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Development of e-learning -learning management systems and virtual laboratories
Abstract
The article discusses one of the most widely used e-learning environments and existing virtual laboratories. It compares the different functionalities of e-learning environments and the capabilities of individual virtual laboratories. The results are presented in tabular and graphical form. The conclusions of the article show how the functionalities of the e-learning environments would be useful in virtual laboratories and especially in the development of e-learning.
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This paper deals with the comparative analysis of four types of frequently used LMSs. First, the brief description of each LMS is provided, followed by list of evaluation criteria. Final results of the analysis are presented in the form of table, summarized and discussed in the text, as well as future approaches to LMS developments are mentioned.
Most educational centers (e.g. universities, institutes, colleges) are adopting some kind of eLearning tool as an integral part of their learning systems; to enhance their traditional learning system or to create alternative models based on virtual learning.
An important resource for these eLearning solutions is the eLearning platform. Therefore, those eLearning centers have to choose the best package of LCMS suitable to their needs, because there are dozens of packages with diverse feature; some of them are commercial Software, while others are free Open Source (OSS).
This paper aims to help the educational centers by offering a survey of 58 comparison and evaluation studies of eLearning platforms. This survey shows that the eLearning sector needs to undertake more comprehensive and serious studies about LCMS comparison and evaluation, due to the rapid changes, substantial changes in each new version of the same package, and because of the fact that most of these 58 studies are partial, incomplete or already out of date.
This paper provides a brief introduction to eLearning platforms, and gives some useful information about each LCMS comparison and evaluation which is listed in this survey as well as analysis information over statistical analysis of those studies.
E-Learning is an accepted and commonly used component in tertiary education however success would appear to remain variable. Effective e-Learning is a concept which sometimes eludes even the most reputable of online educators. It is an issue which plagues both the corporate and education fields and which is frequently aggravated by the numerous, often contradictory, studies, on the subject. This paper will seek to yield the merits of these studies in order to decipher some of the better means of effectively evaluating, designing and managing e-Learning programmes in hopes to accurately envisage what the future may hold for the development of online education in the tertiary education sector. It will attempt to merge the experiences of the business and education sectors into an effective approach to be used in the design of such programmes and present guidelines concerning the future of e-Learning in tertiary education.
Abstract This review presents the first attempt to synthesize recent (post-2005) empirical studies that focus on directly comparing learning outcome achievement using traditional lab (TL; hands-on) and non-traditional lab (NTL; virtual and remote) participants as experimental groups. Findings suggest that most studies reviewed (n = 50, 89%) demonstrate student learning outcome achievement is equal or higher in NTL versus TL across all learning outcome categories (knowledge and understanding, inquiry skills, practical skills, perception, analytical skills, and social and scientific communication), though the majority of studies (n = 53, 95%) focused on outcomes related to content knowledge, with most studies (n = 40, 71%) employing quizzes and tests as the assessment instrument. Scientific inquiry skills was the least assessed learning objective (n = 4, 7%), and lab reports/written assignments (n = 5, 9%) and practical exams (n = 5, 9%) were the least common assessment instrument. The results of this review raise several important concerns and questions to be addressed by future research.
The use of virtual laboratories has become an increasing issue regarding science laboratories due to the increasing cost of hands-on laboratories, and the increase in distance education. Recent studies have looked at the use of virtual tools for laboratory to be used as supplements to the regular hands-on laboratories but many virtual tools have not been used as replacements. In order to understand the effects of virtual laboratory methods as well as ascertain the effectiveness of our normal lab procedures, we used a virtual versus hands-on scenario for an electrochemistry laboratory. We separated our General Chemistry II Lab students into two groups. Each group completed an electrochemistry lab either through our normal hands-on format or with the use of a virtual lab animation created by the Iowa State Education Group. Pre- and post-test data for conceptual and factual understanding were collected as well as a post-test hands-on setup of an electrochemical cell. There were no significant differences in scores on either the pre-test, post-test, or the hands-on setup test. However, individual item analysis on the tests revealed a significant difference in the use of the salt bridge during the post-test and the hands-on setup activity.
Електронно интернет баз ирано дистанционно обучение-актуална форма з а повишаване квалификацията на кадри и специалисти от биз неса
- Кристиян М Аринова Надя
- Хаджиев
М аринова Надя, Кристиян Хаджиев. "Електронно интернет баз ирано
дистанционно обучение-актуална форма з а повишаване квалификацията на
кадри и специалисти от биз неса." Съвременни управленски практики VI:
Научна конференция с международно участие, 20-21 февруари 2009, Бургас:
Сборник доклади. Бургаски свободен университет, 2009 (Marinova Nadia,
Kristian Hadjiev: E-learning -the actual form for the labors from the business, in
Bulgarian)
WebCT vs. BlackBoard: Which do staff members prefer for staff training
- Mary Dziorny
Dziorny, Mary. "WebCT vs. BlackBoard: Which do staff members prefer for staff
training?"
E-learning Tools and Technologies: A consumer's guide for trainers, teachers, educators, and instructional designers
- William Horton
- Katherine Horton
Horton, William, and Katherine Horton. E-learning Tools and Technologies: A
consumer's guide for trainers, teachers, educators, and instructional designers. John
Wiley & Sons, 2003.