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Using E-Learning and ICT Courses in Educational Environment: A Review

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Abstract

With the quick emergence of computers and related technology, Electronic-learning (E-learning) and Information Communication and Technology (ICT) have been extensively utilized in the education and training field. Miscellaneous methods of integrating computer technology and the context in which computers are used have affected student learning in many different ways. Integration of technology can help to create courses that are easier and more effective for learners, especially if ICT and E-learning are integrated into the educational process. ICT, when used in a sufficient and suitable manner, can help learners to understand IT better. Moreover, it can help learners to use the absolutely necessary skills which can guarantee success in empowering the learners with IT awareness and skills which are essential for success in today’s knowledge economy. This study aims to conduct a survey on the role of E-learning and ICT courses in educational environment. By having ICT courses available online via E-learning, every learner will adapt and be comfortable with the continuous upcoming technologies and innovations. © 2014, Canadian Center of Science and Education. All rights reserved.

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... The use of digital technologies has become a core part of people's everyday lives, particularly for youths (Ang et al., 2012;Díaz-Vicario et al., 2019;Ortiz Sobrino et al., 2019;Salehi et al., 2014). Through Internet and Communication Technologies (ICTs), adolescents can freely express themselves, keep in touch with friends, and search for information (Bulfin et al., 2016;De Mello et al., 2019;Lašek et al., 2016). ...
... Since early childhood, the use of digital devices in an appropriate way, and together with other traditional tools, can support learning processes (Bajovic, 2018). The development of students' digital skills since primary school is crucial (Pöntinen & Räty-Záborszky, 2020) along with keeping the schools constantly updated on the technological changes that are taking place in the digital age (Salehi et al., 2014). Communication and sociality can profit as well. ...
Article
The Safer Internet Centre project aims to promote initiatives to make the Internet a better and more secure space for youths. Across the nation, schools were involved in activities aimed at raising awareness throughout a full school year. The first goal of this study is to analyze whether the project was effective, based on three aspects: (a) students’ awareness of online risks; (b) students’ perception of the schools’ policy both on ICTs risk prevention and incidents; and (c) cyberbullying involvement. The second aim is related to the evaluation of the moderating role of intervention dosage on the outcomes. Two trials of intervention were carried out, one for each goal. In the first, we involved students from control schools (N = 675) and experimental schools (N = 775). In the second, we compared two experimental groups: Higher (N = 251, online and face-to-face components) and Lower (N = 315, only the online component) dosage of intervention. Using pre/post-intervention design, we found a significant increase over time in the experimental group on the schools’ commitment to preventing and dealing with online risks. While the students in experimental schools felt themselves significantly more aware of online risks, no significant decrease over time was found in the involvement in cyberbullying. Besides, no dosage effect was found, showing that face-to-face component in our project did not have additional benefits. Implications for future implementations are discussed.
... The quintessential clarification is so he enrolls as a share between the World Wide Web. Because of the park improvements between PC development and Internet handy in accordance with close teachers, informational development has turned out to be dynamically indispensable [1]. ...
... Motion-based totally interchanges are one-of-a-kind according in conformity with the U. S. nations [17]. (Hadi Salehi, et al., 2014) inspected the wise rise of PCs then related development. E-learning is wealthy or complex speculation, as it is the game design concerning tutoring yet getting equipped through the World Wide Web because entire concerning certain students. ...
Article
The term similarity is characterized so the buying and selling on data via talking, entry then utilizing some other medium. One about the nearly treasured presents according to an alone is a potential in imitation of see, timbre in, talk or reply as like indicated by means of the circumstances. In somebody case, around nine billion folks on the ball are no longer even sharp, therefore Communications into sturdy over listening to quiet humans have forever been a challenging undertaking. In it delivery note we wish speak in regard to a new yet upgraded approach because of lectureship because of no longer too acute understudies up to expectation is e-learning.
... It can be assumed that the use of technology is important to get more speed access into the world of knowledge. The use of technology is highly expected that can help teachers and students to access the knowledge quickly and easily (Ahmadi, et.al., 2011;Salehi, et.al, 2015). ...
... plex problems and managing the processes required to complete the given tasks (Anastasiades & Zaranis, 2017). More general, using an online application in an ESL classroom can improve and enhance students' language acquisition and substantially motivate them to continue their learning, and stimulate their creativity in English learning (Azmi, 2017;Salehi, et.al. 2015;Alvarez & Bassa, 2013). ...
Article
This present study aims to investigate the correlation between students’ perceptions of Slack application and their motivations in writing skills. An analysis of the research literature in perception and motivation as Wei and Elias (2011) theory revealed that students’ perceptions of classroom environment play an essential role in promoting students’ motivation in learning a language. A quantitative correlation was used in this present study. Thus, the data were collected by employing close-ended questionnaires towards Likert Scale technique. However, this study was conducted at one university in Tasikmalaya. The findings show that the correlation coefficient of rxy is 0.77. According to the strength of the correlation table, the rxy= 0.77 lies between 0.75 and 0.99 which means there is a correlation between students’ perceptions of online Slack application and their motivations in writing. This study suggested that Slack Application can be used as an alternative to facilitate students’ engagement in classroom activities.Keywords: ICT, Slack application, students’ motivation, writing skillAbstrak. Tujuan dari penelitian ini adalah untuk menyelidiki hubungan yang ada antara persepsi siswa tentang aplikasi Slack dan motivasi mereka dalam keterampilan menulis. Analisis literatur penelitian dalam persepsi dan motivasi sebagai teori Wei dan Elias (2011) mengungkapkan bahwa persepsi siswa tentang lingkungan kelas memainkan peran penting dalam mempromosikan motivasi siswa dalam belajar bahasa. Korelasi kuantitatif digunakan dalam penelitian ini. Dengan demikian, pengumpulan data dilakukan dengan menggunakan kuesioner tertutup terhadap teknik Skala Likert. Namun penelitian ini dilakukan di salah satu Universitas di Tasikmalaya. Hasil penelitian menunjukkan bahwa rxy memiliki koefisien korelasi sebesar 0,77. Berdasarkan tabel kekuatan hubungan, rxy = 0.77 berada di antara 0.75 dan 0.99 yang berarti hubungan tersebut sangat kuat. Studi ini menyarankan bahwa Slack Application dapat menjadi cara lain untuk memfasilitasi keterlibatan siswa dalam kegiatan kelas.Kata kunci: aplikasi Slack, ICT, keterampilan menulis, motivasi siswa
... Therefore, the role of ICT is of utmost importance to adopt and promote E-Learning. The online environment must permit different technical platforms, organizational models, and pedagogical beliefs [54]. ...
