Asynchronous E-learning Systems Research Articles

A Review of the Strategies Used in the IT sector for Employee Training and Development

Purpose: In the current economic climate, the ability of the organisation to find and keep quality people will determine its success or failure. The lifeblood of any firm is its workforce. The performance of the firm's employees determines whether it succeeds or fails. The basis of such success is thought to be employees who have received substantial training and development. The focus of the research was to identify this connection amidst employee performance, productivity along with instruction, and advancement. Numerous research studies have acknowledged this essential function. For example, they have emphasised the importance of maximising employees' contributions to the business's aims and goals in order to maintain effective performance. Employees are a costly and precious resource. Companies that place a high priority on shareholders and customer satisfaction value employee development because they acknowledge the significance of training initiatives. The productivity is increased by the numerous training and development programmes offered by IT companies to their employees. The goal the current study seeks to look at the various theoretical models together with frameworks connected to workforce development through training and development programmes and their effects on employee performance. The current paper provides a succinct assessment of the research on the value of training and how it boosts worker performance. Methodology: The IBEF report on the information technology industry, yearly reports from particular IT companies, journal articles in Google Scholar, media, and business websites are used as secondary sources of data to achieve the paper's goal. Findings: The findings indicate that for the human resource development sector, personal role involvement is more useful than workplace engagement. In a setting of intense competition, It is crucial to address how little the training function is valued in Indian organisations.. The study discovered that "future orientation," "in-group collectivism," and "uncertainty avoidance" are national cultural components that have an impact on e-learning practises. In this study, synchronous and asynchronous e-learning systems are distinguished, and the impact of culture on each is investigated. Originality/Value: This study will help in better understanding the various training and development procedures used by IT industry organisations. Strategies and SWOC Analysis are used to help businesses flourish and achieve greatness with the aid of their workforce. Paper Type: Case Study

Building an asynchronous HTML5-related competency-based guided e-learning system

Improving learner behavior and attitude is one method for improving learning quality. However, every student has unique characteristics, which makes the prediction of how learning behavior alters learning effects challenging. Humans obtain knowledge through cognitive learning, which can be effectively taught using asynchronous e-learning systems. However, these systems require self-study and include tedious processes that can affect learner motivation and the overall learning effect. This study implemented an HTML5-related competency-based guided e-learning (CBGE) system with an embedded competency-based guided learning (CBGL) mechanism to implement a personalized learning environment. Moreover, learner behaviors were recorded in a log dataset for data mining. The results revealed that the participants were satisfied with the CBGL mechanism and e-course design. The cognitive ability of the participants significantly improved after the experiment. Moreover, the growth in cognitive ability of the participants who completed the guiding process was significantly higher than that of the participants who did not finish the guiding process. This indicates that cognitive ability was improved through the CBGE system and the completion of the CBGL process provided a significantly more pronounced learning effect. A decision tree technique was also employed to construct a predictive model of the learning effect that could help learners achieve the learning objective. The predictive model revealed that learners who used the CBGE system could not achieve the learning objective without passing the stage tests a minimum of 2.5 times. Thus, the number of times that the stage tests were passed was the critical factor in achieving the learning objective.

VOD型e-Learning Systemにおけるビデオ教材改善支援のための授業評価フィードバック機能

VOD型e-Learning Systemにおけるビデオ教材改善支援のための授業評価フィードバック機能

非同期型e-Learning Systemにおける学習者の疑問解消支援機能を持つ電子掲示板

非同期型e-Learning Systemにおける学習者の疑問解消支援機能を持つ電子掲示板

A Multi-Dimensional Assessment Model to Evaluate Web Based Learning Systems

The growth of communication technology in the last decade has prompted researchers to develop web based learning systems for various types of applications. The entities involved in the development of such systems are learners, instructors, system designers, administrators to name a few. With varying nature of applications and entities involved, the task of evaluating these web based learning systems appears quite challenging. The present study uses factor analysis to develop an assessment model for evaluating the web based learning systems developed by the authors. The analysis is performed on a data set derived by applying a survey instrument on a set of 140 learners using these systems. These learners ranked 20 items used for evaluation in order of their perceived degree of importance. It was found that the most important dimension was learning outcome which coincides with the general outcome of any mode of learning.Keywords: Web Based Learning Systems, Web based Learning Assessment, Survey Instrument, Factor Analysis, SPSSIntroductionIn recent times the most important innovation that has changed the face of educational technology is web-based education. This has been possible due to tremendous advancement in the field of computer networks and communication technology. There are two ways in which web based learning may be implemented. The primitive form of this type of learning is Electronic Learning (E-Learning). E-Learning is a general term that is used for learning from any electronic device such as radio, television, computer and all other devices that may be invented in the near future that are electronic in nature [8]. A major disadvantage of this form of learning is lack of ubiquity and idle time utilization. The advancement in the field of mobile communications in late 90's gave birth to Mobile Learning (M-Learning). Mobility added to E-Learning is M-Learning. M-learning enables learning independently of place and time as is ubiquitous through the use of wireless networks and mobile devices [21]. The effectiveness of web based learning is enhanced when several learners attempt to learn something together. In this form of learning, learners can capitalize on one another's resources and skills. Thus Collaborative learning (C-Learning) [7],[12] techniques may be used in E-Learning and M-Learning environments to increase their efficacy.Web learning systems are multidisciplinary in nature. They are used by learners from various domains who have varied experiences of using these systems. The design goals of these systems are thus highly dependent on the nature of the application and the knowledge of the learner. Efficient design of web learning systems is also dependent on the quality of the instructors, administrators and system designers. Thus there are several factors upon which the success of a web learning system depends. The aim of this study is to develop a multi-dimension model to evaluate web learning systems. It is to be noted that this assessment model is not general in nature. It has been derived on the basis of a survey performed to assess the web learning systems developed by author [2],[3],[4].Various methods have been employed by the researchers for assessing web based learning systems. A method typically used by several researchers is to develop a set of quality metrics for this purpose. Gafani [13] has used the ISO/IEC 9126 model to propose a set of quality metrics for evaluating Mobile Learning Systems. These metrics were defined and empirically validated for mobile wireless systems. Parsons et al. [24] proposed an assessment of mobile learning quality in terms of learner experience. A conceptual frame work for a mobile learning application was constructed and quality metrics were developed for this purpose. Wang [26] developed a comprehensive model and instrument for measuring learner satisfaction with asynchronous e-learning systems. This study performed different reliability and validity tests for analyzing data from a sample of 116 respondents of a survey. …

