1,733,132 research outputs found
Information Security in eLearning: A Discussion of Empirical Data on Information Security and eLearning
No full textELearning systems are increasingly used by educational institutions to support their academic activities. A simple use of an eLearning system is to make materials and notes available to students at anytime and anywhere; more sophisticated uses of eLearning support the interaction and assessment processes. Depending on how eLearning systems are used, information security issues such as intellectual property protection, personal data protection and continuity of service can become significant for educational institutions. However, use of the Internet also creates exposure to information security threats, which may be classified into interruption, interception, fabrication and modification. This paper presents a study of the benefits, growth, implementation and challenges of eLearning today. An online survey was conducted to review eLearning practitioners' perceptions of information security threats; respondents were invited to participate in the survey via e-mail to the 20 Joint Information Systems Committee (JISC) mailing list groups related to eLearning in the UK. Using empirical data collected from eLearning practitioners, the relationship between the eLearning entity (users, institution categories, level of information security awareness) and information security threats is discussed. This paper also discusses the perception of information security incidents occurring in eLearning and the impact of information security threats on the different types of users, as well as approaches to information security management. This paper concludes with the suggestion that information security management should be implemented in the preparation of a secured eLearning environment, and draws significant insight from the existing status of information security in eLearning that could be useful for eLearning providers and practitioners
Learn Direct and Build eLearning Resources
No full textA range of interactive eLearning materials for training and up-skilling within the built environment industry.
Strategies for embedding eLearning in traditional universities: drivers and barriers
No full textThis paper addresses the question: how can elearning be embedded in traditional universities so that it contributes to the transformation of the university? The paper examines elearning strategies in higher education, locating the institutional context within the broader framework of national and international policy drivers which link elearning with the achievement of strategic goals such as widening access to lifelong learning, and upskilling for the knowledge and information society. The focus will be on traditional universities i.e. universities whose main form of teaching is on-campus and face-to-face, rather than on open and distance teaching universities, which face different strategic issues in implementing elearning.
Reports on the adoption of elearning in traditional universities indicate extensive use of elearning to improve the quality of learning for on-campus students, but this has not yet translated into a significant increase in opportunities for lifelong learners in the workforce and those unable to attend on-campus. One vision of the future of universities is that ‘Virtualisation and remote working technologies will enable us to study at any university in the world, from home’. However, this paper will point out that realisation of this vision of ubiquitous and lifelong access to higher education requires that a fully articulated elearning strategy aims to have a ‘transformative’ rather than just a ‘sustaining’ effect on teaching functions carried out in traditional universities. In order words, rather than just facilitating universities to improve their teaching, elearning should transform how universities currently teach. However, to achieve this transformation, universities will have to introduce strategies and policies which implement flexible academic frameworks, innovative pedagogical approaches, new forms of assessments, cross-institutional accreditation and credit transfer agreements, institutional collaboration in development and delivery, and, most crucially, commitment to equivalence of access for students on and off-campus.
The insights in this paper are drawn from an action research case study involving both qualitative and quantitative approaches, utilising interviews, surveys and focus groups with stakeholders, in addition to comparative research on international best practice. The paper will review the drivers and rationales at international, national and institutional level which are leading to the development of elearning strategies, before outlining the outcomes of a case study of elearning strategy development in a traditional Irish university. This study examined the drivers and barriers which increase or decrease motivation to engage in elearning, and provides some insights into the challenges of embedding elearning in higher education. While recognising the desirability of reaching out to new students and engaging in innovative pedagogical approaches, many academic staff continue to prefer traditional lectures, and are sceptical about the potential for student learning in online settings. Extrinsic factors in terms of lack of time and support serve to decrease motivation and there are also fears of loss of academic control to central administration.
The paper concludes with some observations on how university elearning strategies must address staff concerns through capacity building, awareness raising and the establishment of effective support structures for embedding elearning
What is eLearning?
No full textDr. Mark Bullen explains his perspective on the meaning of eLearning. His key message is that eLearning should be seen as a continuum of opportunities for using ICT in education. This can involve supporting and enhancing traditional face-to-face teaching, using ICT to provide blended learning or flipped classroom options and delivering fully online distance education programmes. (Duration: 5:25). // Issues in eLearning & Distance Education Video Series, by Dr. Mark Bullen, Education Specialist for eLearning at the Commonwealth of Learning. Produced by the Commonwealth of Learning, July 2014. // Resource contains a video link as well as a PDF document of the transcript
Predictors of design and adoption of collaborative elearning environments: a multi-method analysis
No full textPhilosophiae Doctor - PhDResearch has shown that collaborative eLearning can provide educational opportunities to groups of learners; both distance learners as well as traditional campus-based learners. It provides innovative educational methods in which learning can be constructed. The way collaborative eLearning is administered, managed, used and adopted can assist in providing information for future design and improvement of collaborative software. The objective of this research is to provide an insight into adoption and use of collaborative eLearning environments and to discover new determinants of usage.
