E-learning Methodologies Research Articles

Perceptions Towards the Effectiveness of E-Learning in Private and Public Universities in Uganda: A Comparative Study.

The Covid-19 pandemic has made universities in Uganda to re-think the way education is delivered in challenging situations without sacrificing the intended objectives of university education. This study investigates the perception of both students and lecturers in private and public universities towards the effectiveness of e-learning. The study followed a quantitative approach and a cross-sectional survey design. The study sample consisted of students and lecturers in the departments of the Arts and Social sciences conveniently selected based on their willingness to participate. The study objectives were 1) to investigate whether there exists a difference in perception towards e-learning effectiveness between students in private and public universities 2) to investigate whether there exists a difference in perception towards e-learning effectiveness between lecturers in private and public universities. The two-sample t-test with equal variance was used to analyse the data. The study findings revealed the existence of a significant difference in perceptions towards e-learning effectiveness between students in private and public universities (p = 0.0000 < 0.05), and between lecturers in private and public universities (p = 0.0000 < 0.05). It is concluded that the apparent differences in perception are better explained by the state of readiness to adopt e-learning by both students and lecturers in private and public universities. It is recommended that universities obtain the necessary ICT infrastructure to support e-learning, make it easily accessible, and continuously train both students and lecturers in e-learning methodologies. It is also recommended that e-learning methodologies become an integral part of the teaching-learning methodologies in universities.

Instrumentalization of a Model for the Evaluation of the Level of Satisfaction of Graduates under an E-Learning Methodology: A Case Analysis Oriented to Postgraduate Studies in the Environmental Field

The purpose of this article was to evaluate the level of satisfaction of a sample of graduates in relation to different online postgraduate programs in the environmental area, as part of the process of continuous improvement in which the educational institution was immersed for the renewal of its accreditation before the corresponding official bodies. Based on the bibliographic review of a series of models and tools, a Likert scale measurement instrument was developed. This instrument, once applied and validated, showed a good level of reliability, with more than three quarters of the participants having a positive evaluation of satisfaction. Likewise, to facilitate the relational study, and after confirming the suitability of performing a factor analysis, four variable grouping factors were determined, which explained a good part of the variability of the instrument’s items. As a result of the analysis, it was found that there were significant values of low satisfaction in graduates from the Eurasian area, mainly in terms of organizational issues and academic expectations. On the other hand, it was observed that the methodological aspects of the “Auditing” and “Biodiversity” programs showed higher levels of dissatisfaction than the rest, with no statistically significant relationships between gender, entry profile or age groups. The methodology followed and the rigor in determining the validity and reliability of the instrument, as well as the subsequent analysis of the results, endorsed by the review of the documented information, suggest that the instrument can be applied to other multidisciplinary programs for decision making with guarantees in the educational field.

A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown

The existing literature evidences the potential of the e-learning methodology, although some call it into question. Our study aimed to analyse the real scope of applying this methodology type to a lockdown situation like that caused by COVID-19. It could provide the scientific and educational community with useful novel information on e-learning and its real adequacy for schools in pre-university educational stages. This qualitative study was designed using questionnaires with open-ended questions for students and semistructured interviews for teachers, management board members, and families of students of Primary and Secondary Education. The scripts of data collection tools were made ad hoc. The thematic analysis was carried out in accordance with the study dimensions by relating the access and use of technological resources in classrooms, implementing the e-learning methodology during face-to-face teaching, and finally knowing the effects of its application during remote teaching in the lockdown situation. The results clearly show a need to adapt and adjust the implementation of this methodology by considering not only its specificities, but also a combination of e-learning and traditional teaching methodologies can help to introduce information and communication technologies (ICT) into classrooms. To conclude, including such a methodology in the educational context can be argued for, provided that specific training is received to allow the potential of both online and traditional teaching to be leveraged.

Global Research Activity on E-Learning in Health Sciences Education: a Bibliometric Analysis.

