Development Of E-learning Materials Research Articles

Innovation in Early Reading Instruction: The Development of e-Learning Materials in Mother Tongue

Mother Tongue-Based-Multilingual Education has been shown to improve the academic performance of early-grade learners. However, challenges such as inaccessibility and lack of contextualized materials in the mother tongue (MT) have hindered students' full engagement in learning. To address this, a quasi-experimental study was conducted with struggling first-grade learners (n=60) to investigate the effectiveness of researcher-developed e-learning materials for early reading in MT. Instruments used in this study included a researcher-created storyboard for video creation, with its dialogue and storyline; the test questionnaires, adapted from the MT-based Curriculum Guide of the Department of Education in the Philippines, for measuring participants’ reading performance in phonic and word recognition. The pre-test and post-test data were analyzed using mean, standard deviation, and a t-test at a 5% significance level. Qualitative data extracted through interviews were analyzed thematically, while a four-point Likert scale was used to interpret the overall rating of the e-learning materials. The content and ICT experts measured the e-learning materials’ validity and effectiveness. The results illustrated e-learning materials like video stories and PowerPoint presentations, developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, improved learners' letter-sound and word-blending abilities. Experts rated the materials excellent for technical standards, content quality, and effectiveness. The e-learning materials as a pedagogical intervention in early reading are innovative, interactive, and engaging and can potentially enhance early graders' reading performance. Future research can explore design or layout modification of the materials creatively to enhance learner engagement in early-grade MT instruction.

Semantic shift as a way of meaning specialization: the case of English elearning terms

This article is devoted to the study of e-learning terminology in modern English. The processes of globalization and digitalization in the field of education and the rapid development of new Internet technologies have long been a catalytic force for the formation of e-learning terminology systems. The global pandemic situation has necessitated the transition of education to an electronic environment, thus revolutionized the education system and served as an impetus that caused a sharp increase in the frequency of e-learning terms usage in mass communication and contributed to the emergence of new terms in the researched sphere. In this regard, research aimed at identifying the specifics of e-learning terminology and the features of the meaning specialization is of particular importance. As a result of contextual analysis, a large array of newly emerged e-learning terms (1600 terminological units) was analyzed. The semantic study using the definition analysis and method of semantic differentiation shows that the semantic shift as a way of meaning specialization is a productive mechanism for the formation of new e-learning terms in modern English language. The results of the research contribute to the study of English lexicology and specifically terminology. The extensive illustrative material and the main findings of the study can particularly be used in the practice of teaching English for special purposes and in the development of e-learning materials in general

Rationale for choosing the model and tool for developing an e-learning course

The emergence and discussion of the reasonable choice of methodological bases for the creation and subsequent application of electronic training courses within the framework of a separate study is not accidental. Analysis of the theory and practice of the use of information technologies in education showed that, along with the discussion of informatization of education, including adult education (androgogy), the use of computer-based training programs to improve the quality of teaching in various disciplines, studies of pedagogical capabilities of electronic training courses, principles of development and technology for creating electronic educational materials remain insufficiently studied. Properly grounded methodological and technological components of the process of creating such resources will ensure high quality of the final product, as well as reduction of time and financial costs. The article presents a generalized description of the basic models and methodologies for the development of electronic educational materials, namely: ADDIE (Analysis, Design, Development, Implementation, Evaluation); SAM (Successive Approximation Model); SMART (Specific, Measurable, Attainable, Relevant, Time-bound); ALD (Agile Learning Design). The authors pay special attention to the ALD (Agile Learning Design) model, describing its basic principles. The structural analysis of ALD with the help of the IDEF0 functional model allowed showing the logical interconnection of all the stages of creating an e-learning course, to demonstrate its iterative nature. The study also addresses the issue of the reasonable choice of tools for developing e-learning courses. The choice was made on the basis of T. Saati’s method of analyzing hierarchies. The selected alternatives were Adobe Captivate, Articulate Storyline and iSpringSuite as software solutions used for the professional development of e-learning materials. The choice was made on the basis of such criteria as maintenance, implementation, functionality, price, experience of usage. As a result of the testing with the MPRIORITY decision-making system, the Articulate Storyline software platform was selected as the tool for the implementation of the subsequent e-learning course project. This software product has significant functionality if compared to the other alternatives: low cost and availability of development. Further work on the creation of an e-course is sure to be carried out with its use.

