E-learning and education for sustainability

McVey, Michael

doi:10.1007/s11159-016-9533-1

Cited by 8 publications

(10 citation statements)

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“… 0.24 Technology use Classification and description of technology use in e-learning indicating basic and advanced technology use parameters related with the objectives presented. Hansen (2008) ; Lee and Lee (2008) ; McVey (2016) . 0.14 Evaluation Classification and description of evaluation in e-learning indicating basic and advanced evaluation parameters related with the objectives presented.…”

Section: Methodsmentioning

confidence: 99%

“…Also, the technological challenge integrated to sustainability science education has been focused on e-learning programs, which can fill current educational niche ( Eneroth, 2000 ; Paechter et al., 2010 ). Particularly, for using sustainability education, this area assesses teaching technologies’ application integrated to transformational teaching/learning and sustainability challenges, that is, an ICT-based teaching/learning in sustainability education ( McVey, 2016 ; Nowotny et al., 2018 ; Pavlova, 2013 ). However, typical e-learning classes are still more dominated that require more specific research for the usefulness of e-learning systems.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

“…However, typical e-learning classes are still more dominated that require more specific research for the usefulness of e-learning systems. The review and debate of recent published articles indicate explanation and comprehensive analysis in higher education for sustainable (science) e-learning education systems ( McVey, 2016 ; Nowotny et al., 2018 ). Thus, multi-criteria of e-learning system are required to adapt operational methods with various decision-makers in sustainability (science) education.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

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Assessment of sustainability science education criteria in online-learning through fuzzy-operational and multi-decision analysis and professional survey

Jeong

González‐Gómez

2020

Heliyon

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Sustainable development in education is growing a public awareness and is gaining an increasing importance to improve a long-term learning program. However, a higher sustainability education is an initial phase as ever in many universities. E-learning systems in science education based on innovative information and Information and Communication Technologies (ICTs) have close relationship in effective long-standing learnings of sustainability and numerous criteria. Also, the technological challenge integrated to sustainability science education has been focused on e-learning programs, which can fill current educational niche. This paper presents a combined application, Fuzzy-DEcision-MAking Trial and Evaluation Laboratory/Multi-Criteria Decision Analysis (F-DEMATEL/MCDA) technique, identifying and analyzing e-learning systems' the most essential criteria for sustainability science education. The main criteria to accomplish this goal proposed are delineated, weighted, appraised and assigned into four groups such as sustainability, science education, e-learning and technology criteria. Sixteen sub-criteria were analyzed by the participatory F-DEMATEL technique on the basis of coefficients' value and computation in the context of impact and examination. For the final decision problem, the most important criteria are acquired with the help of Weighted Linear Combination (WLC) assessed by six implementation strategies’ sensitivity analysis (A to F) and the sub-criteria by a professional online survey. Analysis on F-DEMATEL/MCDA shows sustainability criteria (Strategy A, 0.54 with 84% most likely and likely professional perception survey) that is the most essential criteria in sustainability and e-learning systems science education. Also, it indicates information environmental (0.57 with 77% most likely and likely professional perception survey) is the most essential variable among sub-criteria. Strategy F considering the most important criteria as equal (0.25) got 19% positively perception professional assessment. Consequently, fuzzy-operational and multi-decision analysis and professional survey could be utilized to find out the most essential sustainability science e-learning criteria that also could be engaged to make pliable and pertinent decision features.

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Section: Methodsmentioning

confidence: 99%

Section: Theoretical Foundationsmentioning

confidence: 99%

Section: Theoretical Foundationsmentioning

confidence: 99%

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Assessment of sustainability science education criteria in online-learning through fuzzy-operational and multi-decision analysis and professional survey

Jeong

González‐Gómez

2020

Heliyon

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“…In these demanding and challenging situations, science education in life-long cycle can create a chance of pedagogical niche for flipped e-learning teaching [13][14][15]. Regardless of previous attempts in flipped e-learning teaching, the lack of literature is still difficult to identify and analyze the elements and sub-elements of flipped e-learning systems in sustainable science education [23][24][25]. Thus, these operational methods are necessary to adjust sustainable science education of flipped e-learning system with various decision-makers on multiple criteria [26,37,38].…”

Section: Discussionmentioning

confidence: 99%

Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme

2019

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Selecting and ordering components for sustainable science education is a critical issue, which is presently obtaining increased attention because of being at an early stage and scarce application in higher education. Though the flipped e-learning scheme is one of the novel information and communication technologies (ICTs), it can be of great relevance in a long-term learning program for various sustainable science education criteria. This research presents an approach to identify and analyze elements for science education for sustainable development with multi-criteria decision analysis-fuzzy decision-making trial and evaluation laboratory (MCDA-FDEMATEL) method by flipped e-learning system. With the method proposed, the main elements are collected as science-education, sustainable-development, technology-infrastructure and flipped-e-learning elements. The final results’ analyses with sixteen sub-elements are assessed with weighted linear combination (WLC) and sensitivity-analysis (I to VI implementations) in the context of the MCDA-FDEMATEL method. The most important element and sub-element for science education for sustainable development through flipped e-learning teaching are sustainable-development (as an element), VI implementation with 0.540 weight, and environmental contents (as a sub-element) with 0.570 weight. Consequently, this proposed approach could be used in different studies to validate the most important aspects of science education for sustainable development through flipped e-learning teaching elements and sub-elements with equivalent and comparable education settings.

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“…The way of using ICT resources and the availability of information materials depends primarily on educational goals and content, the nature of the education process, needs and possibilities for all the actors of the education process [5]. The issue of increasing the quality of the learning process using different methods of E-learning is currently is currently the object of interest of many authors [6][7][8][9][10][11][12][13][14][15][16][17][18][19]. The problem is the absence of development of AIS STU E-learning in methodic.…”

Section: Introductionmentioning

confidence: 99%

The Possibilities of Exploitation of E-Learning in Technology-Oriented Courses

Moravčíková¹

2016

Proceedings of the 27th International DAAAM Symposium 2016

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This Publication has to be referred as: Moravcikova, J[ana] (2016). The Possibilities of Exploitation of E-Learning in AbstractDeveloping trends in area of modernization of E-learning are mainly based on the technical possibilities of information and communication technologies. These trends supplement the distance learning implemented through E-learning about new possibilities of formation, presentation and distribution of curriculum. Information and communication technologies allow develop a new way of teaching for institutions, streamlining and modernizing the possibilities of study and become an important means to support teaching. E-learning modules serve as a complement to the comprehensive study. The paper is focused on the possibility of creating and using E-learning to support teaching of technologically-oriented courses at Slovak Technical University. Contribution describes the possibility of creation of E-learning and study support for technological course "Fundamentals of production technologies II" in an environment Academic Information System (AIS) STU. Contribution aims to determine the outline of the course, instructions on how to set up E-learning and subsequently prepare E-learning support, its individual parts and describes connection of support with the course and students. It describes in detail the creation of E-learning library and its E-objects that are part of E-learning. E-learning enables active use of video, images and tests.

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E-learning and education for sustainability

Cited by 8 publications

References 0 publications

Assessment of sustainability science education criteria in online-learning through fuzzy-operational and multi-decision analysis and professional survey

Assessment of sustainability science education criteria in online-learning through fuzzy-operational and multi-decision analysis and professional survey

Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme

The Possibilities of Exploitation of E-Learning in Technology-Oriented Courses

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