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Conventionally, education has been offered in classrooms, where students can interact directly with the teachers, respecting the physical presence. Recent advancements in technology play a key role in the development and expansion of the education sector. Therefore, similar to many countries in the world, the higher education sector in Sri Lanka is also progressively attempting to incorporate more E-Learning opportunities to elevate the learning process via facilitation of Blended Learning (BL) and Distance Learning (DL) opportunities. Despite the proven benefits and efficacy of E-Learning systems, limited administrative commitment, absence of adequate instructional/training programmes, gaps in technical expertise, poor telecommunication facilities, poor attitudes of students and educators, and gaps in technology readiness act as major barriers for the inculcation of E-Learning systems in Sri Lanka. However, the recent COVID-19 pandemic situation has depicted the significance of E-Learning systems in continuing higher education. Therefore, the majority of the higher education institutes have been compelled to move towards E-Learning concepts, while facing aforesaid challenges. The provision of soft-loans to empower necessary physical resources, enhancing the basic telecommunication facilities, motivation of students and academicians, and enhancing their core competencies for E-Learning through training programmes are essential to promote E-Learning opportunities in Sri Lanka. Thus, policymakers in education sector have to consider aforementioned aspects in designing a better and a sustainable E-Learning framework for higher education setup in Sri Lanka.
... Our hypothesis h1 was confirmed: students who expressed dissatisfaction with technology had lower satisfaction ratings. This result was not surprising: Teachers and students must develop ICT knowledge and skills for effective use of online teaching and positively impact the development of their students' digital skills and, therefore, engagement (Assar, 2015;Salehi, Shojaee, & Sattar, 2015). Palmer and Holt (2009) indicated that comfort with technology is important for DL course satisfaction. ...
Article
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Online education has become mandatory in all countries since the Covid-19 pandemic. In order to provide practical inspiration for schools to improve online learning and teaching efficacy, and satisfaction, we explored the distance learning experience of 427 upper secondary school students in Italy. Rather than focusing on the relevance of digital tools and abilities, as most e-learning studies do, we focused on the function and influence of the teacher-student relationship and how online learning affects that connection. The study’s findings revealed that even if the technology was the central focus of upgrading the educational system, the satisfaction for the Distal Learning education is heavily based on teachers’ ability to maintain a high-quality relationship. Indeed, the quality of the relationship is a far better predictor of student satisfaction, with online education satisfaction having substantially higher coefficients than technology satisfaction, even controlling for both teachers’ and students’ technological knowledge. We also found a significant moderating effect in the interaction between quality of the relationship and technology satisfaction, implying that when students are satisfied with the technology used in online education, a high-quality relationship with teachers can boost satisfaction.
... Dumančić (2017, 133) ističe "Problem je u tome što učitelji tijekom svojeg školovanja nisu učili sadržaje predmeta koje poučavaju uz pomoć digitalne tehnologije i teško im je razmišljati i planirati gdje, kako i kada koristiti digitalne tehnologije". Salehi et al. (2014) ističu da korištenje suvremene tehnologije od učitelja iziskuje velik napor i trud te da kompetentan učitelj treba, osim visokokvalitetnog didaktičkog znanja, komunikacijskih vještina i vještina ocjenjivanja, biti dobro upoznat s alatima za e-učenje. U priručniku Digitalno učenje u razrednoj nastavi (Rukljač i Jurjević Jovanović, 2021, 140) iznijeto je promišljanje učiteljice razredne nastave B. L. s osvrtom na nastavu na daljinu: "U trenutku kada se većina učitelja pitala kako organizirati nastavu na daljinu, ja sam imala spreman recept za rad u mojem razredu. ...
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The global pandemic affected the way of education in Slovakia, at all levels of education. From day to day, Slovak schools had to deal with radical changes in the way of teaching, for which no one was prepared. The resulting lack of support for distance education has caused large regional and local differences in the way education is educated, but also in terms of access to education. In this paper, we focus on how teachers in Slovakia have dealt with the transformation of forms, methods and Realizacija nastave na daljinu u Slovačkoj u vreme pandemije teaching content in continuing distance education in Slovakia. Keywords: distance education, content of education, methods, game in education
... Dumančić (2017, 133) ističe "Problem je u tome što učitelji tijekom svojeg školovanja nisu učili sadržaje predmeta koje poučavaju uz pomoć digitalne tehnologije i teško im je razmišljati i planirati gdje, kako i kada koristiti digitalne tehnologije". Salehi et al. (2014) ističu da korištenje suvremene tehnologije od učitelja iziskuje velik napor i trud te da kompetentan učitelj treba, osim visokokvalitetnog didaktičkog znanja, komunikacijskih vještina i vještina ocjenjivanja, biti dobro upoznat s alatima za e-učenje. U priručniku Digitalno učenje u razrednoj nastavi (Rukljač i Jurjević Jovanović, 2021, 140) iznijeto je promišljanje učiteljice razredne nastave B. L. s osvrtom na nastavu na daljinu: "U trenutku kada se većina učitelja pitala kako organizirati nastavu na daljinu, ja sam imala spreman recept za rad u mojem razredu. ...
... Henceforth, the current study found lower training needs among the female nursing students with non-preference of e-learning. However, the researchers found that training skills and ICT (Information Communication and Technology) metacognition skills improve learners' level of achievement (Zimmerman et al. 1994;Salehi et al. 2014;Abdelrahman 2020). ...
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Background The COVID-19 pandemic jeopardized the traditional academic learning calendars due to the closing of all educational institutions across the globe. To keep up with the flow of learning, most of the educational institutions shifted toward e-learning. However, the students’ e-learning preference and e-learning readiness did not identify, particularly among the Bangladeshi female nursing students, where those can pose serious challenges. A cross-sectional study was carried out among the female nursing students between December 26, 2020, and January 11, 2021. A total of 237 students were recruited who have enrolled in e-learning at least the last 30 days of the participation. Multivariable linear regression models were fitted to find the association of students’ preference, e-learning readiness domains, and other variables. Results A cross-sectional study was conducted among the female nursing students to assess perceived e-learning readiness in the subdomains of readiness; availability, technology use, self-confidence, acceptance and training. The findings of the study revealed that the prevalence of preference for e-learning was 43.46%. The students did not prefer e-learning compared to ‘prefer group’ has significantly less availability of technology ( β = − 3.01, 95% CI − 4.46, − 1.56), less use of technology ( β = − 3.08, 95% CI − 5.11, − 1.06), less self-confidence ( β = − 4.50, 95% CI − 7.02, − 1.98), less acceptance ( β = − 5.96, 95% CI − 7.76, − 4.16) and less training need ( β = − 1.86, 95% CI − 2.67, − 1.06). The age, degree, residence, parents’ highest education, having a single room, and having any eye problems were significantly associated with the variation of availability of technology, use of technology, self-confidence, acceptance, and training need of e-learning. Conclusions The outcomes of the study could be helpful while developing an effective and productive e-learning infrastructure regarding the preparedness of nursing colleges for the continuation of academia in any adverse circumstances like the COVID-19 pandemic.
