Bibliographies thématiques / E-learning (electronic learning)

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Littérature scientifique sur le sujet « E-learning (electronic learning) »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 5 février 2022

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Articles de revues sur le sujet "E-learning (electronic learning)"

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

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Education should be understood as a method of sharing and disseminating information. It deals not only with obtaining the right information in the right time but also with full understanding and processing of the information in the given context. Distance learning is a technology, where the distance between a teacher and a student, or among students, is characterized by the speed of the feedback, i.e. how quickly the student gets the feedback from his teacher – tutor. This type of education cannot exist without electronic education. It means providing the students with the content of a course via all electronic media including Internet, intranet and CD-ROMs. Before processing of the materials into this form, it is necessary to develop the methodology, which could be used effectively by distance learning project teams.
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Chin, Paul. « E-learning ». New Directions in the Teaching of Physical Sciences, no 2 (1 décembre 2006) : 17–22. http://dx.doi.org/10.29311/ndtps.v0i2.428.

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E-learning as a term and its application in the support of learning has evolved considerably over the last ten or more years. This evolution comes from a noticeably different approach to learning by early adopters, as dictated by the technology of the time.In order to bring the reader up to date with the role and use of e-learning and its associated technologies this article will review the meaning of e-learning as it evolved from little more than reading electronic books to today's concept of 'anytime anywhere' learning supported by the Web. It will attempt to clarify some of the confusing terminology surrounding e-learning and provide a basic introduction to some types of technology used to support learning. In addition some examples of the use of e-learning within the physical sciences will also be reviewed along with some pointers to current publications and national initiatives for up to date information about how e-learning is being used in higher education.
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Nasution, Aswarina, Ashar Hasairin et Widya Arwita. « Biology Students Perception of Learning Ethnobotany based on Electronic Learning (E-Learning) ». Journal of Physics : Conference Series 1462 (février 2020) : 012064. http://dx.doi.org/10.1088/1742-6596/1462/1/012064.

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

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

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E-learning refers to the e-learning process and includes: web-based learning, virtual classroom articles and digital collaboration. The advantage of communication between teachers and students via electronic media is the accessible variety of online resources that give engagement and conscious perception of the learning material.
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Jindia, Anjali, et Sonal Chawla. « ANNOTATIONS IN E-LEARNING ». INTERNATIONAL JOURNAL OF COMPUTERS & ; TECHNOLOGY 12, no 9 (18 février 2014) : 3852–59. http://dx.doi.org/10.24297/ijct.v12i9.2825.

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Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as students’ annotation, has attracted attention as a means to enhance Web-based learning. There has been a sharp increase in the volume and quality of electronic publishing on the web in the past few years. Many research journals are going on-line. The advantages of pelectronic publishing are obvious and enormous: instantaneous access to archives, paperless media and fast document search to name a few. However, annotation of documents in electronic form has been surprisingly underdeveloped. Existing word processing software offers some tools for electronic document annotation. But as of today, these annotation features are so modest and limited, that they lose out to the convenient common practice of working with paper versions of documents [1]. The results of a surveys conducted came as no surprise: the absolute majority of researchers and students prefer to print out an electronic paper before reading and annotating it. Our claim is that electronic annotations can not only be as convenient as their paper counterparts, but they are superior in terms of the additional advanced capabilities they can offer. This claim makes the basis of our Annotation Technology (AT). AT is a set of principles that form a foundation for development of advanced and successful electronic annotation systems.
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Pauline Chitra, A., et M. Antoney Raj. « E-Learning ». Journal of Applied and Advanced Research 3, S1 (10 mai 2018) : 11. http://dx.doi.org/10.21839/jaar.2018.v3is1.158.

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Abstract E-learning presents an entirely new learning environment for students, thus requiring a different skill set to be successful (Romiszowski, 2004). Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through (New Media Consortium, 2007). Also, particularly in courses that are entirely electronic, students are much more independent than in the traditional setting. This requires that they be highly motivated and committed to teach (Huynh et al., 2003), with less social interaction with peers or an instructor. Students in online courses tend to do as well as those in classrooms, but there is higher incidence of withdrawal or incomplete grades (Zhang, Zhou and Briggs, 2006). E- Learning can be viewed as computer assisted learning, and as pedagogy for studentcentered and collaborative learning. Early developments in e-learning focused on computer assisted learning, where part or all of the learning content is delivered digitally. More recently the pedagogical dimension of e-learning has become prominent. E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process.
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Dichanz, Horst, et Anette Ernst. « E-Learning : Begriffliche, psychologische und didaktische Überlegungen zum "electronic learning" ». Virtualität und E-Learning 2, Virtualität und E-Learning (27 juin 2001) : 1–30. http://dx.doi.org/10.21240/mpaed/02/2001.06.27.x.

