E‐learning in LIS education: an analysis and prediction

Islam, Shahidul; Kunifuji, Susumu; Hayama, Tessai; Miura, Motoki

doi:10.1108/00242531111153579

Cited by 5 publications

(5 citation statements)

References 20 publications

(19 reference statements)

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“…E-learning refers to learning that occurs through computer-mediated opportunities, such as using computers or mobile phones, to access content made available online. Researchers have observed that e-learning transcends time and place, enabling learning and teaching to occur at any location at any time, as well as facilitating wider inclusion of learners, such as the unemployed (Islam, Kunifuji, Hayama & Miura, 2011). In addition, researchers have noted a positive student attitude toward elearning, where systems are easy to use and relevant to course work (Ademole-Odeshi, 2014).…”

Section: Digital Learningmentioning

confidence: 99%

“…The e-tutorials proved useful for reinforcing classroom learning in the courses identified for blended learning, with the respondents identifying the relevance of the e-tutorials to material that had been covered in class. E-tutorials provided an inclusive learning environment, as described by Islam, Kunifuji, Hayama, and Miura (2011), enabling all students to acquire learners through flexible take up and completion, as well as repetition.…”

Section: Perceptions Of Learning Through E-tutorialsmentioning

confidence: 99%

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Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning

McGuinness

Fulton

2019

JITE:IIP

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Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

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Section: Digital Learningmentioning

confidence: 99%

Section: Perceptions Of Learning Through E-tutorialsmentioning

confidence: 99%

Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning

McGuinness

Fulton

2019

JITE:IIP

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“…According to previous study knowledge generation, acquisition, organization, storage, transfer, sharing, and retention are KM activities (Branin, 2004). The digital revolution has significantly impacted library practices in collecting, organizing, storing, retrieving, and disseminating information globally over the last few decades (M. S. Islam et al, 2011;Roknuzzaman et al, 2009). This research also showed that librarians in Bangladesh are still learning about KM and its implications.…”

Section: Discussionmentioning

confidence: 75%

Knowledge Management Practices in the Public University Libraries: Librarian's Perspective

Othman

Mostofa

2022

Indonesian J. Educ. Res. Rev.

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Some libraries play an essential role in teaching and learning but there are some constraints. It causes universities to be able to identify various factors and overcome the challenges of implementing KM in libraries. This study aims to explore current Knowledge Management (KM) practices in Public University Libraries (PUL). This type of research is qualitative. The methods used in collecting qualitative data are observation, interviews, and questionnaires. The instrument used is the interview sheet. The sample of this research is 11 people using purposive sampling. The collected data were analyzed using content analysis. The findings reveal no formal KM program in any of the selected universities. This study found that a prudent strategy for KM implementation, recruiting skilled personnel, ongoing training programs for staff and users, leadership, ICT infrastructure, higher authority decisions, budgets, and lack of qualified personnel are critical success factors for KM implementation in PUL. This research identified many challenges that PUL usually faces in their efforts to implement KM: lack of budget, lack of user awareness, lack of trained staff, and outdated technology.

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“…It provides advantages like saving commuting time and using technology in education is fun". Islam et al (2011) indicate the same.…”

Section: Discussionmentioning

confidence: 99%

Predictors of continued intention of working professionals for pursuing e-learning courses for career advancement

Deshpande¹,

Raut²,

Gupta

et al. 2023

IDD

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Purpose The purpose of this study is to examine the continuance intentions of working professionals to pursue e-learning courses as a path for career advancement. The primary objective of this study is to ascertain the predictors of continued intentions of working professionals to pursue e-learning courses and examine if this is a trend in career development. Design/methodology/approach Perceived usefulness of e-learning, motivation and satisfaction are independent variables which are examined using a regression model as potential determinants of continued intentions to use various e-learning platforms. Data from 240 working professionals in different sectors was collected. In addition, satisfaction, motivation and perceived usefulness among the male and female respondents are compared using ANOVA. Findings The findings showed that motivation, satisfaction and perceived usefulness of e-learning are significant predictors and have a strong influence on the continued intentions of working professionals to pursue e-learning courses. In addition, the results showed that motivation levels while pursuing e-learning and satisfaction derived from them were higher for female professionals. Practical implications This study identifies the antecedents of the continued intentions of working professionals to pursue e-learning courses on the path of career advancement. The outcome of the study can be used by educators and e-content creators to make e-learning more engaging. Corporates can also use the results of this study to identify initiatives that can encourage the pursuit of e-learning. Originality/value This study provides an important insight exploring the antecedents of continued intentions of working professionals to pursue e-learning courses as a path of career advancement. The research contributes significantly to the understanding thought process of working professionals towards their careers.

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E‐learning in LIS education: an analysis and prediction

Cited by 5 publications

References 20 publications

Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning

Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning

Knowledge Management Practices in the Public University Libraries: Librarian's Perspective

Predictors of continued intention of working professionals for pursuing e-learning courses for career advancement

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