Analysis of issues for implementing e-learning: The student perspective

Akaslan, Dursun; Law, Effie; Taşkın, Sezai

doi:10.1109/educon.2012.6201122

Cited by 5 publications

(7 citation statements)

References 18 publications

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“…M-learning can be seen as the combination of elearning with that of mobile computing and promotes learning from anywhere at any time by using a mobile enabled learning device [24]. The potential of m-learning is increased by the unclear ability of e-learning to develop and improve hands-on skills, which is seen to be problematic [1].…”

Section: Dimensions Of E-learningmentioning

confidence: 99%

Classification of Heuristics for Components of e-Learning

Whale

Scholtz

Calitz

2015

Proceedings of the 2015 Annual Research Conference on South African Institute of Computer Scientists and Information Technologi

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The popularity of e-learning has cumulated in a wealth of research in this field, however, there is limited research related to the technological aspects of what makes e-learning components (content and interactive features) successful. Existing criteria that are available are primarily based on criteria used for evaluating new, untested systems such as web systems. It is often the case that these criteria are inappropriate for deciding on what learning components to use in an e-learning environment and ultimately for evaluating the successful use of components in an e-learning environment.The purpose of this paper was to investigate and classify heuristics for e-learning environments with the primary focus on the different components of e-learning. A case study approach was used in an Enterprise Resource Planning (ERP) course at a South African university. The ERP e-Learning Environment (ERPeL) was designed using the guidelines and criteria proposed. Specific components incorporated into the ERPeL were badges, a leader board, live chats and a mobile learning (m-learning) application (app). Opinions of the ERPeL and its components were collected using a mixed methods approach. Useful feedback was received from the students using the proposed criteria. An analysis of the results was then used to improve the design of these components in subsequent Design-Based Research (DBR) cycles.

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Section: Dimensions Of E-learningmentioning

confidence: 99%

Classification of Heuristics for Components of e-Learning

Whale

Scholtz

Calitz

2015

Proceedings of the 2015 Annual Research Conference on South African Institute of Computer Scientists and Information Technologi

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“…Mean scores for the factors can also be used to identify the areas of improvement for the participating students. The details of the items and factors were already published [6][7][8][9][10]. As the overall readiness of the participants in the blended and e-learning modes was sufficient, a case-control study was conducted.…”

Section: Methodsmentioning

confidence: 99%

“…The stages of such a model were identified after detailed analyses of our previous research studies [6][7][8][9][10], related literature, and discussion among the researchers. Using this model, students can study at home and assess their learning before they attend campus-based lectures.…”

Section: Teacherassessmentmentioning

confidence: 99%

A model for flipping electrical engineering with e-learning using a multidimensional approach

Akaslan¹,

Law²

2016

Turk J Elec Eng & Comp Sci

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This paper proposes a model for supporting electrical engineering with e-learning. The model development is based on survey data collected from representative teachers and students studying in higher education institutions in Turkey. To develop the model, the study investigated the attitudes of the representative key stakeholders in the relevant higher education institutions towards e-learning by administrating questionnaires and interviews with teachers and students. The responses of the teachers and students were then compared. Based on the results, a model was proposed with a multidimensional approach to e-learning. The model flips electrical engineering to make sure that the students review, discuss, and explore course content before and after class. The proposed model encourages students to start with e-learning, to continue with the face-to-face learning setting on campus, and then to come back to elearning for evaluating their learning in the classroom. Using this model, students can study at home and assess their learning before and after their attendance to campus lectures and enhance their learning with various types of learning, namely self-directed learning, self-assessment, teacher-directed learning, teacher assessment, computer-directed learning, and computer assessment. Similarly, model evaluation was conducted at the relevant higher education institutions. To evaluate the applicability of the model, a case-control study was conducted to determine whether the model had the intended effect on the participating students of the relevant institutions. As a result of the case-control study, the effects of e-learning, blended learning, and traditional learning were verified by teaching the use of MATLAB software. The overall scores indicated that e-learning and blended learning were more effective as compared to traditional learning.The results of our study indicated that the knowledge increase in e-learners seemed to be gradual because they tended to study daily by completing each activity on time.

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“…Even studies that focused on didactic concerns primarily looked at how instructors may use technology. With a few exceptions [10][11][12], the students' perspective on e-learning preparation, satisfaction, and performance is rarely discussed. Instead, now that e-learning is so widely used, studying learners is critical to creating significant advances in how we use e-learning systems.…”

Section: Introductionmentioning

confidence: 99%

The Effect of E-Learning as One of the Information Technology-Based Learning Media on Student Learning Motivation

Widiyanto

Prabowo

Nuryanto

et al. 2021

IJIIS Int. J. Informatics Inf. Syst.

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E-learning is pervasive in higher education, serving as a handy training option in today's hectic culture. Despite being a widespread phenomenon in both study and practice, e-learning is still far from being utilized successfully in any setting. This is due to a lack of study of the learners' point of view as well as insufficient thinking on the ramifications for the teachers. The first part of this research is a survey of university students' opinions and experiences with e-learning. The findings are both unexpected and expected: first, despite seeing e-learning as a promising future trend, students are still unsure of what it means and have only a limited understanding of its capabilities. Second, despite widespread adoption, there is still a sizable minority of students who have never used e-learning and are uninterested in doing so. Third, while e-learning appears to have more benefits than drawbacks, there are still many areas where it may be improved to make it truly effective. We offer some managerial implications for instructors and educational organizations based on these findings.

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Analysis of issues for implementing e-learning: The student perspective

Cited by 5 publications

References 18 publications

Classification of Heuristics for Components of e-Learning

Classification of Heuristics for Components of e-Learning

A model for flipping electrical engineering with e-learning using a multidimensional approach

The Effect of E-Learning as One of the Information Technology-Based Learning Media on Student Learning Motivation

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