PurposeMassive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness in a blended-learning context. One of the major recurring issues raised in both academic literature and in the press about MOOCs is the consistently high dropout rate of MOOC learners.Design/methodology/approachIn this study, we applied mixed methods as an exploratory case study, which prioritised the quantitative and qualitative approaches for the data collection processes. The data were collected using a MOOC Online Self-regulated Learning Questionnaire (MOSLQ) adapted and created from an existing measuring instrument. The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS Version 22) tool to conduct descriptive analysis. The qualitative results obtained from the transcribed focus group interviews in this study revealed the various behavioural patterns of how undergraduate students self-directed their learning. This focus group interview was conducted to reveal the various ways students organised and strategised their learning patterns in order to derive satisfaction in their distinctive learning behaviours and encourage motivation within their study approaches. Quantitative data collected online included a 30 items survey of which 17 respondents completed the survey items in the blended-learning study. The online course survey included 19 items of which data were gathered from 11 respondents.FindingsAcross the data, it is noticeable and clear that time management and goal setting were among the dimensions that are highly rated close to high level among SRL skills investigated in this study. We found that goal setting and task strategies predicted much better attainment of individuals controlling personal course goals, while help seeking was associated with lower goal attainment among majority of the participants.Research limitations/implicationsThe study also identified several challenges. For example, there were some challenges in learners completing the survey questions even when several reminders were sent out forth nightly. At this preliminary stage, learners participated as lurkers without engaging fully with other non-academic and academic interactive activities such as surveys, in course quizzes and forums. Most of the participants in this course said they enrolled to know more about the new trend MOOC, to make friends, to have fun and so on. Although, these are some of their intentions for participating, some of the participants at some points contributed to discussion forums.Practical implicationsOur platform currently allows learners to direct their learning within the course and also allow the choice of content prerequisite in order to recommend resources necessary for their learning. This study indicates the necessity to support SRL skills and directing development of self-determination skills among the participants. This study when applied to a larger sample will demonstrate effective measurement on areas of reliability and validity as results from this small sample has indicated some high SRL skill levels for individual learners within the research.Social implicationsHowever, the success of any e-learning or MOOC platform should consider the following best practices and objectives: the learners' entire learning experience, the strategies used in developing the course content, the planning of the course delivery and the methods of delivery. Therefore, all e-learning platforms should be designed with a primary focus on the way students learn to improve their own learning skills and help them regulate their own independent learning habits. In another related study, the success of any e-learning course implementation should be carefully considered with regards to the course's underlying pedagogy and how learners engage with the content.Originality/valueThere are many e-learning platforms in existence globally, but little has been mentioned about the development of a MOOC platform in general that could allow independent learning and also adequately demonstrating the components and features used in these MOOC designs. This research's implication is to aid instructional designers to apply best practices in the development of an online course. The best approach in designing a good course is to consider the learners and how they could engage with the course resources independently and develop the ability to self-direct their learning. One of the main goals of e-learning platforms is primarily based on developing learning resources that would be suitable for linear course structure as directed by the course developer or instructor.
PurposeAims to examine trends in the development of e‐learning in Northern Ireland, report on existing policies, practices and issues affecting its implementation across the sectors.Design/methodology/approachThe present study draws on e‐learning policies and strategies that have been developed for Northern Ireland. Examples were drawn from case studies in schools and institutions and analyzed. Resulting knowledge and technology transfer across the sectors were evaluated.FindingsE‐learning and the use of ICT is playing key role in shaping teaching and learning in Northern Ireland. Its implementation is providing innovative and creative ways for knowledge and technology transfer. It is facilitating the establishment of a skilled community and workforce for a knowledge society. Associated with the positive changes and opportunities of the technological capabilities are some challenges and risks, some of which involve reaction of individuals and organizations to changes and dealing with the problem of increasing digital divide.Practical implicationsThis paper critically evaluates some of the benefits of e‐learning in a society experiencing significant changes and assesses its potential in addressing the growing digital divide.Originality/valueHighlights recent advances in e‐learning in the higher and further education sectors in the region and addresses some of the implications for the public, private and voluntary sectors.
