID-19 Pandemic in the Philippines: UTAUT2 Approach." Healthcare 9, no. 7 (June 22, 2021): 780. http://dx.doi.org/10.3390/healthcare9070780.
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eLearning has been the medium of delivery of medical educational institutions to address the scarcity of medical professionals during the COVID-19 pandemic. In this study, the Unified Theory of Acceptance and Use of Technology (UTAUT2) was extended to determine the factors affecting the acceptance of eLearning platforms to medical education in the Philippines during the COVID-19 pandemic. A total of 360 medical students voluntary participated and answered an online questionnaire that consisted of 40 questions. Structural Equation Modeling (SEM) indicated that performance expectancy was found to have the highest effect on behavioral intention, which was followed by learning value and instructor characteristics. A high behavioral intention was found to affect the actual use of eLearning platforms. Interestingly, social influence and habit were found not to be significant to behavioral intentions. This study is the first study that has explored the acceptance of eLearning platforms among medical students in the Philippines during the COVID-19 pandemic. The findings can be a theoretical guideline of the Commission on Higher Education of the Philippines for eLearning platforms. Finally, the framework would be very valuable for enhancing the open innovation in eLearning platforms in medical fields worldwide.
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HABIBU ASABA, SADIKI, OLAWALE SURAJUDEEN ADEBAYO, ADAM A. ALLI, UMAR YAHAYA, ABDALLAH KASULE, and RASHID RAMADHAN BWAMBALE. "Review of Cloud Computing Framework for the Implementation of eLearning Systems." Uganda Higher Education Review 11, no. 2 (January 19, 2023): 82–89. http://dx.doi.org/10.58653/nche.v11i2.7.
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The rapid growth in Information and Communication Technology (ICT), combined with recent events such as the Covid-19 lockdown, has had a significant impact on traditional educational systems. Today, eLearning has become a widely accepted method for delivering educational services. As a result, the ICT infrastructure needed to be expanded to keep up with the increasing numbers of users, a wide range of learning services, and the growth of educational content. However, the volatile user load and the massive storage and transfer of rich data have led to a need for the effective utilisation of server-side system resources in providing eLearning services. Cloud computing offers a dynamic provision of virtualised resources, elasticity, scalability, pay-per-use and measured service with the ability to dynamically provision and de-provision computing resources as needed. In this paper, a review of cloud-based eLearning frameworks is conducted to identify the state of the art. Different frameworks for the implementation of cloud computing-based eLearning are identified and presented. Additionally, the review provides insights into the use of cloud computing in education, current challenges in eLearning implementation, deployment strategies, and the benefits of using cloud computing for eLearning implementation.