287,524 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
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
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
ELearning and the Lisbon strategy: an analysis of policy streams and policy-making
No full textUnder the Lisbon strategy, education and training form an essential element of the social pillar which aims to modernise the European social model through investment in human resources and combating social exclusion. Up to 2004, elearning was promoted as a key element in achieving the strategy especially through the Elearning Action Plan (2004-2006). This paper will analyse the process through which elearning emerged as a policy measure in implementing the Lisbon strategy. Using Kingdon’s policy streams metaphor (Kingdon, 1995), this paper will outline the policy and problem streams which coalesced in the late 1980s, opening a ‘policy window’, and which pushed distance learning onto the EU political agenda in the early 1990s. These included the accretion of ‘soft law’ around the area of vocational education and training since the Treaty of Rome in 1957; the challenges offered by the emerging new information technologies, declining industries and changing demands for skills; the adoption of distance learning systems at national level to redress disadvantage, and to provide flexible, high-quality and cost-effective access to higher education to adults who were unable to attend on-campus; and the role of the Commission, policy entrepreneurs and networks in promoting distance education as a solution to the major social and economic problems facing Europe. The Treaty of Maastricht committed the EU to supporting education and training in the community, and in particular, to ‘encouraging the development of distance education’ (Art 126 changed to Art 149 in Amsterdam, Nice and Lisbon Treaties). A series of implementation programmes in the 1990s, including Socrates, Tempus and Phare, funded distance learning initiatives in the EU and accession countries. With the development of the Internet and web technologies, elearning came to replace distance education in the EU discourse. The paper will conclude with some observations on the current role of elearning policy within the Lisbon strategy
Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management (Mediating Role of eLearning for Corporate Training)
No full textThe objective of the study was to develop a model with and without the mediator comparing direct and indirect Impacts using Bootstrap (Two tailed significance results to be used), options for manufacturing, services sectors and overall and finding out the significance of the relationship. Study tried to find out the Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management with eLearning for Corporate Training as a mediator. This is a cross sectional study conducted in Pakistan. Detailed questionnaire was used to collect the data. Total sample size of 686 includes 331 from manufacturing sector and 355 from services sector. Study revealed that overall eLearning for corporate training partially mediates relationship between eLearning Perception and elearning for stress management. However, in subgroup of manufacturing sector full mediation is observed. eLearning for corporate training partially mediates relationship between eLearning Advantages and Stress management training. Similar partial mediation is observed for subgroups of manufacturing and services sector. However in subgroup of manufacturing sector no mediation was observed
Educational Technology and eLearning
No full textUAE Journal of Educational Technology and eLearning Sujet : UAE Journal of Educational Technology and eLearning is an annual publication for the educators of the Middle-East and Gulf region. The objective of the journal is to provide a platform for UAE educators to share their experiences, strategies and research findings in the areas of Educational Technology and eLearning. ISSN : 2072-0157 Langue : Anglais Format : Html, Pdf Catégorie : 300 Sciences sociale
Educational Technology and eLearning
No full textUAE Journal of Educational Technology and eLearning Sujet : UAE Journal of Educational Technology and eLearning is an annual publication for the educators of the Middle-East and Gulf region. The objective of the journal is to provide a platform for UAE educators to share their experiences, strategies and research findings in the areas of Educational Technology and eLearning. ISSN : 2072-0157 Langue : Anglais Format : Html, Pdf Catégorie : 300 Sciences sociale
Social Engineering Effects on Instructors and Students in an Elearning Environment
No full textThe University of Illinois through the Illinois Online Network has been offering an 8-week fully online course titled, Online Learning: An Overview, as part of the award winning Making the Virtual Classroom a Reality (MVCR) program for nine years. This course was specifically designed as an interactive student-led discussion-centered elearning experience as is typical for the distance education field in the United States. However, analysis of the history of distance education as well as current global course offerings shows that less social means of distance education have been and still are viable educational alternatives to the traditional classroom. Furthermore, evaluations completed for this course as well as final program evaluations in MVCR show that a significant portion of students would prefer an independent-study model. This study questions the dominant U.S. distance education paradigm by analyzing the same course taught at the same time by the same instructor under two activity-different but content-equivalent instructional designs. Variables analyzed through experiential case study, content analysis, an instructor journal, and surveys include student satisfaction and self-perceived learning, instructor satisfaction, instructor time requirements, and depth or level of student demonstrated knowledge.Item withdrawn by Alexis Thompson ([email protected]) on 2010-07-14T17:44:27Z
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University of Illinois Theses & Dissertations (ID: 1)
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