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Der folgende Beitrag setzt sich kritisch mit dem Begriff des E-Learning in seinen zahlreichen Facetten und Bezugspunkten auseinander und versucht, Möglichkeiten und Grenzen des Einsatzes von E-Learning aufzuzeigen. Im zweiten Teil wird die Bedeutung der Instruktion bei der Gestaltung von computerunterstützten Lernumgebungen erläutert. Dies geschieht anhand von Merkmalsbestimmungen und Rahmenbedingungen von Instruktionssystemen sowie am Beispiel von Fernstudienmaterial und der Lernumgebung der Virtuellen Universität.
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Tint, San San, et Htet Htet Win. « Electronic Certificates in E-Learning System ». International Journal of Innovative Research in Science, Engineering and Technology 03, no 09 (15 septembre 2014) : 16049–54. http://dx.doi.org/10.15680/ijirset.2014.0309039.

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

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Thèses sur le sujet "E-learning (electronic learning)"

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Mahadevan, Shankar. « A Learning Object Model For Electronic Learning ». Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/34060.

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Digital libraries are fast expanding into the role of independent educational entities that aspire not only to complementing traditional classroom teaching, but also allow open electronic learning for distance and continued education. These multifaceted roles can be realized only if the course content and the related content management system are versatile enough to be captured into any individual's learning needs. Many studies have defined a concept of "learning object" to address the issues and needs. But in attempting to solve the problem, the definitions have emphasized some aspects of the digital library while leaving the other issues to be solved later. Thus, the whole system dynamics is either weak or too cumbersome to navigate. As a part of this masters work, firstly the current model of pedagogical endowment was investigated. In order to accommodate the digital nature of education, a new modern profile of learning is proposed that allows modular yet efficient transfer of knowledge from the teacher to the pupil. The thesis then proposes a comprehensive learning object (LO) model, along with the associated system model, that will allow complete and flexible integration of content into the modern digital library profile. The process will be user-centric (both for knowledge developers and learners) as well as metadata-centric. It is scalable and interoperable with legacy and existing content databases and display systems. This thesis covers how the LO model is integrated into the core of the library's content development, discovery, and delivery process. The results of the experiment in terms of ease-of-use, flow-control, and feasibility of the model are documented. A beta-version of these concepts has been successfully tested with volunteers and implemented as a part of the Digital Library Network for Engineering and Technology (DLNET) project.
Master of Science
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Liška, Tomáš. « E-learning ». Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-9392.

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The work introduces the reader the concept of e-learning and provides a structured view of the issue. Explanations of basic terms, forms, methods of implementation or inclusion e-learning in the education system forms makes the basis for understanding the importance of e-learning. The work is explained the issue of standardization, including a summary of the most used standards and the principle of their operation. Issue of e-learning implementation konstitute the fundamental part this work, and it is demonstrated by the example of a model society. There are recognized problem parts in the e-learning implementation, a comparison of possible solutions including design courses, which could be implemented. Component part of this work is the questionnaire survey among employees, potential students, to determine their perceptions of e-learning and in particular their requirements and expectations. For the sake of completeness are recognized developments and trends to e-learning step, and which have promising potential.
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Schmees, Markus. « Electronic Commerce im Technology Enhanced Learning / ». Edewecht OlWIR, Oldenburger Verl. für Wirtschaft, Informatik und Recht, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2982667&prov=M&dok_var=1&dok_ext=htm.

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Alshammari, Mohammad. « Adaptation based on learning style and knowledge level in e-learning systems ». Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6702/.

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Although there have been numerous attempts to build and evaluate adaptive e-learning systems, they tend to be limited in scope, and suffer from a lack of carefully designed and controlled experimental evaluations of their effectiveness and usability. This thesis addresses these issues through the implementation of an adaptive e-learning system and its experimental validation. The design of an adaptive framework and the specific instantiation of its components into a configurable adaptive e-learning system are presented. The domain model of the system deals with computer security. The learner model incorporates the information perception dimension of the Felder-Silverman model of learning style and also knowledge level. The adaptation model generates personalised learning paths and offers adaptive guidance and recommendation. The thesis also provides an empirical evaluation through three controlled experiments to investigate the effect of different forms of adaptation. Rigorous experimental design, careful investigation and precise reporting of results are taken into account in all the three experiments. The findings indicate that matching the sequence of learning objects to the information perception learning style yields significantly better learning outcome and learner satisfaction than non-matching sequences. They also indicate that adaptation based on the combination of the information perception learning style and knowledge level yields significantly better learning outcome (both in the short- and long-term) and learner satisfaction than adaptation based on either of these learner characteristics alone; this combination is also marked by a significantly higher level of perceived usability compared to a non-adaptive version of the e-learning system.
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Schlenk, Sonya. « E-Learning als Bestandteil einer E-Business-Strategie ». [S.l. : s.n.], 2003. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB11675849.

