Bibliografias temáticas / Elearning

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Literatura científica selecionada sobre o tema "Elearning"

Autor: Grafiati
Publicado: 4 de junho de 2021
Última modificação: 25 de julho de 2025

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Artigos de revistas sobre o assunto "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 (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
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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 (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 (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 eLear
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Monda, Eszter. "eLearning sikertényezők." Információs Társadalom 14, no. 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 t
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Fernández-Rodríguez, Juan Carlos. "eLearning Education." Psychology and Cognitive Sciences – Open Journal 3, no. 4 (2017): e14-e15. http://dx.doi.org/10.17140/pcsoj-3-e008.

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Bolton, J. "Assessor eLearning." ITNOW 52, no. 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
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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 (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
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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 (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
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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 (2019): 1–5. http://dx.doi.org/10.21276/ijcesr.2019.6.12.1.

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Teses / dissertações sobre o assunto "Elearning"

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Takhirov, Naimdjon. "Adaptive personalized eLearning." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-8855.

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<p>This work has found that mapping prior knowledge and learning style is important for constructing personalized learning offerings for students with different levels of knowledge and learning styles. Prior knowledge assessment and a learning style questionnaire were used to assess the knowledge level and learning style. The proposed model for automatic construction of prior knowledge assessment aims to connect questions in the assessment to speci c course modules in order to identify levels on different modules, because a student may have varying levels of knowledge within different modules.
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Krause, Torsten. "Geschäftsmodelle im eLearning." Dresden TUDpress, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2831358&prov=M&dokv̲ar=1&doke̲xt=htm.

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Mauersberger, Albrecht. "Lernfortschrittsanzeige in eLearning-Szenarien." Master's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-39732.

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Die Evaluation von Lernmanagementsystem (LMS) unter didaktischen Gesichtspunkten hat ergeben, dass es den meisten gängigen LMS an einer brauchbaren Lernfortschrittsanzeige mangelt. Dies ist, wie auch Nutzerbefragungen zeigen, insbesondere in Individuallernszenarien ein gravierendes Problem mit starken Auswirkungen auf die Motivation der Lernenden. Ausgehend von dieser Situation wurde in der Arbeit eine didaktisch begründete Lernfortschrittsanzeige entworfen, implementiert und getestet. Im ersten Teil der Arbeit ist die Bedeutung der Lernfortschrittsanzeige in eLearning-Szenarien unter psychol
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Miller, William E. "Nextgen Navy eLearning tracking." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/44616.

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Approved for public release; distribution is unlimited<br>The Navy’s eLearning (NeL) computer-based learning system relies on a Learning Management System (LMS) for content delivery and tracking learning information. One major obstacle with NeL’s current LMS implementation is that tracking of learning can only be done while a user is on a desktop computer using an Internet browser to connect to the LMS SOFtware. However, not all learning takes place within an Internet browser on a desktop computer. The Experience-API (xAPI), also known as Tin Can API and SCORM 2.0, is a standard maintained by
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Nagel, Clemens. "ELearning im physikalischen Anfängerpraktikum /." Berlin : Logos-Verl, 2009. http://d-nb.info/999025376/04.

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Vojta, Robert. "eLearning - Operační a systémová analýza." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2007. http://www.nusl.cz/ntk/nusl-221403.

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This graduation project deals with the analysis of the actual state of the eLearning, teaching aids available and the proposal of the proper teaching aid for subject The Operations and System Analysis. The whole project is divided into the five parts. The first one is the introduction, the second part defines and concretises the main goal and used methods of this thesis. Further chapter contains theoretical explications of the given topic from the point of view of several authors and other resources. The fourth part pursues the comparison and analysis of the existing software. The results of t
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Rahman, Zahidur. "eLEARNING SYSTEM: USING LEARNING VARIABLES." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/982.