Design and development of e-learning materials for cardiopulmonary resuscitation

Background/Aims There are a number of educational programmes that teach life support skills to the whole population. A number of these programmes are now taught using smart technologies. This study aimed to develop interactive electronic training materials for cardiopulmonary resuscitation training in Greece. Methods The online programming tool, Articulate Storyline 2, was used to generate an online training course. Discussion These materials needed to include Sign Language in order to communicate cardiopulmonary resuscitation training. The material consists of nine educational sessions, including video-teaching, interactive questions and evaluation tests. The majority of the programmes were adjusted to include Sign Language options, so people with hearing defects can also be taught. The above material will be uploaded on a distance-learning platform and will be evaluated for its efficacy and friendliness. Results It is hoped that the materials will be used for the mass training of the general population as well as health professionals.

E-Learning教材を活用したWebプログラミングの反転授業 : 教材開発と反転授業実践の効果

e-Learning教材を活用したWebプログラミングの反転授業 : 教材開発と反転授業実践の効果

Supporting E-Learning Materials Development Cycle Through Office Application Add-in

The development of e-learning material is not only done once, but is carried out with repeated cycles. The cycle can simply be divided into 3 parts, including making, publishing, and reusing existing material. Various systems have been developed to support this cycle. Learning Management System (LMS) is the most common system used in e-learning. However, LMS alone cannot fully support the cycles mentioned earlier. Therefore, many other systems / applications are used to support the cycle. For example, a document processing application is used at the stage of making the learning material, then published to the LMS, search by using search engine and reused with specific authoring tools. In this article, we will discuss how to integrate several applications that support the development cycle of e-learning materials through an office application add-in. The add-in was used to integrate LMS and Learning Material Reconstruction System (LRMS) so that the entire development cycle of e-learning materials development can be done in one place.

Analysis of e-textbooks: development, use and availability on the slovenian Market

Through several projects in Slovenia, e-learning materials have been developed over the last decade, with some primary and secondary schools already using them successfully in their educational processes for several years. The objectives of this research were to analyse the development of e-learning materials, in particular the process of creating e-textbooks, to identify experiences in the use of e-learning materials and to determine their availability on the market. In order to understand the development process, our research involved the creation of i-textbooks. The problems we encountered during the creation of i-textbooks are presented in this article. The results showed that teachers are satisfied with the use of previously developed e-learning materials. They also agreed that traditional textbooks cannot be replaced completely by e-textbooks. However, they do represent an important motivation tool that assists them in facilitating the transfer of knowledge and helps learners to better understand and learn the contents of different subjects. The e-learning materials present on the Slovenian market are freely accessible or require payment, depending on the editor. A great deal of e-learning materials is also inactive, as was emphasised in our research.

「認知症高齢者とのコミュニケーション法」のe-learning教材の開発

「認知症高齢者とのコミュニケーション法」のe-learning教材の開発

単語力強化を目指した経済・経営用語の自己学習用e-learning教材の開発

単語力強化を目指した経済・経営用語の自己学習用e-learning教材の開発

FORGE Toolkit: Leveraging Distributed Systems in eLearning Platforms

While more and more services become virtualized and always accessible in our society, laboratories supporting computer science (CS) lectures have mainly remained offline and class-based. This apparent abnormality is due to several limiting factors, discussed in the literature, such as the high cost of deploying and maintaining computer network testbeds and the lack of standardization for the presentation of eLearning platforms. In this paper, we present the FORGE toolkit, which leverages experimentation facilities currently deployed in international initiatives for the development of e-learning materials. Thus, we solve the institutional challenge mentioned in the ACM/IEEE 2013 CS curricula concerning the access and maintenance of specialized and heterogeneous hardware thanks to a seamless integration with the networking test-bed community. Moreover, this project builds an ecosystem, where teaching and educational materials, tools, and experiments are available under open scheme and policies. We demonstrate how it already meets most of the requirements from the network and communication component of CS 2013 and some of the labs of the Cisco academy. Finally, we present experience reports illustrating the potential benefits of this framework based on the first deployments in four post-graduate courses in prestigious institutions around the world.

Successes and challenges of e-learning practical introduction in medical physics education and training

Introduction The presentation is based on over 15 years everyday use of e-learning in the teaching process. It incorporates the findings of several feedback collections and assessments (by students and teachers). Purpose The successes of practical introduction of e-learning in medical physics, as well as the challenges faced in this process, will be useful to a wide audience of educators. Methods The presentation describes the methods used for development of e-learning materials; the paradigm and the process of practical use; the testing and assessment of e-learning. Statistics from the use of these materials and their web sites will be used to support the findings. Results The results include the implementation of c.250 e-learning practical tasks. The paradigm plus quick dissemination was found essential for their success. Similarly, the flexibility built into the e-learning materials, allowed potential modification and easy implementation. The uncomplicated e-platform led to increased longevity of the materials, also allowing updates. The international implementation of the e-learning materials (c.70 countries) was supported by the introduction of Multilingual Dictionary of Medical Physics Terms. The greatest challenge was associated with the constantly changing e-learning software format, this being the main reason for the short life of most e-learning materials. Interactive teaching materials are specially affected by this issue. Conclusion The presentation underlines the need of e-learning in medical physics and shows the link between its application and the growth of medical physicists globally. e-Learning is presented as essential for education/training, especially when it is blended with classical learning.