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Jury, Thomas W. « Electronic Performance Support for E-Learning Analysis and Design ». NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/621.

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Corporate instructional designers often follow an instructional systems design (ISD) process to plan, create, and implement training programs. Increased demand for elearning as a replacement or addition to classroom training means that, in the current corporate environment, instructional designers are called upon to produce a wide variety of instructional formats and have to make more decisions during the ISD process. E-learning is evolving into a total performance improvement solution rather than simply as a means to delivering distance training and consequently, in an effort to achieve business goals, many corporations are turning to it as a cost effective way to deliver training and support to employees and customers. Corporate e-learning applications can incorporate knowledge management and electronic performance support as well as support for multiple formats of online learning, adding to the complexity of the instructional designer's job and the ISD process. While the ISD process is well documented and numerous operational models exist, instructional designers often have difficulty in its application given the complexity of an e-learning application. The study analyzed the impact of an experimental electronic performance support system (EPSS) on the performance of e-learning instructional designers. An EPSS intended to provide assistance during the analysis and design stages of an e-learning project was created to aid corporate instructional designers make tradeoffs among time, cost, and quality of various analysis and design procedures and techniques. Formative reviews by instructional designers experienced in e-learning added to the validity of the contents of the EPSS. Summative evaluator’s pilot tested the EPSS by using it in conjunction with the analysis and design activities of three corporate e-learning projects. Evaluation results indicated that an instructional design EPSS can help designers sequence and prioritize tasks, allocate time and resources to task execution, and focus tasks on user performance and client goals.
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Rautenbach, Linette. « An electronic learning (e-learning) readiness model for distance education in the workplace / L. Rautenbach ». Thesis, North-West University, 2007. http://hdl.handle.net/10394/1172.

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This research thesis is about developing an electronic-learning readiness (e-readiness) model for the training of employees in distance education. The overall purpose of the model is to improve current computer-facilitated educational practices in the workplace by enabling e-Iearning practitioners to plan better for the e-Iearning event. There are various definitions of e-readiness, like the ones mentioned by Budhiraja and Sachdeva (2005:4) and the APEC Readiness Initiative (2005:1), most of which refer to readiness in the larger sense, namely of countries' readiness for electronic media use. The context in which the concept of e-readiness is used in this research is similar to the definition cited by Online Reporting Specialists (2005), namely "The state or quality of being ready for electronic learning such as the internet." The context in which it is used is geographically smaller and in line with Hill and Raven's (2000) description, namely it is not limited to physical readiness alone but also includes the non-physical readiness of a business or organisation, e.g. mental readiness as well as organisational cultural readiness. The literature research explores the inherent characteristics of distance education, Constructivist learning and the use of electronic media for distance education. From the literature research, generic aspects that can influence the readiness for electronic learning in distance education in a workplace are identified and integrated into an initial workplace e-readiness concept model. The concepts underlying the newly constructed e-readiness model are verified through a quantitative research process, changed according to the findings and further refined. An e-readiness audit model (evidence required for compliance) is designed through a qualitative research process. The final model is tested in the workplace by using a combined qualitative and quantitative research process and the results reported. In conclusion a workable e-readiness model has been developed to be used as point of departure for any vocational educationist when planning, diagnosing problems of or evaluating an e-Iearning event. Important recommendations as regards further research are made in respect of the application of the model to relevant fields of study: - A South African e-Iearning specialist group should be considered to determine the e-readiness requirements and particularly to focus on e-Iearning habits and needs in the South African context. - Further research needs to be done to determine which requirements are appropriate to the various e-Iearning delivery systems. - Further research can determine if any criterion of the e-readiness model is more important than others. - The study needs to be extended to other more diverse workplaces. - More research needs to be done to determine the needs and requirements of e-readiness of each unique group as an entity within a larger diverse group. - Further research should consider language barriers by translating questionnaires into the respondents' home language. - Explanation of computer terminology before the questionnaire is completed is advisable as not all respondents may be familiar with the concepts. - Further refinement of the audit instrument as well as questionnaires can be done through further research.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.
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Evans, Neil Davies. « Predicting user acceptance of electronic learning at the University of Zululand ». Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1317.

