E-learning ecosystem based on service-oriented cloud computing architecture

Lohmosavi, Vajihe; Nejad, Akbar Farhoodi; Hosseini, Elham

doi:10.1109/ikt.2013.6620032

Cited by 15 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous research also confirmed e-learning ecosystem was expressed via three categories of content providers (i.e., brand, custom, commodity), consultants (i.e., strategy, compensation, implementation, information technology), and infrastructure (i.e., learning management system, tools, content delivery system) (Lohmosavi et al, 2013;Uden et al, 2007). However, Markoska (2017) complemented other components in living things, for instance, teaching processes, and system administrators.…”

Section: Components Of a Digital Learning Ecosystemmentioning

confidence: 81%

Digital Learning Ecosystem for Classroom Teaching in Thailand High Schools

et al. 2023

View full text Add to dashboard Cite

Digital learning ecosystem plays important roles for transforming teaching classroom into learning community. This article used a mixed method to (1) explore the teaching and learning activities and components of a digital learning ecosystem through eighteen in-depth interviews and six observation classroom teachings of three subjects (English, Mathematics, and Science), and (2) measure the factors influencing the success of the ecosystem from a survey of 350 teachers at high schools in Thailand under the KKU Smart Learning Project. The quantitative data is analyzed by using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis; meanwhile, researchers used manually coding method for qualitative data to categorize data into themes and sub-themes. The findings revealed an ecosystem includes four core components: learning community, learning atmosphere, active learning, and teaching and learning support. However, it is important for junior high schools to clarify and improve seven factors affecting the development of this ecosystem to boost classroom transformation into learning community. This study is useful for policy makers, educators, and teachers to issue educational policies and objectives, invest infrastructure, design curriculum, and organize teaching activities to enhance the effectiveness of learning outcomes.

show abstract

Section: Components Of a Digital Learning Ecosystemmentioning

confidence: 81%

Digital Learning Ecosystem for Classroom Teaching in Thailand High Schools

et al. 2023

View full text Add to dashboard Cite

show abstract

“…As the paradigm of cloud computing has emerged, researchers have indicated that one of its possible applications is the improving the current state of e‐learning. An interesting comparison between cloud‐based education and traditional e‐learning is provided in Lohmosavi, Nejad, and Hosseini (). Bai, Shen, Chen, and Zhuo () indicate that shifting from a content‐centred to a learner‐centred model is one of the key benefits of employing the cloud model in education.…”

Section: Methodsmentioning

confidence: 99%

Recognizing value of educational collaboration between high schools and universities facilitated by modern ICT

Zieliński

Czekierda

Malawski

et al. 2017

Computer Assisted Learning

View full text Add to dashboard Cite

In this paper, we address the problem of an educational gap existing between high schools and universities: many students consider their choice of field of study as inappropriate, mostly due to insufficient information regarding the discipline and the university educational process. To solve this problem, we define an innovative, information and communication technologysupported educational process enabling various ways of collaboration between high schools and universities. The goal of that process is to increase the knowledge of prospective students regarding the next level of their education. We propose an environment for the implementation of the educational process. The concepts have been verified in practise as part of the Małopolska Educational Cloud project across several disciplines. We discuss the achievements of the pilot phase of the project as well as its reception by educators and students. Based on evaluation reports and opinions from both educators and students, we claim that the proposed model for information and communication technology-supported collaboration between high schools and universities can effectively reduce the educational gap.

show abstract

“…These authors then applied the learning ecosystem model more narrowly to e-learning, specifically in relation to training initiatives within small and medium enterprises, by focusing on (1) the learning communities -in their view the learners, along with other stakeholders such as lecturers, tutors, content providers, pedagogical experts and information technology (IT) support and management; (2) the learning utilities and technology -such as an LMS; and (3) ecosystem conditions -such as 'cultural and sociological influences' and the demands of industry or government policy. 17 More recently, Eswari 18 defined an e-learning ecosystem as consisting of 'stakeholders, e-Learning portals, ICT infrastructure and processes', while Lohmosavi et al 19 , defined it as 'all the components needed to implement an e-learning solution', including 'providers, consultants and infrastructures'. However, these definitions privilege the components rather than the relationships within an ecosystem.…”

Section: The E-learning Ecosystemmentioning

confidence: 99%

The ecosystem of e-learning model for higher education

Heyde¹,

Siebrits²

2019

S. Afr. J. Sci.

View full text Add to dashboard Cite

We present the ecosystem of e-learning (EeL) model, which can be applied to any higher education context, and which takes full account of all inhabitants and their interrelationships, not only the components, of the e-learning food chain. Specifically, this model was applied to our context within the University of the Western Cape, highlighting the role of the academic developer within the model. A key argument advanced in this paper is that academic developers should work to reduce complexities associated with emerging e-tools. The EeL model is used to emphasise the role of academic developers as mediators between components and relationships. Significance:•By the application of the EeL model, it is demonstrated that the use of e-tools and their alignment with pedagogies within any context must be sensitive to the entire ecosystem, with the recognition that this is simultaneously a top-down and a bottom-up process.applications, or both in combination. Also, numerous HEIs are adopting new online learning environments to replace the traditional pen and paper methods of subject instruction. 8 For this study, we define a LMS as a webbased application that is used for educational purposes to disseminate multimedia resources, organise resources in a chronological manner, communicate with course participants (students, teaching assistants, tutors and others), and assess students' competencies, amongst other capabilities. This assessment, for example, includes higher-order question types such as the Calculated Questions, Numeric Response, Questions Pools, and Lessons 9 . Moreover, we argue that all LMSs share the same four core functionality categories: communication, assessment, management and content.

show abstract

E-learning ecosystem based on service-oriented cloud computing architecture

Cited by 15 publications

References 5 publications

Digital Learning Ecosystem for Classroom Teaching in Thailand High Schools

Digital Learning Ecosystem for Classroom Teaching in Thailand High Schools

Recognizing value of educational collaboration between high schools and universities facilitated by modern ICT

The ecosystem of e-learning model for higher education

Contact Info

Product

Resources

About