Empowering of ICT-Based Education System Using Cloud Computing

Pattanayak, Shradha; Mohanty, Subhadarshini; Choudhury, Trishna

doi:10.1007/978-981-10-8201-6_13

Cited by 9 publications

(8 citation statements)

References 11 publications

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“…Institutional and socio-economic factors are the main driving forces behind e-learning acceptance (Freeman, Antwi-Boampong & Agyemang 2019). Developing countries such as South Africa and India are now using e-learning to leapfrog into the knowledge society, allowing these countries to participate in the global society (Patel, Kadyamatimba & Madzvamuse 2018;Pattanayak et al 2019). South Africa has got over 100 institutions of higher learning that are offering various diploma and degree programmes (Parent24 2017), although only a handful offer online courses providing an insight towards e-learning penetration in institutions of higher learning.…”

Section: Investigating University Academics Behavioural Intention In the Adoption Of E-learning In A Time Of Covid-19mentioning

confidence: 99%

Investigating university academics behavioural intention in the adoption of e-learning in a time of COVID-19

Jere

2020

SA Journal of Information Management

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Background:The coronavirus disease of 2019 has extensively impacted various sectors globally, including higher education. The indefinite closure of Universities has necessitated the need to introduce alternative teaching and learning methods and tools. E-learning, a disruptive innovation, has provided an opportunity to allow for continuity of teaching and learning in Universities during these closures. Objectives:The study adopts Teo's model as the analytical tool to investigate factors that influence University lecturers to adopt e-learning platforms in South Africa. Method:The study followed a quantitative research approach with stratified sampling as a data collection approach using a sample size of 132 respondents. Structural Equation Modelling (SEM) was adopted to deduce factors that influence the Behavioural Intention to Use (BIU) to adopt e-learning, as well as to test the Model fit of Teo's model in the South African context. Results:The study revealed that the lecturer's attitude towards the use (ATU) of e-learning is the most influential construct towards lecturers' BIU e-learning platforms. The empirical evidence also revealed that Teo's model is a reasonable fit to the data to understand the adoption of e-learning by lecturers in South African universities. Conclusion:The empirical evidence from this study supports the viewpoint that in order for lecturers to successfully adopt e-learning platforms, their attitude towards the use of these platforms seems to be a critical factor. In order to understand lecturer's adoption of e-learning platforms successfully, Teo's model is a reasonably good framework to use.

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Section: Investigating University Academics Behavioural Intention In the Adoption Of E-learning In A Time Of Covid-19mentioning

confidence: 99%

Investigating university academics behavioural intention in the adoption of e-learning in a time of COVID-19

Jere

2020

SA Journal of Information Management

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“…In the second group, works that integrate AI into educational systems were analyzed. In these works, it is highlighted that every day the use of artificial intelligence in our daily lives becomes more and more evident ( Pattanayak et al, 2019 ). However, there are still many elements to work and organize before a true implementation of AI in education can be made ( Valtonen et al, 2018 ).…”

Section: Methodsmentioning

confidence: 99%

Proposal of a remote education model with the integration of an ICT architecture to improve learning management

Villegas-Ch

García-Ortiz

Román-Cañizares

et al. 2021

PeerJ Computer Science

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University education is at a critical moment due to the pandemic generated by the Coronavirus Disease 2019. Universities, to guarantee the continuity of education, have considered it necessary to modify their educational models, implementing a transition towards a remote education model. This model depends on the use of information and communication technologies for its execution and the establishment of synchronous classes as a means of meeting between teachers and students. However, moving from face-to-face classes to online classes is not enough to meet all the needs of students. By not meeting the needs and expectations of students, problems are generated that directly affect learning. In this work, Big data and artificial intelligence are integrated as a solution in a technological architecture that supports the remote education model. This integration makes it possible to identify the state of learning and recommend immediate actions to its actors. Teachers, knowing the variables that affect academic performance, have the ability to change the components of learning or the method used. Improving learning and validating the capacity of information technologies to generate digital environments suitable for the generation of knowledge. In addition to improving the functionality of educational models and their adaptability to the new normal.

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“…In terms of system-performance awareness, cloud-computing technology has been widely utilized to facilitate SES with a central client-server model. Empowered by cloud computing, computationally intensive SES services can operate with high performance, stability, and scalability [15], [16]. In this context, the latest SES services enable additional functions to be implemented, such as social networking, context-aware adaptation, and advanced machine learning for data analyses and service recommendations.…”

Section: B System-performance Awarenessmentioning

confidence: 99%

Detachable Web-Based Learning Framework to Overcome Immature ICT Infrastructure Toward Smart Education

et al. 2021

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Amid the recent disease outbreaks that have been spreading across the world, the education systems in every country have witnessed a dramatic transformation. In particular, the situation has promoted online learning on an unprecedented scale, with classes being held virtually on digital platforms. This vital transformation is a major challenge in developing countries where information infrastructure for remote learning is lacking. Inspired by these observations, this study first investigated the obstacles in the way of the deployment of smart education systems (SESs) in developing countries from a technical perspective. Consequently, a detachable SES framework, named vSmartEdu, is proposed. The framework is based on a hybrid online/offline web-service model, which adopts a service-based architecture (SBA) design concept to develop smart classrooms. In particular, the online mode is activated for a web-based classroom if an Internet service is available. In contrast, the offline-version of the system is available in offline mode in packaged form, and is utilized when the Internet is not available in a local classroom. Finally, a prototype was deployed to collect feedback from learners and educators at various educational levels. The trial implementation and survey results concretely validate the feasibility and advantages of the proposed solution.

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Empowering of ICT-Based Education System Using Cloud Computing

Cited by 9 publications

References 11 publications

Investigating university academics behavioural intention in the adoption of e-learning in a time of COVID-19

Investigating university academics behavioural intention in the adoption of e-learning in a time of COVID-19

Proposal of a remote education model with the integration of an ICT architecture to improve learning management

Detachable Web-Based Learning Framework to Overcome Immature ICT Infrastructure Toward Smart Education

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