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This paper describes an innovative approach to implement functionalities for an Intelligent Learning Environment, based on Artificial Intelligence (AI) on existing Learning Variable Management System (LVMS). A Learning Object (LO) consists of several related sequential Learning Variables (LV). The creation of LO is the goal. Based on that goal LVs need to be selected. The proposed model will concentrate on the selection and management process of LVs to create a complete LO. The management process will include receiving the LVs, storing process, repository management, and finally preparing the
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Wirth, Markus Alexander. "Qualität eLearning-gestützter Aus- und Weiterbildunsprogramme /." [St. Gallen] : [s.n.], 2005. http://aleph.unisg.ch/hsgscan/hm00142344.pdf.

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Wirth, Markus Alexander. "Qualität eLearning-gestützter Aus- und Weiterbildungsprogramme /." Paderborn Eusl-Verl.-Ges, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014281531&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Happ, Simone, and Berit Jungmann. "Einsatz von Open Source im eLearning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155809.

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Open Source Software (OSS) ist immer mehr verbreitet und anerkannt. Sie zeichnet sich insbesondere durch die Offenlegung des Quellcodes und die Möglichkeit der freien Verwendung und Weiterverarbeitung aus1. Auch im Bereich des eLearning2 spielen Open Source Lösungen zunehmend eine große Rolle, wobei sich vor allem in Universitäten zahlreiche Communities herausgebildet haben.
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Livros sobre o assunto "Elearning"

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Robin, Mason. Elearning. Taylor & Francis Inc, 2006.

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Rippien, Horst. Bildungsdienstleistung eLearning. VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1.

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Abel, Thomas, Reinhard Daugs, and Christoph Igel. Handbuch eLearning. Hofmann, 2005.

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Kim, Youngkyu. Interactive eLearning: Www.WeAreLearners.com online eLearning English web platform. National University, 2013.

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Johannsen, Andreas. Telepräsenz im eLearning. Deutscher Universitätsverlag, 2002. http://dx.doi.org/10.1007/978-3-663-11617-2.

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Dowling, Michael, Jörg Eberspächer, and Arnold Picot, eds. eLearning in Unternehmen. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-642-59329-1.

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Burgos, Daniel, ed. Radical Solutions and eLearning. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4952-6.

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Stoecker, Daniela. eLearning - Konzept und Drehbuch. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-17206-9.

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Ching, Hsianghoo Steve, Paul W. T. Poon, and Carmel McNaught, eds. eLearning and Digital Publishing. Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-3651-5.

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Commission, European, and European Commission. Directorate-General for Education and Culture., eds. eLearning: Designing tomorrow's education. Office for Official Publications of the European Communities, 2000.

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Capítulos de livros sobre o assunto "Elearning"

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Wiebe, Eric, and David Sharek. "eLearning." In Why Engagement Matters. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27446-1_3.

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Rollett, Herwig. "eLearning." In Knowledge Management. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0345-3_16.

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Fan, Daisy. "eLearning." In Encyclopedia of Tourism. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-030-74923-1_717.

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Draffan, E. A., and Peter Heumader. "Accessible eLearning - eLearning for Accessibility/AT." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94277-3_23.

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Strait, Jean. "Service-eLearning." In The Future of Service-Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003447825-13.

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Rippien, Horst. "Einleitung: Forschungsgegenstand." In Bildungsdienstleistung eLearning. VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_1.

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Rippien, Horst. "Theoretische Rahmung: Dienstleistung Weiterbildung und didaktisches Handeln." In Bildungsdienstleistung eLearning. VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_2.

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Rippien, Horst. "eLearning und eLearning-Dienstleister: Gegenstand und Forschungsstand." In Bildungsdienstleistung eLearning. VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_3.

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Rippien, Horst. "Methodologie." In Bildungsdienstleistung eLearning. VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_4.

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Rippien, Horst. "Untersuchungsergebnisse: Fallrekonstruktionen." In Bildungsdienstleistung eLearning. VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18705-1_5.

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Trabalhos de conferências sobre o assunto "Elearning"

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Schukin, Alexander, Nikolai Scerbakov, and Eugenia Rezedinova. "Microservice Architecture of Modern eLearning Application." In 2024 5th International Conference on Communications, Information, Electronic and Energy Systems (CIEES). IEEE, 2024. https://doi.org/10.1109/ciees62939.2024.10811386.

