The e‐learning library: only a warehouse of learning resources?

Wang, Mei Yu; Hwang, Ming‐Jiu

doi:10.1108/02640470410561929

Cited by 20 publications

(8 citation statements)

References 12 publications

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“…Finally, the E-library is a vital e-service which includes various digital materials such as text, images, and videos. Moreover, it includes a set of techniques and services that help to collect, organize, retrieve, and preserve those digital objects for a community of users (Roy & Elfner, 2002;Nfila, 2005;Wang & Hwang, 2004). The SVU provides access to electronic libraries e.g., Emerald 5 , Springer 6 on it is official website where students have an access to any article using their personal accounts (He, Mao, & Peng, 2006).…”

Section: Electronic Services (E-service) In Online Learningmentioning

confidence: 99%

“…In regard to E-guidance, Wang and Hwang (2004) found that "Skillful guidance and tactical presentation from insightful involvement is required for designing the e-learning library". While Nevg (2001) added that the tutorial guidance seemed to have positive effect on students' motivational strategies in learning and helping them to develop more cognitive learning strategies.…”

Section: Electronic Services (E-service) In Online Learning and Studementioning

confidence: 99%

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The Relationship Between E-Learning Service and Student Satisfaction a Case Study at the Syrian Virtual University (Svu)

Azmeh

2019

Business, Management and Education

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Purpose -This study aims at exploring the impact of electronic services provided by the Syrian Virtual University (SVU) on student satisfaction. Besides, this study seeks to determine the dimensions of both electronic services and customer satisfaction at the SVU, and to what extent these dimensions may vary in accordance with different personal characteristics among students. Research methodology -A quantitative research method was adopted using an online questionnaire to collect data from students registering in different SVU programs. Findings -Overall, results were analysed using the SPSS: 18. The results indicated that the relationship between all electronic services dimensions and student satisfaction at the SVU were positively significant except for the bulk SMS dimension. Electronic service dimensions are also all applied throughout the SVU (SMS-Web Request-Facebook-email-Electronic library-Website-Learning Management System) respectively. Besides, results show that neither electronic services dimensions nor satisfaction dimensions vary with regards to gender, speciality and age. Furthermore, satisfaction dimensions such as privacy and security -ease of use -order fulfilment -customer service -electronic service portfolio are all applied in the SVU. Research limitations -The study in this paper is limited to only one university since the Syrian Virtual University is the only virtual university in Syria. Also, the study focused only on university's students, and not it is administrative staff. Practical Implications -the results of this paper are beneficial for the SVU future and other universities attempting to provide online services. Thus, results from advice the SVU to keep their services up-to-date with the latest technological improvements, especially the university's website. This could be achieved by making it more users friendly and ultimately improve students' satisfaction. Moreover, the SVU should highlight the bulk SMS service weaknesses and try to use it more efficiently. Furthermore, the SVU employees could use the results of this paper to segment their current and future services provided in the future correctly taking into account the differences between gender and other demographical factors. Originality/Value -This study is one of the first studies to investigate the relationships between E-Learning services and student satisfaction in virtual environments, especially the Syrian Virtual Universities SVU. Moreover, this study investigates specific dimensions regarding both E-services and student satisfaction and brings up a reliable model for further research.

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Section: Electronic Services (E-service) In Online Learningmentioning

confidence: 99%

Section: Electronic Services (E-service) In Online Learning and Studementioning

confidence: 99%

The Relationship Between E-Learning Service and Student Satisfaction a Case Study at the Syrian Virtual University (Svu)

Azmeh

2019

Business, Management and Education

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“…Although the internet has among its archives billions of documents and multimedia materials that can be found by using search engines, it is a more complex task to ensure that the materials and documentation discovered in such searches are appropriate to a specific educational field and context. For Wang and Hwang (2004), it is difficult for educators to build and maintain personal collections and is 'very time consuming to locate and retrieve distributed learning materials'. For Rolfe (2012), searching for OER in repositories facilitates the non-commercial reuse of content with minimal restrictions.…”