... For teachers, having ICT knowledge and skills can certainly improve their pedagogical and professional competencies and also have a positive impact on students. According to [4] ICT, when used in a sufficiently and suitably manner, not only can help learners to understand IT better, but also help learners to use the necessary skills which can guarantee success in empowering the learners with IT awareness and skills. ...
... For teachers, having ICT knowledge and skills can certainly improve their pedagogical and professional competencies and also have a positive impact on students. According to [4] ICT, when used in a sufficiently and suitably manner, not only can help learners to understand IT better, but also help learners to use the necessary skills which can guarantee success in empowering the learners with IT awareness and skills. ...
... The main advantage of online learning is that students can learn anytime, anywhere, with no need to directly meet with the teacher [22]. Moreover, it allows students to be engaged in most comfortable mode and manage their time efficiently [24]. ...
... The second group of e-learning refers to a system of procedures, processes and instructional materials that supports learning. Moreover, we considered a difference between e-platforms and ICT tools (Salehi et al., 2015; Table 2). The papers showed a certain amount of heterogeneity in their definition of LDs. ...
Article
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What are the main learning difficulties or advantages encountered by students with learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools.
... In other words, introducing elearning by so many academic institutions in this period of lockdown was to keep learners up-todate thereby enabling learning independently, collaboratively and broaden the scope of the learner (Sanni, 2019). Salehi et al. (2014) define E-Learning as learning by an electronic means were learners advance their understanding using online learning tools in virtual learning environment. E-learning according to Ali et al. (2018) is the acquisition of knowledge through the use of technological devices such as mobile phone, laptop, computer, etc through e-mail, google scholars, you-tube etc as the platform for learning. ...
Article
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The outbreak of COVID-19 pandemic around the globe has destabilized academic activities especially as lockdown of all human activities became the only immediate strategy of controlling the spread. Globally, the only palliative for continuing educational activities is the introduction of e-learning system which is new to most institutions of learning in Nigeria. Observation from Delta State University as a case study indicates that, majority of the students complain of the difficulty in applying the implemented e-learning system hence this study explored the e-learning application, its pros and cons under three objectives. The population of the study comprised 370 of library and information science. The entire population of 370 respondents was used as the sample size of the study and 230 responses were retrieved online. The questionnaire used in the study comprised twenty four (24) items. Data generated were analysed using simple percentage. The findings revealed that students participate in the e-learning system with the use of the device (phone and not laptop) in the form of text and audio. It was also found that difficulty in applying the implemented e-learning system arises as a result of high cost of data subscription, high cost of devices, technologies not user friendly and epileptic or power failure. Thus, it was recommended that institutions should subscribe for data and ensure that e-learning system is upgraded for user friendliness
... Web-based learning technology is a revolutionary change in educational environment that has been brought forth by the innovative power of the Internet and web technologies, and this new innovation will fundamentally eclipse the learning environments of traditional classrooms. The most distinguishing feature of e-learning is convenience because it can be implemented at any environment and at any time; this valuable attribute has been reported to be one of the most important motives for learners to accept Internet-based environments for learning (Salehi et al., 2015). E-learning has been defined in many ways to reflect different perspectives such as educational-driven, technology-driven, delivery-system oriented and communicationoriented. ...
Article
The current study has been inspired by two significant issues: (1) The proliferation of e-technologies such as e-learning have dramatically motivated global research intended to advance our knowledge of the dynamics of these technologies in varying environmental contexts and settings, and (2) the importance of cultural values at individual-level analysis in technology adoption merits greater level of attention and interests from researchers and practitioners, particularly in relation to developing country contexts. This study intends to investigate the significance of highly influential adoption factors acknowledged as relevant in prior literature in predicting user’s behavioral intention to adopt new technologies. These potentially important factors were drawn from highly popular technology adoption and social theories including perceived usefulness (Technology Acceptance Model), social influence (Theory of Planned Behavior), Internet self-efficacy (Social Cognitive Theory) and perceived compatibility (Innovation Diffusion Theory). Further, the present study examines the moderating impact of both individualism-collectivism and uncertainty avoidance cultural dimensions at individual-level on the hypothesized relationships linking these highly influential adoption factors with behavioral intention to adopt e-learning environment in order to facilitate and enhance learning processes and in an effort to achieve value maximization and waste minimization requirements in the context of e-learning technology. The empirical data which consists of 262 valid datasets was collected from undergraduate university students in Jordan via self-administered paper-based questionnaire. The questionnaire was developed from previously accepted and validated a set of measurements items. The empirical data was numerically assessed and analyzed with the help of WarpPLS 5.0. The findings of this study demonstrate that perceived usefulness, social influence, Internet self-efficacy and perceived compatibility are important predictors of individuals’ behavioral intention to adopt e-learning technology. Further, the current findings provide adequate empirical evidence to support all hypotheses involving moderating effects with one exception whereby both individualism-collectivism and uncertainty avoidance cultural values have little statistical significance on the relationship linking perceived usefulness with behavioral intention to adopt e-learning technologies. Interestingly, the proposed model explains a substantial amount of variance (63%) which signifies that the model fits the data well. Research findings are discussed and contribution to theory and practice are presented. Keywords adoption, e-learning, culture, WarpPLS, Jordan
... Web-based learning technology is a revolutionary change in educational environment that has been brought forth by the innovative power of the Internet and web technologies, and this new innovation will fundamentally eclipse the learning environments of traditional classrooms. The most distinguishing feature of e-learning is convenience because it can be implemented at any environment and at any time; this valuable attribute has been reported to be one of the most important motives for learners to accept Internet-based environments for learning (Salehi et al., 2015). E-learning has been defined in many ways to reflect different perspectives such as educational-driven, technology-driven, delivery-system oriented and communicationoriented. ...