Purpose -The purpose of this paper is to systematically examine and draw attention to the potential benefits of solar power generation for access to and use of information and communication technologies (ICT) aimed at sustainable development in emerging economies. Design/methodology/approach -Electricity plays a crucial role in the development and use of ICT and in the process of striving to achieve sustainable development in emerging economies. It has been shown that electrical energy is intrinsically linked to economic, environmental and social dimensions of sustainable development. An extensive analysis of the major contribution of solar electricity in various sectors such as economic, social and environmental benefits is provided. The paper concludes with a discussion on current status of solar electricity in major emerging economies, their planning policies and strategies for promoting solar power generation for increased access to ICT by people and sustainable development of society. Findings -The demand for electricity in residential, commercial and industrial sectors in developing countries (emerging economies) is likely to increase, both as a result of increase in population and expanding industrialization. It remains amongst others, a growing challenge for these nations to obtain and put in place reliable and secured electricity supplies, for accessing ICT and to work towards achieving sustainability. The important issues that must be considered and addressed for the successful implementation of solar electricity programs for sustainability and wellbeing in developing nations are pointed out. Practical implications -The paper shows that the problems of lack of qualified solar technicians and established Photovoltaic (PV) markets and business modes, renewable (solar) energy education have to be addressed. Other issues include appreciation of solar electricity as one of the major energy component, lowering initial cost of the PV technology, availability of finance mechanisms for customers, import tax exemption and regarding electricity as one of the basic needs like food, shelter and clothing. Overhaul of existing systems needs to take place in order to provide the means to deal with some of these issues. Originality/value -Availability of power remains crucial for development in emerging markets. Solar electricity is of major interest for the energy sector in developing or emerging economies because it offers the possibility of generating renewable electricity using sunlight -a resource that is widely and freely available in most, if not all, developing countries. This paper raises awareness about this in a unique way and identifies problems faced by the sectors. To address some of these challenges without compromising the goal of sustainability and development, it is important that low carbon emitting electrical energy sources such as solar electricity are given high priorities by policy makers, industries and research and development institutions in emerging countries. Some innovative suggestions are p...
Purpose -This paper aims to report on the design and implementation of an e-laboratory for enhanced science, technology and engineering education studies. Design/methodology/approach -The paper assesses a computer-based e-laboratory, designed for new entrants to science, technology and engineering programmes of study in further and higher education to enable them complete proper "hands-on" (not simulation) laboratory experiments off-campus and also in virtual learning environments accessible remotely. The development of such a laboratory was in response to the inherent inability of web-based learning environments to duplicate, off-campus, the laboratory facilities and availability on-campus. The measurement of effectiveness relates to whether a laboratory task can be accurately and completely achieved. Common parameters included percentage task completion, error rate and assistance required. Operations under different conditions were studied and observations made from comparison on implementations.Findings -E-laboratories were found to be more student-centred with learners taking responsibility for their own learning.. The face-to-face pre-computer scenario learners had a very low completion rate, a high error rate and required constant assistance. The computer-based scenario resulted in a high completion rate, low error rate and a significant reduction in learner supervision.Research limitations/implications -The technical constraints imposed by present online environments, the resulting impact on specific learning styles, and possible solutions to overcome these limitations are discussed. Practical implications -Both quantitative surveys and qualitative interviews established a positive impact on student learning, thus justifying development of similar systems. More research and applications could follow as this has the potential to impact positively on development and use of e-labs for enhanced science, technology and engineering studies in terms of costs, time and space requirements. Originality/value -The recent interest and advances in the development of remote and virtual labs has shown that students of today, who are digital natives, especially those in the fields of science, technology and engineering, find the use of e-laboratories very useful in enhancing their studies, encouraging them to use familiar technologies to access and do experiments either remotely or virtually online, thereby enhancing their learning. The approach adopted is unique and original, blending both virtual and hands-on approach to experimental studies.
Abstract-In engineering the pedagogical content of most formative programs includes a significant amount of practical laboratory hands-on activity designed to deliver knowledge acquisition from actual experience alongside traditional face-to-face classroom based lectures and tutorials; this hands-on aspect is not always adequately addressed by current e-learning platforms.An innovative approach to e-learning in engineering, named computer aided engineering education (CAEE) is about the use of computer aids for the enhanced, interactive delivery of educational materials in different fields of engineering through two separate but related components; one for classroom and another for practical hands-on laboratory work. The component for hands-on laboratory practical work focuses on the use of mixed reality (video-based augmented reality) tools on mobile devices/platforms. This paper presents the computer aided engineering education (CAEE) implementation of a laboratory experiment in micro-electronics that highlights some features such as the ability to closely implement an existing laboratory based hands-on experiment with lower associated costs and the ability to conduct the experiment off-line while maintaining existing pedagogical contents and standards.
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