E-Learning 3.0: Anyone, Anywhere, Anytime, and AI

Rubens, Neil; Kaplan, Dain; Okamoto, Toshio

doi:10.1007/978-3-662-43454-3_18

Cited by 53 publications

(38 citation statements)

References 13 publications

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“…Without a structure, the task of finding the relevant material becomes much more complex (Bucos et al, 2010). Machine-understandable learning material is a more efficient form of content; not only it can be easily used with software (Bucos et al, 2010), it can also be adaptable and responsive to the peculiar needs of learners (Rubens et al, 2011) and assist more advanced search and recommend learning resources (Poore, 2014).…”

Section: Contentmentioning

confidence: 99%

Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

et al. 2017

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Aim/PurposeAs e-Learning 3.0 evolves from a theoretical construct into an actual solution for online learning, it becomes crucial to accompany this progress by scrutinising the elements that are at the origin of its success. Background This paper outlines a framework of e-Learning 3.0's critical success factors and its empirical validation. MethodologyThe framework is the result of an extensive literature review and its empirical substantiation derives from semi-structured interviews with e-Learning experts. ContributionThe viewpoints of the experts enable the confirmation and the refinement of the original framework and serve as a foundation for the prospective implementation of e-Learning 3.0. FindingsThe analysis of the interviews demonstrates that e-Learning 3.0 remains in its early stages with a reticent dissemination. Nonetheless, the interviewees invoked factors related to technology, content and stakeholders as being critical for the success of this new phase of e-Learning. Recommendations for PractitionersPractitioners can use the framework as a guide for promoting and implementing effective e-Learning 3.0 initiatives. Validation of an e-Learning 3.0 Critical Success Factors Framework 340 Recommendation for ResearchersAs a new phenomenon with uncharted potential, e-Learning 3.0 should be placed at the centre of educational research. Impact on Society The understanding of what drives the success of e-Learning 3.0 is fundamental for its implementation and for the progress of online education in this new stage of its evolution. Future ResearchFuture research ventures can include the design of quantitative and selfadministered data collection instruments that can provide further insight into the elements of the framework.

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Section: Contentmentioning

confidence: 99%

Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

et al. 2017

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“…A mapping rule denotes a tuple of a standard heading term and a set of corresponding but different terms as follows (1). (1) In (1), t s denotes a standard term and the other terms, t i , denote the corresponding terms.…”

Section: A Mapping Rule Definitionmentioning

confidence: 99%

“…Similar to the evolution of Web technology, the evolution of e-learning technology can be categorized into e-learning 1.0, e-learning 2.0, and e-learning 3.0 [1]. In e-learning 1.0, learning content created, stored and distributed on the Web for viewing the content online.…”

Section: Introductionmentioning

confidence: 99%

An Ontological Approach for Semantic Modeling of Curriculum and Syllabus in Higher Education

Chung¹,

Kim²

2016

IJIET

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Abstract-According to the development of new technologies of the Web, there are many researches incorporating web technologies into e-learning environment. Especially, ontology engineering has been applied to invent the semantic models of various learning entities. We have focused on the design of the integrated learning ontology conceptualizing multilevel knowledge structures, such as curriculum, syllabus, learning subject, and materials. In this paper, we present the designed curriculum ontology and syllabus ontology in detail. In addition, we propose a syllabus integration and classification method based on the definition of the semantic model of the syllabus. This approach has the contribution in terms of adaptive concept sequencing and syllabus sharing.

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“…In the educational field, the increasing adoption of ICTs has contributed to the appearance of new learning modalities, such as electronic learning (e-learning), digital television based learning (t-learning) and mobile learning (m-learning) [19]. Consequently, the development of software and applications for educational purpose has been promoted as well [9].…”

Section: Introductionmentioning

confidence: 99%

Towards a Software Product Line Architecture to Build M-learning Applications for the Teaching of Programming

Marcolino¹,

Barbosa²

2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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Abstract-Software Product Line (SPL) is concerned with the sharing of common features within a family of products. It offers benefits, proven in several industry success cases. Regardless of its success, such a reuse-based development methodology has not been well explored in educational fields yet, as mobile platforms. In a different but related perspective, several initiatives have been undertaken as an attempt to improve the teaching of programming; however, no reuse approaches have been considered. In this paper we discuss the most significant approaches and methodologies for the conception of an SPL architecture according to the specificities of mobile devices and the teaching of programming. As main contributions, we highlight the identification of a set of approaches that support the conduction of the initial SPL processes, the design of a conceptual architecture model, and its qualitative evaluation with stakeholders.

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E-Learning 3.0: Anyone, Anywhere, Anytime, and AI

Cited by 53 publications

References 13 publications

Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

An Ontological Approach for Semantic Modeling of Curriculum and Syllabus in Higher Education

Towards a Software Product Line Architecture to Build M-learning Applications for the Teaching of Programming

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