Article
Full-text available
The current study has been inspired by two significant issues: (1) The proliferation of e-technologies such as e-learning have dramatically motivated global research intended to advance our knowledge of the dynamics of these technologies in varying environmental contexts and settings, and (2) the importance of cultural values at individual-level analysis in technology adoption merits greater level of attention and interests from researchers and practitioners, particularly in relation to developing country contexts. This study intends to investigate the significance of highly influential adoption factors acknowledged as relevant in prior literature in predicting user's behavioral intention to adopt new technologies. These potentially important factors were drawn from highly popular technology adoption and social theories including perceived usefulness (Technology Acceptance Model), social influence (Theory of Planned Behavior), Internet self-efficacy (Social Cognitive Theory) and perceived compatibility (Innovation Diffusion Theory). Further, the present study examines the moderating impact of both individualism-collectivism and uncertainty avoidance cultural dimensions at individual-level on the hypothesized relationships linking these highly influential adoption factors with behavioral intention to adopt e-learning environment in order to facilitate and enhance learning processes and in an effort to achieve value maximization and waste minimization requirements in the context of e-learning technology. The empirical data which consists of 262 valid datasets was collected from undergraduate university students in Jordan via self-administered paper-based questionnaire. The questionnaire was developed from previously accepted and validated a set of measurements items. The empirical data was numerically assessed and analyzed with the help of WarpPLS 5.0. The findings of this study demonstrate that perceived usefulness, social influence, Internet self-efficacy and perceived compatibility are important predictors of individuals' behavioral intention to adopt e-learning technology. Further, the current findings provide adequate empirical evidence to support all hypotheses involving moderating effects with one exception whereby both individualism-collectivism and uncertainty avoidance cultural values have little statistical significance on the relationship linking perceived usefulness with behavioral intention to adopt e-learning technologies. Interestingly, the proposed model explains a substantial amount of variance (63%) which signifies that the model fits the data well. Research findings are discussed and contribution to theory and practice are presented.
... For example, a study by Amanda (2015) revealed that teacher librarians applied games to teach 21st century skills in their classrooms. Additionally, Salehi, Shojaee, and Sattar (2014) conducted a survey on the role of E-learning and ICT courses in educational environments in Iran and found that computers-related technologies have been widely employed in the teaching and learning environment. Kalonde (2014) revealed that teachers used video, power-point, Internet, Simulations, Email and Word processors in their teaching activities. ...
Article
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Malaysian higher learning institutions have embraced the 21 st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to apply problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues with educators' awareness and skills in utilizing the technology tools in the instructional processes. This study attempted to explore the experiences and intentions of lecturers to integrate computer-related technologies in undergraduate classrooms. In-depth semi-structured interviews were conducted with three lecturers, two of them teach foreign languages and the other teaches Instructional Technology. The study sought to reveal the pedagogical approach and types of information technology adopted in the classrooms. This study addressed teachers' awareness the use of technology in the classroom and issues related to it. The results were thematized based on Web 2.0 tools integration, pedagogical approach in addressing higher order thinking skills and student career readiness. Lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low Internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction. It also highlights how such technologies are matched with learner-centered instructional strategies to enhance learners' 21 st century skills that are essential for career readiness.
... Society in general and the education in particular, is undergoing a more fundamental transformation driven by the waves of evolving technologies. The technology landscape in education therefore, offers a once-unimaginable array of options and solutions for tailoring education activities that account for better learning outcomes and academic performance [1]. As part of the technology landscape, digital reading has become the norm for today's educationalinstructional applications [2]. ...
... As many researchers claim ( [1], [2], [3], [4], [5]), ICT tools not only enrich teaching and learning activities, but also condition the quality of today's education. Salehi, Shojaee and Sattar [6] even assume that the introduction of ICT tools to education is absolutely necessary for living in the contemporary world. ICT tools ensure twenty-first century skills ( [7], [8]) and "create a bridge between students' needs and expectations and labour market demands" [9]. ...
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The paper presents an overview of the latest studies on cognitive neuroscience that can help evaluate concepts that promote technologically-enhanced outdoor activities, such as CyberParks. The following questions are asked in the paper: does the human brain really like ICT tools? Does the human brain really like being outdoors? And finally: does the human brain really like technologically-enhanced outdoor activities? The results of the studies presented show that the human brain does not like ICT tools yet, it likes being outdoors very much. At the same time, it was shown that outdoors activities may be encouraged by ICT tools, yet outdoors activities themselves should be free from ICT tools. Using ICT tools and physical activity at the same time is a dual task, a type of activity that leads to cognitive and physical processes being destabilised, which leads to weakened effects of both cognitive and physical tasks. From the perspective of cognitive neuroscience, CyberParks are not a solution that the human brain really likes. Another issue is also discussed, namely: do technologically-enhanced outdoor activities—such as in CyberParks—really increase the quality of life?
... Tal como se ha mencionado anteriormente, los procesos de incorporación de TIC en educación no se dan de una única manera. De hecho, existe una gran diversidad de formas de hacerlo que difieren en intensidad, propósito, alcance y tipo de tecnología empleada en dichos procesos (Goeman et al., 2015;Salehi, Shojaee y Sattar, 2015; Batalla-Busquets y Martínez-Argüelles, 2014;De Witte y Rogge, 2014). Recordemos entonces que para efectos de este estudio, se han seleccionado 5 escenarios distintos de incorporación educativa de las TIC como marco de reflexión y práctica para analizarlos desde el punto de vista educomunicativo. ...
Article
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Este artículo describe los resultados de un estudio de corte cualitativo apoyado en procesos de meta-síntesis de literatura, el cual permitió identificar una variedad de factores educomunicativos clave en diversos entornos digitales, desde la perspectiva de los intercambios de información como categoría de análisis. Los resultados del estudio mostraron que dichos entornos, expresados como escenarios de incorporación educativa de las Tecnologías de la Información y la Comunicación (TIC) representan múltiples retos para el diseño y ejecución de los procesos educomunicativos que subyacen y caracterizan tanto la enseñanza como el aprendizaje en entornos digitales.
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The study aimed to map the critical success factors for the adoption of information and communication technologies (ICTs) in the educational process of educational institutions. Problems related to the adoption of ICT in the educational system stem from the need to adapt to the use of new technologies in the internal processes of institutions and in teaching and learning processes, common to different profiles of educational institutions including of engineering courses with them specificities. To meet the objective, a review of the existing bibliography in the Scopus database was carried out to highlight articles relevant to the topic. Based on the review, 31 articles identified the main factors and effects that influence and impact the process of implementation and continued use of ICTs. The survey generated a broader view of the challenges faced in different dimensions, from SWOT framework, involving different stakeholders. It is suggested in future studies to engineering analyze deeper the complex scenario that involves the theme.
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Air travelling and all activities deriving from it create conditions of potential exposure to and/or transmission of disease. Information and communication are of tremendous importance, particularly in the outbreak of epidemics, at enabling passengers to adopt appropriate preventive behavior so as to limit the spread of the disease. As airport gates are also gates to communication diseases, measures to prevent disease spreading are to be taken particularly there, on the spot. A technical report by the ECDC (10) concluded that: ‘’ Risk communication messages often fail to reach the intended communities, including those people most at risk of the diseases. During air travel, the challenges of reaching travellers is inherently difficult due to factors including the volume of travellers to near and far points across the globe, language barriers and other challenges related to building public trust’’. Research findings stress the need for better risk communication through various information channels to empower frontline providers in order to provide adequate health services and to promote safe and healthy travel. As global health threats continue to emerge, the need for improved communication of health risks and appropriate management strategies rises.