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Thesis submitted in fulfillment of the requirements for the award of the Degree of Doctor of Philosophy (Library and Information Science) in the Department of Information Studies at the University of Zululand, South Africa, 2013.
Since the beginning of the 21st century, the ubiquitous use of e-learning resources has changed the way information, especially multimedia information is being stored, accessed and disseminated in institutions of higher learning. These institutions constantly have to review instructional policies and technical frameworks to accommodate new pedagogies and educational technologies that are required to educate a generation of students with different learning styles and needs. This research followed a positivist epistemological belief and deductive reasoning by adopting the known and validated Unified Theory of Acceptance and Use of Technology (UTAUT) and validated its application within the contextual setting of the University of Zululand where it was used to predict the acceptance, behavioural intentions and usage behaviour of the primary users of e-learning resources. The study adopted a survey research design and a non-experimental statistical method was used to analyse the quantitative data. Partial Least Squares Structural Equation Modeling (PLS-SEM) and inferential statistics were used to predict the level of acceptance of e-learning by academic staff and students and show the strengths and significances of the postulated UTAUT relationships. From the results, the study anticipates the acceptance of e-learning resources by the majority of students and academic staff at the University of Zululand. Further UTAUT demonstrated moderate predictive accuracy and relevance in explaining behavioural intentions of students (Adjusted R2 = 0.39) and academic staff (Adjusted R2 = 0.41) to use e-learning resources, which was below the high accuracies found in Venkatesh et al. (2003) study, but comparable to the predictive strengths of the eight models used to make up the UTAUT model. The expected academic performance gains in primary users proved to be significant and the strongest direct effect on the primary users’ behavioural intentions to use e-learning resources at the University of Zululand. The students’ use behaviour of e-learning resources is most influenced by the direct effect of the facilitating conditions, then by their behavioural intentions, while the most influential indirect effects were performance and effort expectancies and lastly social influences. For academic staff, the direct effect of their behavioural intentions to use e-learning resources is the most influential on their use behaviour, followed by the indirect and direct effects of performance expectancy and facilitating conditions respectively, and then lastly the indirect effects of effort expectancy and social influences. The study concludes that these results indicate the importance of creating conducive facilitating conditions for students and positive behavioural intentions in academic staff to expedite the use of e-learning resources at the University of Zululand.
University of Zululand
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Ghali, Fawaz. « Social personalized e-learning framework ». Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35247/.

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This thesis discusses the topic of how to improve adaptive and personalized e-learning in order to provide novel learning experiences. A recent literature review revealed that adaptive and personalized e-learning systems are not widely used. There is a lack of interoperability between adaptive systems and learning management systems, in addition to limited collaborative and social features. First of all, this thesis investigates the interoperability issue via two case studies. The first case study focuses on how to achieve interoperability between adaptive systems and learning management systems using e-learning standards and the second case study focuses on how to augment e-learning standards with adaptive features. Secondly, this thesis proposes a new social framework for personalized e-learning, in order to provide adaptive and personalized e-learning platforms with new social features. This is not just about creating learning content, but also about developing new ways of learning. For instance, in the presented vision, adaptive learning does not refer to individuals only, but also to groups. Furthermore, the boundaries between authors and learners become less distinct in the Web 2.0 context. Finally, a new social personalized prototype is introduced based on the new social framework for personalized e-learning in order to test and evaluate this framework. The implementation and evaluation of the new system were carried out through a number of case studies.
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Shi, Lei. « Scaffolding for social personalised adaptive e-learning ». Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/67201/.