Section: Reviewing the Literature: Themes And Qimentioning

confidence: 99%

Questions of quality in repositories of open educational resources: a literature review

Atenas

Havemann

2014

Research in Learning Technology

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Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content – in keeping with the aims of the OER movement, they should support educators in embracing open educational practices (OEP) such as searching for and retrieving content that they will reuse, adapt or modify as needed, without economic barriers or copyright restrictions. This paper reviews key literature on OER and ROER, in order to understand the roles ROER are said or supposed to fulfil in relation to furthering the aims of the OER movement. Four themes which should shape repository design are identified, and the following 10 quality indicators (QI) for ROER effectiveness are discussed: featured resources; user evaluation tools; peer review; authorship of the resources; keywords of the resources; use of standardised metadata; multilingualism of the repositories; inclusion of social media tools; specification of the creative commons license; availability of the source code or original files. These QI form the basis of a method for the evaluation of ROER initiatives which, in concert with considerations of achievability and long-term sustainability, should assist in enhancement and development.Keywords: open educational resources; open access; open educational practice; repositories; quality assurance(Published: 24 July 2014)Citation: Research in Learning Technology 2014, 22: 20889 -http://dx.doi.org/10.3402/rlt.v22.20889

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“…• Aún hay pocos docentes con experiencia en e-learning o en desarrollar contenidos para este medio [Hall, 2002;Laurillard, 2002;Wang & Hwang, 2004;Zenger & Walker, 2000]. Muy pocos acadé-micos de la generación actual han recibido formación a través de la tecnología, por lo cual la práctica se desarrolla lentamente y la teoría avanza aún menos.…”

Section: Factores Claves De éXito Y Barreras De Tipo Cultural Y Organunclassified

“…El concepto de educación en línea ha sido sujeto de distintas definiciones [Akeroyd, 2005;Anderson & Elloumi, 2004;Henry, 2001;Hosie & Schibeci, 2005;ITC, 1998;Wang & Hwang, 2004] y términos (educación en lí-nea, educación virtual, aprendizaje vía web, online learning, elearning, aprendizaje en línea, etc.). Se observa el uso de los términos "aprendizaje" y "educación" sin mayor diferencia en su aplicación, e inclusive el uso de la palabra "instrucción" (computer-based instruction, web-based instruction).…”

Section: Introductionunclassified

Evaluación de la satisfacción de los participantes en la formación profesional para el empleo

DeMiguel¹,

San-Fabián

Belver

et al. 2014

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Although previous experience shows that probably the most important key success factor for traditional education in classroom is the teacher's performance, it is easy to see that things must be different in online education, because the teacher -instructor, tutor, guide, etc.-has a different role in this new kind of education. This work aims to show the analysis of a blended learning experience in higher education in order to identify key success factors for quality and organizational barriers. ResumenSi bien en la educación presencial uno de los factores clave del éxito es el desempeño del docente dentro del salón de clase, es evidente que dentro de la educación en línea el papel del docente será distinto a su papel tradicional. Por ello, deben revalorarse los factores que garantizarán la calidad en este nuevo tipo de oferta educativa. En este estudio se muestran los resultados obtenidos de un análisis de caso de educación mixta (blended learning) para educación superior, y se enlistan los factores de éxito resultantes, así como algunas barreras para la adecuada implantación.

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The e‐learning library: only a warehouse of learning resources?

Cited by 20 publications

References 12 publications

The Relationship Between E-Learning Service and Student Satisfaction a Case Study at the Syrian Virtual University (Svu)

The Relationship Between E-Learning Service and Student Satisfaction a Case Study at the Syrian Virtual University (Svu)

Questions of quality in repositories of open educational resources: a literature review

Evaluación de la satisfacción de los participantes en la formación profesional para el empleo

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