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While tourism is one of the most important sectors of the world economy, it has a serious impact on the environment. The trend of sustainable tourism has evolved through the search for strategies, ensuring tourist development without affecting the environment (Karavitakakis & Chondromatidou, 2016). In this research, the tourism impact data derived from the 2nd Tourism Observatory of Skyros Island will be presented. The Tourism Observatory formulates and implements sustainable management strategies, policies and procedures based on the use of Sustainable Tourism Indicators and Information Assessment Techniques (UNWTO, 2015). In particular, the Observatory gathered relevant data from questionnaires that were distributed to tourists and residents of the island. This way, conclusions about participants’ preferences, as well as their place selection for summer holidays were drawn. The purpose of this research is to analyze the profile of tourists and their tourists’ characteristics before, during and after their arrival at Skyros Island. Also, it attempts to assess the important and unique aspects of the relationship between tourism and sustainable development (UNEP, 2005) of Skyros Island, which happen to be the interaction, awareness and dependency ones. It is of crucial importance to determine whether tourists' and locals' actions have a long-term sustainable effect on the island.
Article
Background: E-learning or electronic learning is increasingly used as a complement to traditional classes in undergraduate medical education. E-Learning become more popular, because they allow saving time of teachers and students, reduce costs of teaching and learning materials and improve classroom as well as medical colleges’ educational environment. Objectives: This descriptive cross sectional survey was driven to explore teachers’ view about the current situation of e-learning practice in undergraduate medical education of Bangladesh. Methods: From all four phases, total 172 teachers of randomly selected eight medical colleges of Bangladesh were respondents of this study to seek information regarding the current situation of e-learning practice in undergraduate medical education, between the period of July 2018 to June 2019 with a pretested self-administered questionnaire. Results: In this study 68 (39.5%) were male and 104 (60.5%) were female teachers. Fifty-two point three percent (52.3%) teachers agreed that they strongly awared of e-learning, 87.8% teachers had personal computers/laptops, 99.4% teachers had personal smartphones, and 98.8% teachers had personal e-mail addresses. Fifty-three percent (53%) teachers agreed that they have adequate knowledge and skill in information and communication technology (ICT). Forty-four percent (44%) teachers disagreed that they were interact with students and 49.5% teachers agreed that they interacted with peer and colleague by using social media in their medical colleges. Conclusion: Teachers are aware of e-learning and they practiced it in personal level without collaboration of the medical colleges. It is essential to provide e-learning facilities in medical colleges for improvement of undergraduate medical education. Bangladesh Journal of Medical Education Vol.11(1) 2020: 12-16
Article
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Electronic-learning (E-learning) has been extensively utilized and gaining more impact in higher education. Some studies have compared face-to-face teaching to online learning to decide which of the design provides the highest learning outcome and create the most students’ satisfaction. This paper references some of the research work on the use of e-learning in higher education. I would like to share my 12 months teaching experience utilizing e-learning in my day to day teaching activities, from the challenges faced from the beginning of the e-learning utilization to the successes that I got from that e-learning that I got. Challenges did appear in the first month of the e-learning exertion. As can be expected there are many challenges faced by academics regarding the use and success of e-learning in an academic environment. Further, it can be divided into five categories: learning styles and culture, pedagogical e-learning, technology, technical training, and time management challenges.
Chapter
The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.
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The theoretical part of the book shows that learning in CyberParks takes the form of technology-enhanced outdoor learning and is an element of smart learning, i.e. the latest concept of ICT-supported learning. Learning in CyberParks can also become an element of smart education – a concept of formal learning in the smart city. Learning in CyberParks is supposed to provide students with contact with nature and stimulate them to be physically active. It is thus a type of a dual-task. Studies in cognitive neuroscience suggest that this type of cognitive-motor interference can expose students to a motor danger and weaken their cognitive capabilities. If this was the case, the idea of learning in CyberParks would need to be modified. In order to solve this, two experiments with the use of mobile EEG were carried out. The empirical part of the book indeed shows that during dual-tasks in CyberParks students are less focused and more stressed, and the dynamics of attention and meditation ceases to reflect the dynamics of the cognitive task. Thus, before CyberParks become learning spaces, the idea of CyberParks has to be modified. The cognitive activity intended in CyberParks should be separated from physical activity. When learning in CyberParks, one should be sitting and using applications that do not require movement. Staying close to nature improves the functioning of the brain, therefore such learning is more effective than that carried out indoors. It is also more healthy. When designing CyberParks, one thus has to think not only about the technological infrastructure, but also about making spots for using ICT while sitting available. In this approach, learning in CyberParks becomes an important concept that can be used in practice in order to provide an answer to numerous problems of contemporary educational institutions, related to students’ lack of contact with nature and consolidation of their sedentary lifestyle.
Article
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Open Educational Practices (OEP) have become a growing educational trend based on Information and Communication Technologies (ICT), which have been linked both from literature and practice with emerging and complex topics such as Massive Open Online Courses (MOOC) and Open Educational Resources (OER). This essay presents a critical approach to Open Educational Practices regarding their conceptual framework and considering a current and rather than an excessive focus on free access to knowledge. We propose that transforming educational content, making it available, is not enough to produce educational innovation and consequently it becomes necessary to transform educational practices, turning them open. Although the transition from OER to OEP has already been considered in the literature, a new perspective beyond free access and costless is necessary to maximize the innovative potential of “openness”.
Article
WhatsApp is a smartphone application for instant messaging and its unique feature is the ability to enhance communication, promote the social atmosphere, stimulate sharing among students, and act as a learning platform. The present study attempts to compare male and female students’ English collocation learning who utilized WhatsApp as a mobile application in learning them. Thus, to access the focused objective, Oxford Placement Test (OPT) was conducted to both male and female in a language institute. Therefore, after administrating the mentioned test, a sample of 60 male and female EFL learners was selected. Hence, the selective participants were judged as intermediate learners in the test. In order to check the reliability of the collocation pretest, the test was pilot studied on 15 learners. Then, the two genders of participants in experimental group were suggested to use WhatsApp in order to practice and repeat the collocations. However, the male and female participants in control group received collocations instruction through the conventional method. After treatment, both groups were examined by a posttest. Accordingly, the findings showed that WhatsApp was an effective way for improving collocation learning regardless of gender and that using WhatsApp to acquisition of collocations is not gender specific. This enquiry also has prepared pedagogical implications for using WhatsApp as an ICT tool in learning a second language.