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Neal, Lisa, and Ken Korman. "eLearning SIG." In CHI '03 extended abstracts. ACM Press, 2003. http://dx.doi.org/10.1145/765891.766041.

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Vilcu, Dana mihaela. "LEARNING VERSUS ELEARNING FOR IT PROFESSIONALS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-224.

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Nowadays, there is a certain deficit of, and an increased request for, IT specialists. How to get them? On one hand, a multitude of eLearning platforms are nowadays available for education in IT. On the other hand, there are also different levels of IT education comprised by national education systems. Both directions are facing the challenge of rapid changes of the technologies in IT. Also, the big companies are offering IT courses specific to their purposes. So we can say that two different approaches are co-existing now: the classical, academic one, and a more technology oriented one, throu
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Anane, R., S. Crowther, J. Beadle, and G. Theodoropoulos. "eLearning content provision." In Proceedings. 15th International Workshop on Database and Expert Systems Applications, 2004. IEEE, 2004. http://dx.doi.org/10.1109/dexa.2004.1333510.

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Neal, Lisa, Ray Perez, and Diane Miller. "eLearning and fun." In CHI '05 extended abstracts. ACM Press, 2005. http://dx.doi.org/10.1145/1056808.1057091.

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Neal, Lisa, Ray Perez, and Diane Miller. "eLearning and fun." In Extended abstracts of the 2004 conference. ACM Press, 2004. http://dx.doi.org/10.1145/985921.986160.

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Bork, A., and G. F. N. Ju. "Elearning versus alearning." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.133.

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Patnaik, Sweta, and Daniela Gachago. "Supporting departmental innovation in eLearning during COVID-19 through eLearning champions." In 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020. http://dx.doi.org/10.1109/weef-gedc49885.2020.9293653.

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"eLearning: Perspectives and directions." In Systems (ICCES). IEEE, 2009. http://dx.doi.org/10.1109/icces.2009.5383330.

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Nikolov, Roumen. "From eLearning to eUniversity." In the 9th International Conference. ACM Press, 2008. http://dx.doi.org/10.1145/1500879.1500883.

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Relatórios de organizações sobre o assunto "Elearning"

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Gibson, Justine, Ingrid Reynish, and Frances Shapter. Vertical modular framework eLearning manual. School of Veterinary Science, The University of Queensland, 2018. http://dx.doi.org/10.14264/99aee1d.

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Fautua, David T., Sae Schatz, Andrea Taylor, Emilie Reitz, Kathleen Bartlett, and John Killilea. Continuum of eLearning: 2012 Project Summary Report. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada577837.

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Kanwar, Asha, and Sanjaya Mishra. All Things Research in Open, Distance and eLearning. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4078.

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Tusiime, Hilary Mukwenda, and Nahom Eyasu Alemu. Embracing E-Learning in Public Universities in Ethiopia and Uganda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j2.

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Most of Higher Education Institutions (HEIs) in Ethiopia and Uganda are adopting e-learning to increased demand for, and to widen access to higher education. However, e-learning has not yet been fully embraced. Adoption of e-learning technologies in many universities in Ethiopia and Uganda is still ad hoc; and efforts towards full utilization of e-learning in HEIs are still undermined by many factors. This study has been conducted to explore institutional policy challenges, strategies, and reforms required to embrace all-inclusive online academic programmes. Guided by explanatory-sequential mi
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Alemu, Nahom Eyasu. Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar. Mary Lou Fulton Teachers College, 2024. http://dx.doi.org/10.14507/mcf-eli.i1.

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Over the last two decades, the educational field of study has been one of the areas that benefited from the proliferated use of digital technologies. Recent digital technologies in education have focused on online education in developed nations. However, they have paid less attention to the involvement of university instructors in online education in developing countries. Therefore, the current project tried to address this problem by examining the challenges and prospects of instructors in designing and developing content online in Ethiopia's public universities. This study involved 59 partic
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FAO elearning: major achievements for 2024. FAO, 2025. https://doi.org/10.4060/cd4121en.

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FAO elearning Academy: major achievements for 2023. FAO, 2024. http://dx.doi.org/10.4060/cc9846en.

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