Web Conferencing Software in University-Level, E-Learning-Based, Technical Courses

Faculty who offer university-level technical courses through e-Learning environments must surmount several difficult challenges. Traditionally, learning in technical courses takes place through real-time interactions between instructor and students in the course of solving actual problems—a form of activity that is not possible in asynchronous e-Learning systems. The current study contains an account of experiences gained in using Web Conferencing software to provide a spoken synchronous component to a project-oriented senior-level computer science class. Strengths and weaknesses of this undertaking and a sketch of a different type of hybrid course are presented. While the discourse in this article is focused on computer science, principles put forth are applicable to teaching and learning in any technical field.

An Empirical Report of Project Based Learning with Asynchronous and Synchronous e-Learning

An asynchronous e-learning system that aggregates educational contents on a server and distributes them to students is widely used for the purpose of self-learning. Recently, synchronous e-learning, which enables students to attend a lecture from remote locations and learn interactively through real-time communication, has become more popular. In our work, we apply the combination of these e-learning systems to an advanced information systems architect education by PBL (Project-Based Learning).This paper describes our design and implementation of the blended e-learning style course on an analysis process of information systems development. Also, we report the result of the practice and educational effect.

Dynamic test generation over ontology-based knowledge representation in authoring shell

Intelligent tutoring systems are kind of asynchronous e-learning systems designed to support and improve learning and teaching process in particular domain knowledge. An authoring shells are kind of e-learning systems that feature authoring environments for system users. Domain knowledge in such systems can be represented by using different knowledge representation specifications and presentation of tests mainly depends on the type of domain knowledge. We propose templates for dynamical generation of questions as a test over previously formalized domain knowledge. In our approach we encourage expressiveness of ontology for describing domain knowledge. Tests described in this paper entails declarative knowledge formalized by Web Ontology Language (OWL) and are realized as a dynamic quiz. By pronouncing OWL ontology as domain knowledge formalism we deal with the problem of generating tests and understanding presentation of the tests.

TEx-Sys model for building intelligent tutoring systems

Special classes of asynchronous e-learning systems are the intelligent tutoring systems which represent an advanced learning and teaching environment adaptable to individual student’s characteristics. Authoring shells have an environment that enables development of the intelligent tutoring systems. In this paper we present, in entirety, for the first time, our approach to research, development and implementation related to intelligent tutoring systems and ITS authoring shells. Our research relies on the traditional intelligent tutoring system, the consideration that teaching is control of learning and principles of good human tutoring in order to develop the Tutor–Expert System model for building intelligent tutoring systems in freely chosen domain knowledge. In this way we can wrap up an ongoing process that has lasted for the previous fifteen years. Prototype tests with the implemented systems have been carried out with students from a primary education to an academic level. Results of those tests are advantageous, according to surveys, and the implemented and deployed software satisfies functionalities and actors’ demands.

Synchronous e-learning systems in European e-learning provision

E-learning today is a multi-billion training industry. In the United States of America there are two forms of e-learning: asynchronous e-learning systems and synchronous e-learning systems, also known as live e-learning and virtual classrooms. Live e-learning systems are little known and little used in Europe and do not fi gure in European Commission publications on e-learning.

Factors affecting engineers’ acceptance of asynchronous e-learning systems in high-tech companies

With the rapid change in all types of working environment, there is a need to implement electronic learning (e-learning) systems to train people in new technologies, products, and services. However, the large investment in e-learning has made user acceptance an increasingly critical issue for technology implementation and management. Although user acceptance received fairly extensive attention in prior research, efforts were needed to examine or validate previous results, especially in different technologies, user populations, and/or organizational contexts. We therefore proposed a new construct, perceived credibility, to examine the applicability of the technology acceptance model (TAM) in explaining engineers’ decisions to accept e-learning, and address a pragmatic technology management issue. Based on a sample of 140 engineers taken from six international companies, the results strongly support the extended TAM in predicting engineers’ intention to use e-learning.

Assessment of learner satisfaction with asynchronous electronic learning systems

The electronic learning (e-learning) literature has not addressed the measurement of learner satisfaction with asynchronous e-learning systems. Current models for measuring user satisfaction (US) and students’ evaluation of teaching effectiveness (SETE) are perceived as inapplicable as they are targeted primarily towards either organizational information systems or classroom education environment. My study developed a comprehensive model and instrument for measuring learner satisfaction with asynchronous e-learning systems. The procedures used in conceptualizing the survey, generating items, collecting data, and validating the multiple-item scale are described. This study carefully examined evidence of reliability, content validity, criterion-related validity, convergent validity, discriminant validity, and nomological validity by analyzing data from a sample of 116 adult respondents. The norms of the instrument were then developed, and the potential applications for practitioners and researchers explored. Finally, this paper discusses limitations of the work. The empirically validated instrument should be useful to other researchers in developing and testing their e-learning theories.