Article
Diversity is a prominent aspect of daily life. The net economy must consider differences to be part of a system's structural elements from which all possible conveniences are drawn. Technologies in support of disabled peoples' activities are very useful; the use of information and communication technology (ICT) has therefore been very helpful, but there are also risks from the 'digital divide'. With ICT, the lives of those living with disabilities can be improved, allowing them better interaction in society by widening their scope of activity. ICT can help people with disabilities access education, training and cultural development. ICT also promotes the employment of those with disabilities. The opportunities arising from disabled employees seem to be often overlooked. They are analysed through the conceptual framework of diversity management and its derivative, disability management. The disability can become an opportunity to innovate structures, processes and products as well as to renew the management style and the business and work atmosphere.
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An increasing number of websites are designed to be accessible to people with disabilities. Web page evaluation systems are needed to evaluate the accessibility of these websites. Such evaluation is important so that website administrators can change their websites so people with disabilities would be able to use their web pages. Currently, existing evaluation systems produce varying results and such results are not always useful for website administrators. This variation leads to uncertainty in specifying the degree of compliance of web pages to predefined guidelines. In this paper, open-source web accessibility evaluation tools are reviewed. AChecker, a system that evaluates web page compliance with WCAG 2.0, is identified as the best available. After analyzing AChecker, it is found to have three types of deficiencies: unclear comments, redundancy of errors reporting and lack of automatic or semi-automatic repair. We present in this paper, an interactive evaluation tool (IWAET) that we developed based on AChecker. Both quantitative and qualitative approaches are used to evaluate the usability of this system. The study involved a group of web developers with no accessibility knowledge and with varying levels of programming experience. IWAET is compared to AChecker and the results of the evaluation show clearly the superiority of the new system compared to the currently available systems.
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This paper is based on an evaluation of a mixed mode course called Learning Numerical Methods for Partial Differential Equations from the Web. The authors discuss the impact of information communication technology (ICT) on the provision of tertiary education and cite the course as an example of how it can be used at the subject level. The course employed ICT in a number of different ways. The introductory part of the course was held in a specifically designed video-conferencing facility that had a range of ICT capabilities. The design of the room is critiqued as is the use that was made of it. Throughout the paper the authors emphasize the point that ICT is a powerful tool for teaching and learning but failure to plan, deliver and assess ICT-based courses on sound pedagogical grounds merely means that poor teaching and learning practices are disseminated more widely and more quickly. On the basis of our evaluation we propose a simple set of questions that can be used to evaluate the best use of ICT in engineering education.
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Abstract Web-based technology has a dramatic impact on learning and teaching. A framework that delineates the relationships between learner control and learning effectiveness is absent. This study aims to fill this void. Our work focuses on the effectiveness of a technology-mediated virtual learning environment (TVLE) in the context of basic information technology skills training. Grounded in the technology-mediated learning literature, this study presents a framework that addresses the relationship between the learner control and learning effectiveness, which contains four categories: learning achievement, self-efficacy, satisfaction, and learning climate. In order to compare the learning effectiveness under traditional classroom and TVLE, we conducted a field experiment. Data were collected from a junior high school of Taiwan. A total of 210 usable responses were analysed. We identified four results from this study. (1) Students in the TVLE environment achieve better learning performance than their counterparts in the traditional environment; (2) Students in the TVLE environment report higher levels of computer self-efficacy than their counterparts in the traditional environment; (3) Students in the TVLE environment report higher levels of satisfaction than students in the traditional environment; and (4) Students in the TVLE environment report higher levels of learning climate than their counterparts in the traditional environment. The implications of this study are discussed, and further research directions are proposed.
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The real-life training of people with learning difficulties is a highly challenging and demanding process that can be effectively improved with the deployment of special-purpose software instruments. This paper discusses the development and evaluation of two inclusive training applications and two games for people with learning difficulties. Namely, the four developed systems are: (a) a cashier training applications; (b) a sewing training applications; (c) an accessible pong game; and (d) an accessible action game. The main objective of the work was to investigate the hypothesis that computer games, as pleasant, motivating and highly engaging interactive experiences, can have a significant role on improving the training of people with learning difficulties, such as attention deficit disorder or Asperger syndrome. The obtained results are very positive and encouraging, and have led to the identification of new research directions, blending training and playing, via novel training techniques and purpose-specific game genres.
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The purpose of this article is to propose a model to integrate educational mastery principles that emphasize cooperative and learner-centered instruction in higher education with the new advances of instructional technology, and to present a pilot case study to exemplify the model. It is clear that in spite of tremendous efforts by colleges and universities to introduce instructional technology in the classroom, many faculty remain skeptical of the new technologies. It is suggested that in order for instructional technology to be widely accepted and used by faculty, the value of this technology to improve classroom instruction has to be proven. It is proposed that this can be achieved by applying learner-centered principles, in which the instructional objectives of the class are directly linked both to the needs of the student and the role of the instructor in the classroom, which in turn determine the appropriate type and use of instructional technology. It presents a pilot case study in which a technology was used to teach a basic psychology concept.
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The UK's 2001 Special Educational Needs and Disability Act has charged learning technologists with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students. In an attempt to explore how learning technologists are developing practices to produce accessible electronic materials this paper will present a review of the accessibility literature and identify key issues that may influence the 'accessibility' practices of learning technologists. These emerging issues are interpreted using Wenger's theory of communities of practice, with a particular emphasis on the development of accessibility practices that may be shared by a number of related communities of practices and on how the focus of accessibility practices may soon shift from the product to the process of accessibility.