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This work aims to alleviate the weaknesses and pitfalls of the strong modern trend of e-learning by capitalising on and taking advantage of theoretical and implementation advances that have been made in the fields of adaptive hypermedia, social computing, games research and motivation theories. Whilst both demand for and supply of e-learning are growing, especially with the rise of MOOCs, the problems that it faces remain to be addressed, notably isolation, depersonalisation and lack of individual navigation. This often leads to poor learning experience. This work explores an innovative method of combining, threading and balancing the amount of adaptation, social interaction, gamification and open learner modelling for e-learning techniques and technologies. As a starting point, a novel combination of classical adaptation based on user modelling, fine-grained social interaction features and a Facebook-like appearance is explored. This has been shown to be able to ensure a high level of effectiveness, efficiency and satisfaction amongst learners when using the e-learning system. Contextual gamification strategies rooted in Self-Determination Theory (SDT) are then proposed, which have been shown to be able to ensure learners of the system adopt desirable learning behaviours and achieve pre-specified learning goals, thus providing a high level of motivation. Finally, a multifaceted open social learner modelling is proposed. This allows visualising both learners’ performance and their contributions to a learning community, provides various modes of comparison, and is integrated and adapted to learning content. Evidence has shown that this can provide a high level of effectiveness, efficiency and satisfaction amongst learners. Two innovative social personalised adaptive e-learning systems including Topolor and Topolor 2 are devised to enable the proposed approach to be tested in the real world. They have been used as online learning environments for undergraduate and postgraduate students in Western and Eastern Europe as well as Middle Eastern universities, including the University of Warwick, UK, Jordan University, Jordan, and Sarajevo School of Science and Technology, Bosnia and Herzegovina. Students’ feedback has shown this approach to be very promising, suggesting further implementation of the systems and follow-up research. The worldwide use of Topolor has also promoted international collaborations.
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Livres sur le sujet "E-learning (electronic learning)"

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Nancy, Stevenson. Learning E-commerce : Business analysis & design. New York : DDC Pub., 2001.

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McLean, Alistair, et Leila Alem. Supporting e-learning with technologies for electronic documents. Chesapeake, VA : Association for the Advancement of Computing in Education, 2009.

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E-ffective writing for e-learning environments. Hershey, PA : Information Science Pub., 2004.

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Oyelaran-Oyeyinka, Oyebanji. SMEs and new technologies : Learning e-business and development. Basingstoke [England] : Palgrave Macmillan, 2006.

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Tina, Richardson, dir. Using e-Books and e-Readers for Adult Learning : With a Focus on Adult Literacy. Leicester : NIACE, 2013.

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European Conference on e-Learning (1st 2002 Uxbridge, UK). The European conference on e-learning, 4-5 November 2002 : [proceedings]. [Reading : MCIL, 2002.

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Networked Learning (3rd 2002 University of Sheffield). Networked learning 2002 : A research based conference on e-learning in higher education and lifelong learning : proceedings of the Third International Conference on Networked Learning jointly organised by the University of Sheffield and Lancaster University, held at the University of Sheffield 26-28 March 2002. Sheffield : University of Sheffield, 2002.

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Higher expectations : Promoting social emotional learning and academic achievement in your school. Reston, VA : National Association of Secondary School Principals, 2001.

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IFLA Satellite Meeting (2003 Geneva, Switzerland). e-learning for management and marketing in libraries = : E-formation pour le marketing et le management des bibliothèques / edited by Daisy McAdam. München : K.G. Saur, 2005.

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IFLA Satellite Meeting (2003 Geneva, Switzerland). e-learning for management and marketing in libraries : Papers presented at the IFLA Satellite Meeting Section Management & Marketing/Management & Marketing Section. München : K.G. Saur, 2005.

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Chapitres de livres sur le sujet "E-learning (electronic learning)"

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Bronsgeest, Wouter, Rex Arendsen et Jan van Dijk. « Towards Participatory E-Government ? : Learning from E-Government Project Evaluations ». Dans Electronic Participation, 127–39. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64322-9_11.

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Bharosa, Nitesh, Silvia Lips et Dirk Draheim. « Making e-Government Work : Learning from the Netherlands and Estonia ». Dans Electronic Participation, 41–53. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58141-1_4.

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Pikhart, Marcel. « Interculturality in Blended Learning : Challenges of Electronic Communication ». Dans Smart Education and e-Learning 2019, 97–106. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8260-4_9.

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Zlokazov, Kirill, Maria Voroshilova, Irina Pirozhkova et Marina V. Lapenok. « Eye Tracking Technology for Assessment of Electronic Hybrid Text Perception by Students ». Dans Smart Education and e-Learning 2017, 245–52. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59451-4_24.

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Mamontova, Marina, Boris Starichenko, Sergey Novoselov, Kirill Zlokazov et Marina V. Lapenok. « Electronic Mind Maps as a Method for Creation of Multidimensional Didactic Tools ». Dans Smart Education and e-Learning 2017, 381–90. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59451-4_38.