Development of e-learning materials for nurses on physical assessment techniques, focusing on percussion

Development of e-learning materials for nurses on physical assessment techniques, focusing on percussion

Early Implementation of Building Information Modeling into a Cold-Formed Steel Company: Providing Novel Project Management Techniques and Solutions to Industry

The ability of building information modeling (BIM) to positively impact projects in the AEC through greater collaboration and integration is widely acknowledged. This paper aims to examine the development of BIM and how it can contribute to the cold-formed steel (CFS) building industry. This is achieved through the adoption of a qualitative methodology encompassing a literature review, exploratory interviews with industry experts, culminating in the development of e-learning material for the sector. In doing so, the research team have collaborated with one of the United Kingdom's largest cold-formed steel designer/fabricators. By demonstrating the capabilities of BIM software and providing technical and informative videos in its creation, this project has found two key outcomes. Firstly, to provide invaluable assistance in the transition from traditional processes to a fully collaborative 3D BIM as required by the UK under the Government Construction Strategy by 2016 in all public sector projects. Secondly, to demonstrate BIM's potential not only within CFS companies, but also within the AEC sector as a whole. As the flexibility, adaptability and interoperability of BIM software is alluded to, the results indicate that the introduction and development of BIM and the underlying ethos suggests that it is a key tool in the development of the industry as a whole.

Mind the Gap: Global Data Sharing

Mind the Gap: Global Data Sharing

Aesthetics and creativity in e-learning material

We do know that new learning material must be interactive and actively involve students in the learning process. The idea is generally good but the implementation sometimes falls behind. During the analysis of e-learning materials that are publicly available, we discovered some noticeable and subtle flaws in the materials. The contemporary design paradigm of e-learning materials requires products that are didactically useful and aesthetically appropriate. The quality assured development of e-learning materials should be a part of education in all pedagogical studies. Students who study special didactical disciplines should acquire a critical view of the application of e-learning materials through their own prepared presentations. This article presents a discussion on the aesthetic conditions for designing of e-learning materials. The fundamental parameters for the assessment of aesthetically suitable e-learning materials will be reviewed as well as options for involving students in the learning process.

Development of E-Learning Materials for Machining Safety Education

We developed two e-learning materials for Manufacturing Practice safety education: movie learning materials and hazard-detection learning materials. Using these video and sound media, students can learn how to operate machines safely with movie learning materials, which raise the effectiveness of preparation and review for manufacturing practice. Using these materials, students can realize safety operation well. Students can apply knowledge learned in lectures to the detection of hazards and use study methods for hazard detection during machine operation using the hazard-detection learning materials. Particularly, the hazard-detection learning materials raise students′ safety consciousness and increase students′ comprehension of knowledge from lectures and comprehension of operations during Manufacturing Practice.

Education Innovation in Veterinary Training: E-learning Options in Southern Africa

Changing needs in education call for innovative ideas in veterinary education. The University of Pretoria has adopted a policy of flexible learning that makes provision for flexible learning opportunities as well as flexible delivery systems. The preferred mode(s) of instruction to be used by a lecturer will be determined by the content of a specific subject as well as the target student population. E-learning components such as web-based training and multimedia could be incorporated with the traditional modes of instruction. The implementation of e-learning has changed the roles and responsibilities of the lecturer as well as the student. The development of e-learning material is a dynamic process and guidelines applicable to the procedures as well as the compilation of a project team, will be discussed. The Kenya Veterinarian Vol. 27 2004: pp. 103-105

E-learning in the UK: Perspectives from GEES practitioners

This paper summarises the findings from a survey to establish the current use, re-use and development of e-learning materials by GEES practitioners based in universities in the UK. The research was funded and co-ordinated by the Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences. Motivations to develop e-learning materials in the GEES community primarily related to improvements in personal and teaching efficiency, but there were numerous barriers impeding the realisation of such benefits. Barriers included limited technical and pedagogic knowledge, a lack of significant departmental and institutional support, and concern over the time required to develop new materials. The subject specificity of e-learning materials was also found to be an obstacle to sharing and re-use.