Book
From the Publisher: Accessibility is about making a website accessible to those with aural, visual or physical disabilities - or rather, constructing websites that don't exclude these people from accessing the content or services being provided.The purpose of this book is to enable web professionals to create and retrofit accessible websites quickly and easily. It includes discussion of the technologies and techniques that are used to access websites, and the legal stipulations and precedents that exist in the US and around the world. The main body of the book is devoted to the business of making websites and their content accessible: testing techniques, web development tools, and advanced techniques. The book concludes with a quick reference checklist for creating accessible websites. This is a practical book with lots of step-by-step examples, supported with a Section 508 checklist enabling developers to refer to the book as they work as well as a complete list of accessibility testing and approval sites. What's great about this book? It will teach you how to make your content accessible to people with disabilities Explains in detail how to test sites for accessibility issues It teaches you how to use a wide range of accessibility tools effectively You'll learn how to make your web site fully section 508 compliant Includes a detailed coverage of accessibility law, and is full of practical examples Includes tutorial on accessible authoring with Flash MX
Article
Globalization means free movement of capital goods, technology, ideas and people. It is the process of integrating various economies of the world without creating any hindrances. In this era of globalization it is necessary to create an environment in which human race can sustain itself on this planet Earth with its various aspects like energy, environment, education, technological back up and governing policies. Education therefore becomes an important aspect for the human race to sustain itself in the global environment. Education is the foundation for a vibrant democracy, growth of productivity and generation of income and employment opportunities. Education in India today is provided by both the conventional mode ie., in schools and colleges and through the distance mode. The provision of distance education is a major breakthrough in the development of human capital. Distance education is therefore an important means by which the human race would be able to sustain itself in this global environment. Distance Education is a generic term that includes the range of teaching, learning strategies variously described as home study or independent study. It is a highly welcome step in the direction of taking education to the door of those willing to acquire higher education but unable to do so owing to lack of resources or paucity of time. In India distance education opportunities at the University level have increased enormously. Many new developments and modern trends due to globalization are putting new pressures on the conventional education system, forcing many institutions to review and amend their existing policies and procedures. The enrollment rates in various Distance Education institutes have improved over the years. But to achieve the goal of one hundred percent literacy the nation should aim at establishment of more number of Distance Education centres and make it known and affordable to the rural masses. In this context the present paper attempts to trace the development of Distance Education in India., to enumerate the objectives of Distance Education, to highlight the strengths and weaknesses of Distance Education, to ascertain the choice of the sample group between conventional and Distance Education mode, to determine the factors influencing the choice of the mode and to suggest policy measures to improve the quality of Distance Education.
Article
The Nigerian educational reform act of 2007 provides information on wide ranging reforms for the country's education sector. While the conceptual ideas and provisions are laudable, the issue of implementation becomes a matter of concern. This theoretical paper examines the potentials of information and communication technology in the implementation of the reforms. It explores the basic concepts of educational reforms, the nature of the reform, the implementation of previous education reform programmes, and information and communication technology (ICT) in the Nigerian school curriculum. The paper concludes on the need to systematically use ICT to implement the Nigerian educational reforms.
Article
Successful course creation for the Web environment means much more than the use of documents uploaded and electronically linked together. Course content should be designed specifically for use with an interactive, electronic medium that is capable of accommodating different types of audiovisual information (Porter, 1997, p. 128). This content can include video clips, animation, sound effects, music, voiceovers, photographs, drawings, and linked and unlinked pages. It means maintaining high standards of quality while promoting accessibility, motivation, and interactivity for students who are learning in this environment. Students in Web-based courses can become problem solvers involved in real-world problems as they take responsibility for their own learning. Purchase this chapter to continue reading all 9 pages >
Article
The purpose of this study was to investigate the effects of traditional instruction (TI) plus Computer-Assisted Instruction (CAI) versus TI alone on college students' achievements in an introductory computer science course. This study was conducted at a small government university in Jordan using a Quasi-experimental, nonequivalent control group design. A courseware was developed to investigate the difference between two groups who were given a pretest and a posttest to measure achievement of the course objectives. An analysis of covariance on the posttest scores with pretest scores as the covariate showed that the TI plus Computer Assisted Instruction group performed significantly better than the TI alone group with a small effect size. It was concluded that TI plus CAI format should be considered as a substitute to the TI alone format.
Article
Today's schools continue to be challenged by the increased visibility, roles and cost of educational technology. Recent studies on the integration of technology into education suggest that preservice teachers have to experience effective applications of computer technology for teaching and learning, if they are going to use them in their own classrooms. This paper discusses the importance of the technology standards for the teacher preparation programs and the students' perceptions of the adequate use of technology for their teaching practices. The survey was conducted with 80 students who enrolled in the Introductory Instructional Technology Course at a research university in the Southeast in fall 2002. Findings suggest that the standard-based curriculum and the use of project-based assessment enable students to achieve all the necessary skills and knowledge through cross-curricular hands-on practice during the course.
Article
Each year, a substantial portion of educational institutions' budgets are allocated to supporting the integration of computers into instruction under the assumption that computers benefit teaching and learning, and can improve student academic performance. Educational research and practice, however, demonstrate that different ways of integrating computer technology and the context in which computers are used have varied effects on student learning. This article explores computer-assisted instruction (CAI), a learning environment that supports a one-on-one interaction between a learner (or several learners) and a computer program. It also demonstrates how the two polar characteristics of CAI, which indicate whether the learner or the program has primary control over the content and direction of instruction--learner control (LC) and program control (PC)--affect instructional delivery and outcomes. While trying to explain the inconsistency of research findings, the article argues that LC theory needs a stronger theoretical framework in order for LC studies to yield more definitive conclusions about the effectiveness of LC and CAI in general.
Article
This article reports three related studies which investigate how undergraduates use and think about information and communication technologies (ICT) in the context of learning at university. Data were obtained via questionnaires, computer diary records and focus group discussions. The studies were intended to help universities decide how to incorporate ICT into student learning, how the cost of equipment should be shared between students and institutions, and how university provision should be organised to best fit student needs, attitudes and perceptions. Presentation of the results from the studies is followed by a discussion, which attempts to draw out the practical implications of the evaluation evidence for university policy-makers.
Article
The article focuses on the use of information and communication technology (ICT) for strengthening and transforming university practice in line with the social and technological conditions of the new ideas for interactive universities. The purpose is to use ICT as a change-agent in order to establish new practices – new pedagogical methods, new methods for collaboration and new forms of interplay between physical and virtual learning environments. The article is based on an ongoing case in which both the authors have been engaged: the IT Innovation project (ITI) and E-learning Lab North Jutland (ELL) at Aalborg University in Denmark. The article presents the different initiatives and strategies for innovation of the university and subsequently discusses the work in the perspective of organizational learning and planning theory.
Article
E-learning environments increasingly serve as important infrastructural features of universities that enable teachers to provide students with different representations of knowledge and to enhance interaction between teachers and students and amongst students themselves. This study was designed to identify factors that can explain teachers’ use of e-learning environments in higher education. A questionnaire was completed by 178 teachers from a wide variety of departments at Wageningen University in the Netherlands. We found that 43% of the total variance in teacher use of e-learning environments could be explained by their opinions about web-based activities and their opinions about computer-assisted learning (predictors) and the perceived added value of e-learning environments (mediating variable). In other words, teachers’ use of e-learning environments can be explained to a high extent by their perceptions of the added value of these environments, which in turn are substantially influenced by their opinions about web-based activities and computer-assisted learning.
