Sustainability factors for e-learning initiatives

Gunn, Cathy

doi:10.1080/09687769.2010.492848

Cited by 79 publications

(65 citation statements)

References 10 publications

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“…Therefore, it seems necessary to provide proper support for lecturers who want to be involved in e-learning courses and to supply adequate and reliable infrastructure, in order to increase the number of courses offered in an e-learning module. There is a need for systemic support for lecturers engaged in the implementation of online courses, as without relevant administrative and technical support a large amount of academics are skeptical about using e-learning for their courses [49]. Universities can increase the number of e-learning courses if the academic staff do not have to face a variety of problems related to the implementation and administration of online modules [24].…”

Section: Educators' Approach To E-learningmentioning

confidence: 99%

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

et al. 2020

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The aim of the paper is to investigate the benefits and drawbacks resulting from the implementation of e-learning in accounting modules among educators. The primary source of data was a questionnaire conducted among 79 accounting lecturers, employed by the leading Polish economic universities. The results of the survey have shown that e-learning is not widely used by accounting academics in Poland. The most important benefits of the e-courses included the enhancement of efficiency and flexibility of the teaching process. The most serious difficulties were an extensive amount of work associated with designing and updating course materials and technical problems. The effectiveness of e-learning techniques in teaching accounting subjects is determined by the easiness of e-learning delivery, more regular learning process, greater development of students’ social competences during e-learning classes and a more effective process of verification of students’ progress, in comparison with traditional classes. Furthermore, the study provides evidence that lecturers, who decided to use e-learning, perceive this way of teaching as more efficient, and at the same time more demanding, in comparison to traditional classes. The paper contributes to the understanding of the use of e-learning in accounting education and offers findings that might be useful for both policymakers and practitioners.

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Section: Educators' Approach To E-learningmentioning

confidence: 99%

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

et al. 2020

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“…There are three e-learning modes of engagement, which correspond to growing levels of complexity and depth in LMS usage (see Figure 1) [15]. A cross-institutional study revealed both institutional and cultural barriers for e-learning to transform, rather than sit uncomfortably alongside, institutional practice [17]. Previous studies had found that most universities were at mode 1 of the Francis and Raftery model [7].…”

Section: Mobile Learning and Lmsmentioning

confidence: 99%

Evaluating Moodle use via Smart Mobile Phones. A case study in a Greek University

Papadakis¹,

Kalogiannakis²,

Sifaki³

et al. 2018

EAI Endorsed Transactions on Creative Technologies

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The use of learning management systems (LMS) has grown considerably in universities around the world. LMSs can offer a great variety of channels and workspaces to facilitate information sharing and communication among participants in a course. One of the most commonly used is Moodle, a free learning management system enabling the creation of powerful, flexible and engaging online courses and experiences. A course can consist of a number of lessons. Each lesson consists of reading materials; activities such as quizzes, tests, surveys, and projects; and social elements that encourage interaction and group work among students. This study investigated how often students used a mobile phone to access various activities on Moodle. The students' point of view is important since they are the main users of the offered teaching technique and can cooperate in implementing and improving an e-course as a very important stakeholder in the e-learning process. A survey on self-reported usage was filled by 122 university students in a course offered by the faculty of Preschool Education at the University of Crete. Follow-up interviews were conducted to solicit students' perceptions on mobile access to Moodle and the underlying reasons. The results show significant differences in students' usage of various Moodle activities via mobile phones. Students' responses also suggest that Moodle is used merely as an electronic document repository and not as an effective learning tool due to the limitations of mobile access on usability and reliability.

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“…The role of individual pioneering staff is fundamental to the long-term sustainability of the OER movement, but institutions need to provide support and resources to embed OER into educational practices (Atkins, Brown, and Hammond 2007). As with e-learning in general, a sustainable approach requires cultural and institutional change, where staff share visions and are supported by organisational structures (Gunn 2010). In theory, the emergence of strong communities will provide a self-fulfilling prophecy, providing a community of producers, users and re-users (Dholakia, King, and Baraniuk 2006) and also providing a motivational force to sharing work (Larsen and Vincent-Lancrin 2005).…”

Section: Oer Moving Forwardsmentioning

confidence: 99%

Open educational resources: staff attitudes and awareness

Rolfe

2012

Research in Learning Technology

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Attitudes are changing in education globally to promote the open sharing of educational courses and resources. The aim of this study was to explore staff awareness and attitudes towards ''open educational resources'' (OER) as a benchmark for monitoring future progress. Faculty staff (n 06) were invited to participate in semi-structured interviews that facilitated the development of a questionnaire. Staff respondents (n 050) were not familiar with the term OER but had a clear notion of what it meant. They were familiar with open content repositories within the university but not externally. A culture of borrowing and sharing of resources exists between close colleagues, but not further a field, and whilst staff would obtain resources from the Internet, they were reticent to place materials there. Drivers for mobilising resources included a strong belief in open education, the ability of OER to enhance individual and institutional reputations and economic factors. Barriers to OER included confusion over copyright and lack of IT support. To conclude, there is a positive collegiate culture within the faculty, and overcoming the lack of awareness and dismantling the barriers to sharing will help advance the open educational practices, benefitting both faculty staff and the global community.

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Sustainability factors for e-learning initiatives

Cited by 79 publications

References 10 publications

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

Evaluating Moodle use via Smart Mobile Phones. A case study in a Greek University

Open educational resources: staff attitudes and awareness

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