Sustainability requirements for eLearning systems: a systematic literature review and analysis

Spichkova, Maria; Hamilton, Margaret

doi:10.1007/s00766-018-0299-9

Cited by 56 publications

(43 citation statements)

References 107 publications

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“…An LMS can be either proprietary (e.g., Blackboard) or open source (e.g., Moodle). These two types differ in their features, costs, and the services they provide; for example, proprietary systems prioritize assessment tools for instructors, whereas open-source systems focus more on community development and engagement tools (Alharthi et al 2019 ). In addition to LMS, e-learning systems can be categorized based on who controls the pace of learning; for example, an institutional learning environment (ILE) is provided by the organization and is usually used for instructor-led courses, while a personal learning environment (PLE) is proposed by the organization and is managed personally (i.e., learner-led courses).…”

Section: Background and Related Workmentioning

confidence: 99%

“…E-learning systems provide solutions that deliver knowledge and information, facilitate learning, and increase performance by developing appropriate knowledge flow inside organizations (Menolli et al 2020). Putting into practice and appropriately managing technological solutions, processes, and resources are necessary for the efficient utilization of elearning in an organization (Alharthi et al 2019). Examples of e-learning systems that have been widely adopted by various organizations are Canvas, Blackboard, and Moodle.…”

Section: E-learning Systemsmentioning

confidence: 99%

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Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning

2021

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E-learning systems are receiving ever increasing attention in academia, business and public administration. Major crises, like the pandemic, highlight the tremendous importance of the appropriate development of e-learning systems and its adoption and processes in organizations. Managers and employees who need efficient forms of training and learning flow within organizations do not have to gather in one place at the same time or to travel far away to attend courses. Contemporary affordances of e-learning systems allow users to perform different jobs or tasks for training courses according to their own scheduling, as well as to collaborate and share knowledge and experiences that result in rich learning flows within organizations. The purpose of this article is to provide a systematic review of empirical studies at the intersection of e-learning and organizational learning in order to summarize the current findings and guide future research. Forty-seven peer-reviewed articles were collected from a systematic literature search and analyzed based on a categorization of their main elements. This survey identifies five major directions of the research on the confluence of e-learning and organizational learning during the last decade. Future research should leverage big data produced from the platforms and investigate how the incorporation of advanced learning technologies (e.g., learning analytics, personalized learning) can help increase organizational value.

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Section: Background and Related Workmentioning

confidence: 99%

Section: E-learning Systemsmentioning

confidence: 99%

Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning

2021

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“…Alharti et al [39]; Petrides and Nodine [40]; Tessier and Dalkir [41]; Campbell [42]; Weichhart et al [43] Studies on knowledge management in distance learning institutions Sharifzadeh and Safari [44]; Ras et al [45] Studies on student transformation and learning preferences Studies on students as stakeholders of educational institutions Krishnamurthy [8]; Al Shehab [46]; Nunez et al [47]; Guilbault [48]; Nixon et al [49]; Bovill [50]; Ricci et al [51]; Pack and Peek [52] Studies on students' learning preferences…”

Section: Studies On Online Learning and Knowledge-based Educational Environmentmentioning

confidence: 99%

“…An e-learning system can be defined as "an educational solution to deliver knowledge, facilitate learning and improve performance by creating, using and managing appropriate technological processes and resources", according to Alharti et al [39]. Sustainable e-learning systems include three quality models: product quality (with sub-characteristics such as functional suitability, performance efficiency, compatibility, usability, reliability, security, maintainability, portability and greenability); data quality and quality in use [39]. Online education creates many new opportunities to broaden the educational environment and to develop knowledge management strategies that can provide a framework for understanding how and where to focus energy to improve educational outcomes, given the goals and mission of the organization [40].…”

Section: Studies On Knowledge Management Practices In E-learning Systemsmentioning

confidence: 99%

Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic

2021

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The COVID-19 pandemic forced many universities to close doors and keep students completely online—a phenomenon that raised unprecedented challenges with lessons learned that should be integrated into future educational knowledge management strategies and practices. Special attention should be given to students’ learning habits. This paper presents the results of a semi-systematic literature review on the research problem and a survey of a sample of business students regarding their learning habits and preferences. Learnings of the research can be useful for the transition to an entirely online distance education, integrated in the framework of knowledge management strategies regarding e-learning in universities. The primary quantitative research was conducted before the start of the lockdown, and the results give useful insights that can be translated into mandatory elements for any strategy designed to assure a smooth and effective passage from in-class education to online teaching and learning. Students’ pre-epidemic learning habits, their use of communication tools and their preferences for solutions usable in distance education, with a special focus on gender and education level, have been investigated. Results are correlated in the paper with possible knowledge management strategies in universities as part of an approach with both academic and practical implications.

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“…Approaches to improving the environmental sustainability of HE systems may be broadened beyond greening campuses and the curriculum to include the design of teaching and learning delivery systems. Very few studies have examined this approach to HE system sustainability (Alharthi, Spichkova and Hamilton 2018). The first major quantitative research to examine how the design of HE delivery systems impacts on the environment was the "Factor 10 Visions" study "Towards Sustainable Higher Education" (Roy et al 2005).…”

Section: Sustainable He Teaching and Learning Modelsmentioning

confidence: 99%

Sustainable Higher Education Systems

Caird

Roy

2018

Encyclopedia of Sustainability in Higher Education

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Higher Education (HE) systems comprise institutions whose function is to support, develop and deliver teaching and learning at post-secondary or tertiary level. Many HE institutions also address research and/or provide enterprise services in partnership with other organisations in the private, public and third sectors. HE systems have therefore a key role in the development of citizens, society and the economy, including the knowledge, skills and behaviours needed to support sustainable development. A sustainable Higher education (HE) system may be defined in terms of the network of local, national and international HE institutions and their systems that sustain the core functions of HE, including the delivery of teaching and learning, research, and outreach, by addressing social, economic, and environmental targets and constraints influencing the HE institutional context. A sustainable HE system not only sustains the functions of HE institutions but supports the aims of sustainable development by advancing citizens' knowledge and skills to meet the needs of society and the economy and by promoting stewardship of the natural and built environment. This article examines the concept of sustainable HE systems and three key approaches to promote environmental sustainability and the Sustainable Development Goals (SDGs) established by the United Nations in 2015. These approaches include: greening the curriculum to encompass Education for Sustainable Development (ESD); greening campus buildings and site operations; and designing HE teaching and learning delivery systems, such as distance and online education systems, to minimise negative environmental impacts and carbon dioxide emissions. Definition A sustainable Higher education (HE) system may be defined in terms of the network of local, national and international HE institutions and their systems that sustain the core functions of HE, including the delivery of teaching and learning, research, and outreach, by addressing social, economic, and environmental targets and constraints influencing the HE institutional context. A sustainable HE system not only sustains the functions of HE institutions but supports the aims of sustainable development by advancing citizens' knowledge and skills to meet the needs of society and the economy and by promoting stewardship of the natural and built environment.

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Sustainability requirements for eLearning systems: a systematic literature review and analysis

Cited by 56 publications

References 107 publications

Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning

Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning

Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic

Sustainable Higher Education Systems

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