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Mamontova, Marina, Boris Starichenko, Sergey Novoselov et Margarita Kusova. « Use of Electronic Mind Maps for Creation of Flexible Educational Information Environments ». Dans Smart Education and e-Learning 2016, 605–15. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_54.

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Teufl, Peter, Udo Payer et Peter Parycek. « Automated Analysis of e-Participation Data by Utilizing Associative Networks, Spreading Activation and Unsupervised Learning ». Dans Electronic Participation, 139–50. Berlin, Heidelberg : Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03781-8_13.

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Khoroshko, Leonid L., Maxim A. Vikulin et Alexey L. Khoroshko. « Assessment of Student Work and the Organization of Individual Learning Paths in Electronic Smart-Learning Systems ». Dans Smart Education and e-Learning 2020, 113–21. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5584-8_10.

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Biasiotti, Maria Angela, et Roberta Nannucci. « Learning to Become an E-citizen : The European and Italian Policies ». Dans Knowledge Management in Electronic Government, 269–80. Berlin, Heidelberg : Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24683-1_27.

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Lapenok, Marina V., Olga M. Lapenok et Alevtina A. Simonova. « Preparation and Evaluation of Teachers’ Readiness for Creation and Usage of Electronic Educational Resources in School’s Educational Environment ». Dans Smart Education and Smart e-Learning, 299–308. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19875-0_27.

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Actes de conférences sur le sujet "E-learning (electronic learning)"

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« A PRACTICE FIELD FOR TEACHING ELECTRONIC MARKETING ». Dans Enhancing Student Engagement in e-Learning. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003981704840489.

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El Rahman, Sahar A. « ElectroLab : Electronic Laboratory System ». Dans 2015 Fifth International Conference on e-Learning (econf). IEEE, 2015. http://dx.doi.org/10.1109/econf.2015.23.

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« E-LEARNING SYSTEM FOR THE COMPREHENSIVE LEARNING OF ELECTRONIC CIRCUITS ». Dans 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014c047.

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Burov, Vasiliy, Evgeny Patarakin et Roman Parfenov. « Temptations of e-governance and e-learning ». Dans ICEGOV2014 : 8th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA : ACM, 2014. http://dx.doi.org/10.1145/2691195.2691206.

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Kritzinger, Elmarie, et Sebastiaan Von Solms. « E-learning : Incorporating Information Security Governance ». Dans InSITE 2006 : Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2953.

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The global society is living in the electronic age where electronic transactions such as e-mail, e-banking, e-commerce and e-learning are becoming more and more prominent. This paper primarily focuses on e-learning and how important it is to ensure that proper Information Security measures are put in place to ensure that all information within the e-learning environment is properly protected. This paper highlights four Information Security pillars that could be used to achieve this.
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Merrett, Geoff V., et Alun S. Vaughan. « Improving learning of electronic engineering skills through e-learning : A case study ». Dans 2016 11th European Workshop on Microelectronics Education (EWME). IEEE, 2016. http://dx.doi.org/10.1109/ewme.2016.7496473.

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Asgharizadeh, Ezatollah, Amir Ekhlassi et Pedram Toloei. « Evaluation of the Relationship Between Electronic-Marketing and Market-Driven Companies ». Dans 2010 International Conference on e-Education, e-Business, e-Management, and e-Learning, (IC4E). IEEE, 2010. http://dx.doi.org/10.1109/ic4e.2010.143.

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« DESCRIPTION OF THE METHOD USED BY TOR VERGATA UNIVERSITY OF ROME FOR THE ELECTRONIC FINAL EXAM OF THE DEGREE COURSE IN PHYSIOTHERAPY ». Dans 14th International Conference on e-Learning. IADIS Press, 2020. http://dx.doi.org/10.33965/el2020_202007c023.

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Shaltout, Mohamed, et Ebtesam Abdulrahman Algafees. « A Suggestive Vision of an Electronic Training Program for the Development of Teachers' Skills in Activating Their Students' Electronic Volunteerism through Food and Nutrition Unit Activities ». Dans 2015 Fifth International Conference on e-Learning (econf). IEEE, 2015. http://dx.doi.org/10.1109/econf.2015.78.

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Nerguizian, Vahe, et Mustapha Rafaf. « E-learning Project Based Approach for analog electronic circuits ». Dans 2006 1ST IEEE International Conference on E-Learning in Industrial Electronics. IEEE, 2006. http://dx.doi.org/10.1109/icelie.2006.347184.

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Rapports d'organisations sur le sujet "E-learning (electronic learning)"

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Braslavskaya, Elena, et Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, juin 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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