To examine the usage of an eLearning environment at the University of the Western Cape, a cross-sectional survey was conducted with Computer Science students. While this study is specific to this university, the underlying principles can be generalised to other organisational types. This study is quantitative and qualitative in nature as well as deductive and inductive. Three hundred and six valid questionnaires were analysed using quantitative methods. Soft Systems Methodology was used to manage the research process and to create conceptual models to explain the research problem and identify solutions. It was a cyclical process.
Findings show that although the university’s eLearning platform is utilised, students seem to prefer free and open source platforms. They use social and collaborative applications such as WhatsApp, Telegram, Dropbox, Google Drive, Google Docs as well as email messages. Four types of technology affordances: communicative-affordance, document share-affordance, course resource-affordance, and integrity-affordance were identified as being relevant in their choice of application. Furthermore, culture—masculinity/femininity, individualism/collectivism, Uncertainty Avoidance, and Power Distance—also have an effect on the adoption of collaborative eLearning applications and software the students used for learning. Chi-Square analysis found that individualism/collectivism and Power Distance were both significant and related to the adoption and usage of collaborative eLearning. Gender was found not to be a determinant of how students view the use of collaborative eLearning software applications. Finally, it was also found that understanding use and user behaviour, could provide the theoretical guidance to inform collaborative eLearning design.
The analysis and findings show that culture influences the adoption of collaborative eLearning while technology affordance plays a major role in the use of collaborative eLearning
eLearning für ältere Menschen
No full textS.197-258Informal learning has greater significance for elderly people than formal learning. At the same time the acquisition or retention of independence and self-determination is also an essential goal of learning at a more advanced age. An analysis of the market for eLearning services for elderly people shows first of all that eLearning products hardly exist or are only cautiously marketed. Secondly the market also seems relatively confusing: The services are strongly concentrated on technical subjects; there is a lack of services which are related to life conditions (e.g. learning to age, health and prevention). Education and the learning of specific content have as yet only found expression in very few of the providers' product development and marketing activities. A clear definition of the aim of the respective services or the instruments employed is also necessary (which group of the elderly is appealed to, what prior technical knowledge has to be taken into consideration, and what content is to be conveyed?) as well as a conclusive evaluation concept that accompanies the respective projects right from the beginning. Intensified research efforts are necessary for the target group of the elderly. These have partly to gather saved information and differentiated data for the first time ever, to identify the prerequisites for the use of computers and the Internet - and thereby active participation in eLearning courses - which establish the target group of the elderly and which interests and ambitions they pursue when using eLearning in the context of lifelong learning
eLearning in der beruflichen Aus- und Weiterbildung
No full textS.45-76eLearning will probably transform the vocational education system seen as a whole in much the same way that "eBusiness" has already transformed the entire economy. However eLearning will not replace other training instruments, but will rather qualitatively complement them. But the expectations that were raised several years ago through analyses of potentials have to date been only partially met on the basis of current experience. The preparation, representation and quality of the eLearning content make up the decisive success factors for both facilitators as well as the learners, and there is still considerable potential for development in these areas. eLearning will only then be able to assert itself in the long term in everyday operational life as well, when acceptance and implementation is ensured and the eLearning courses provide all concerned with the desired added value. In order for this to be achieved there is a requirement for firstly, a significantly more detailed insight into the embedding of learning processes in the habitual or working world, and secondly for instruments, which ensure the quality of eLearning content during its creation or application. Not until these hurdles are cleared will eLearning be able to develop its potential for vocational and further training
ELearning: Wo bleibt der Fokus auf das Lernen?
No full textAnlässlich der ONLINE EDUCA 2010 war ich zu einem Expertenpanel mit dem Thema eines kritisches Rückblicks auf 15 Jahre eLearning eingeladen. In diesem Rahmen stellte ich ein paar Betrachtungen an, die mich letztendlich zu dem Schluss kommen ließen, dass die Idee des eLearning nicht funktioniert. Damit meine ich, dass zwar sehr viel Geld für eLearning ausgegeben wurde und wird, eine signifikante Verbesserung der Lehre oder des Lernens aber nicht wirklich nachgewiesen werden konnte
Libraries and elearning: getting the message across; references
No full textReferences for CARL eLearning Report 2005: - Issues identified - Conclusions & Recommendations - Subsequent activities; State of LMS’s and librarie
- …