Chapter
This chapter explores the main issues concerned with the task of designing accessible e-learning systems. While important steps forward have been accomplished to provide students with digital, easy to manage didactical resources, yet, barriers for learners with disabilities remain. Actually, even if such users are not completely ruled out from virtual classrooms, it is a fact that they can only partially enjoy the offered didactical experiences. With this in view, the current trend in research is concerned with the development of smart e-learning systems, able to dynamically customize learning contents based on the specific user characteristics and needs. We provide a survey of current solutions and present our opinion of the field.
Article
Faculty satisfaction is considered an important factor of quality in online courses. A study was conducted to identify and confirm factors affecting the satisfaction of online faculty at a small research university, and to develop and validate an instrument that can be used to measure perceived faculty satisfaction in the context of the online learning environment. The online faculty satisfaction survey (OFSS) was developed and administered to all instructors who had taught an online course in fall 2007 or spring 2008 at a small research university in the USA. One hundred and two individuals completed the web‐based questionnaire. Results confirm that three factors affect satisfaction of faculty in the online environment: student‐related, instructor‐related, and institution‐related factors.
Article
Abstract The Second Information Technology in Education Study — Module 2 (SITES-M2) in Germany investigated 12 cases of innovative pedagogical practice using technology (IPPUT) in primary, lower and upper secondary schools. One theme that emerged from the analysis of these cases was students' cooperation. It seems that the co-occurrence of ICT-use and students' cooperation and collaboration is not accidental. The focus of this paper is an analysis and classification of the students' cooperation identified in the IPPUTs.
Article
An analysis is made of the reasons for excessive optimism concerning the potential of ICT to enhance levels of pupil achievement. After a review of evidence concerning the potential of ICT, a small-scale survey is reported that shows continuing problems in the adoption of ICT by teachers. It is concluded that more research is needed to improve the expectations and effectiveness of ICT provision and utilisation.
Article
In this study, we used qualitative methods to help us better understand the experiences of instructors as they are persuaded to adopt a course management system and integrate it into their teaching. We discuss several patterns explaining how instructors implemented Blackboard, a CMS, by experimenting with individual features, facing both technical and integration challenges, and attempting to adapt Blackboard features to match their goals and practices. We also give explanations for why instructors either (a) embraced the tool and grew more dependent on it, (b) reduced their use of the tool to only some features, or (c) discontinued the tool and actively sought replacement options. In this paper we explain why instructors fell into any one of these three areas and what implications this may have for training and support needs.
Article
Guidelines for Accessible---and Usable---Web Sites: Observing Users Who Work With Screenreaders
Article
This is a European Commission Leonardo da Vinci Reference Material project on the impact of new technology on distance learning students. It is known that all the Ministries of Education of the 27 European Union countries pay millions of Euros annually in the provision of educational technology for their schools, colleges and universities. A review of the literature of the impact of technology, however, showed that the research in this field was unacceptably fragile. What research there was focused on the impact of technology on children in American schools. The project set out, therefore, to measure the impact of technology on adult education, lifelong learning and distance education, with a particular focus on adult distance learning.
Article
In recent years, education authorities worldwide, including the German Federal Government, have invested heavily in the development of e-learning and multimedia materials for institutions of higher learning. While for some subject matters the benefits of e-learning seem obvious, there are subjects, often consisting of a number of tenuously connected topics or requiring a balance of learning and training, for which it is a valid question whether appropriate learning materials can be presented via the Internet. Software Engineering belongs to this second group, both for its broad collection of topics and, particularly, for the required emphasis on teamwork and communication training.
Article
This book presents a clearly and soundly argued case for the integration of educational technology into university teaching where the primary focus is to enhance student learning. Different teaching media, including audio-visual, hypermedia, interactive, adaptive and discursive media are discussed in the light of research into student learning. Practical guidelines for designing educational technology are provided.
Faculty Guide for Moving Teaching and Learning to the Web. League for Innovation in the Community College
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Boettcher, J., & Conrad, R. M. (2004). Faculty Guide for Moving Teaching and Learning to the Web. League for Innovation in the Community College, Laguna Hills, CA.
Taking instruction online
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Carlson, R., & Everett, D. (2000). Taking instruction online. In Electronic Proceedings of the Mid-South Instructional Technology Conference: Extending the frontiers of teaching and learning.
ICT in education: Possibilities and challenges. Inaugural Lecture of the Universitat Oberta de Catalunya (UOC)
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Carnoy, M. (2004). ICT in education: Possibilities and challenges. Inaugural Lecture of the Universitat Oberta de Catalunya (UOC) 2004-2005 Academic Year
Promoting youth employment through information and communication technology (ICT): Best practice example in Asia and the Pacific
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Curtin, R. (2002). Promoting youth employment through information and communication technology (ICT): Best practice example in Asia and the Pacific.
Exploring Usability and Accessibility of an E-Learning System for Improving Computer Literacy
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Debevc, M., Petra, P., Mateja, V., & Zoran, S. (2007). Exploring Usability and Accessibility of an E-Learning System for Improving Computer Literacy. In Proceedings of ICTA.
Accessible E-Learning and Educational Technology Extending Learning Opportunities for People with Disabilities
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Fisseler, B., & Bühler, C. (2007). Accessible E-Learning and Educational Technology Extending Learning Opportunities for People with Disabilities. Proceedings of the International Conference of "Interactive computer aided learning" ICL2007: E-Portfolio and Quality in e-Learning.
Motivating learners through CBI feedback: Developing a positive learner perspective
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Hoska, D. M. (1993). Motivating learners through CBI feedback: Developing a positive learner perspective. In V. Dempsey, & G. C. Sales (Eds.), Interactive instruction and feedback (pp. 105-132). Englewood Cliffs, N.J.: www.ccsenet.org/elt English Language Teaching Vol. 8, No. 1; 2015
E-Learning: The new frontier in the developing world
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Kante, C. (2003). E-Learning: The new frontier in the developing world. TechKnowLogia, 15-19.
Video-based telecommunications technology and the Deaf community (Research Summary)
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Using Computer in Learning Mathematics
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International Cooperation in Ambient Computing Education
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Orhun, E. (2009). International Cooperation in Ambient Computing Education. Proceedings of the Fourth Colloquium on International Engineering Education, May 20, 2009, San Diego State University, California.
The virtual student: A profile guide to working with online learners
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Pallof, R., & Pratt, K. (2003). The virtual student: A profile guide to working with online learners. San Francisco: Jossey-Bass.
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Design studio communication: Young generation holding on to old techniques. Innovation in Architecture, Engineering and Construction
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Adding feeling, sound and equal access to distance education
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Treviranus, J. (1999). Adding feeling, sound and equal access to distance education.
Knowledge maps: ICTs in education
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Trucano, M. (2005). Knowledge maps: ICTs in education [On-line].
Does it compute? The relationship between educational technology and student achievement in mathematics
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Wenglinski, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, NJ: ETS.