ObjectiveProgress in electronic learning (e-learning) and health sciences education is an indicator of the national and international efforts to achieve sustainable development goals regarding good health and quality education. The objective of the current study was to describe research volume and trends on e-learning in the health sciences education.MethodsA bibliometric methodology was adopted. The study period was from database inception until December 31, 2020. The data was downloaded from Scopus as a “csv” file. The data was analyzed to reveal prominent contributing countries, institution, authorship patterns, the degree of collaboration, international research collaboration, prominent sources for publications, frequent author keywords, the impact of research in terms of citations, and healthcare groups targeted in research.ResultsIn total, 4576 records were retrieved. The analysis revealed an increasing growth in number of publications with time. There was a sharp peak in 2020. Recent literature on e-learning in health education included keywords such as flipped classroom, mobile learning, blended learning, and COVID-19. Countries in the European region and the region of the Americas have the highest contribution while countries in the African and the South-East Asian region have the least contribution. There was an increasing trend in the degree of author collaboration with time. However, the extent of international research collaboration was inadequate. The USA had the least percentage of documents with international authors (18%) while Sweden had the highest (70.6%). Documents published from Canada had the highest number of citations per document. The Karolinska Institute, based in Sweden, was the most active institution. The Medical Teacher journal ranked first in the number of publications while documents published in the Academic Medicine journal received the highest number of citations per document. The bulk of the retrieved literature was about medical or nursing education. The retrieved documents had an average of 12.7 citations per document and an H-index of 81.ConclusionData presented can be used to develop and enhance e-learning in health sciences education in regions with poor research contribution. Policies regarding open access publications, international research collaboration, and adoption of e-learning methodologies in low- and middle-income countries need to be endorsed.

ViMoT - Development of Visual-Motor Tests Methodology Including the Adoption of Uniform Rules and Digital Test Development

The authors have previously researched and analyzed, both manually and with the help of a computer program, preschool and primary school children's performance in the eye-hand coordination test and their depth perception. The study used the standardized DTVP-2 test - a psychophysiological test, and it will report as a golden standard for evaluation of visual - motor and visual perception integration. Computer-aided test processing significantly accelerates the collection and acquisition of test results - as we know, time is now a very high resource that everyone needs to spare. We evaluated the stereo vision of 56 participants by using the TNO test and eye-hand coordination. The participants were children of preschool and primary school age. Twenty of them were from a school for children with cognitive disabilities. The TNO test results showed that 54% of children between the ages of 5.5 and 9.0 years old had 60 arcsec, 18% - 120 arcsec, and 29% - 240 arcsec. The DTVP -2 test execution rate shows a very strong correlation with the stereoacuity (r = 0, 90; p < 0, 05). A computerized DTVP -2 test performance coefficient shows a higher correlation with stereo (r =0, 99; p < 0, 05). The DTVP -2 performance coefficient related to stereovision value - the higher the eye-hand coordination performance coefficient, the lower are the stereo threshold value. The conclusions of master thesis research became hypotheses of PhD research and started developing a ViMoT methodology. The development of a new methodology (ViMoT) for assessing visual-motor coordination and visual perception in electronic format and the subsequent development of a computer program will facilitate many specialists' work. It will make it possible to devote more time to processing, but correction or help of an individual (patient), depending on his problem. By working in an interdisciplinary manner, there is an in-depth knowledge of the topic, researched, and new solutions relevant to e-learning. Ensures the quality of the research and increases competitiveness. The following primary research methods will be applied to achieve the aim of the study: theoretical data research as descriptive analysis, content analysis, and comparative method; mixed type of methods as both qualitative research methods and quantitative research methods – document use, case studies, surveys, focus groups discussions and interviews with target groups, experimental and practical testing of recommendations; analysis methods as descriptive analysis, statistical analysis, and others. Today's users and learners require a user-oriented and personalized approach, not only in applications but also in education. The primary study aims to develop components for improving e-learning and learning process Visual-Motor Test (ViMoT) methodologies based and a new computerized tool on visual science basic principles, psychophysiological, and learners' needs.

Can student and staff involvement in quality assurance and promotion be achieved in the health sciences through mHealth and e-learning? A conceptual platform design

With the new generation of health professionals, some skills such as diagnosing and treating an array of diseases has become complex and challenging. These health professionals also seem to portray other transferrable skills which can be embedded with future curricular through the use of e-learning. It has been reported that universities have a responsibility and an opportunity to effectively prepare future health professionals to address health related issues with evolving changes within the healthcare landscapes through enhanced student involvement. Practical activities based on local institutional creativity and regional issues can reinvigorate the links between clinical practice and the health of people, through quality assurance and promotion. One form of a practical activity that can be identified is through the use of e-learning and technology. Over the last decade, developments in e-learning and technologies are creating the groundwork for health sciences education. There may be a similar trajectory within the health sciences domain where both health sciences students and qualified health professionals frequently use their mobile phones when consulting with patients. Given the diversity of e-learning methods, there are many ways to carry out such an evaluation. However, the current literature shows us that we have yet to reach any form of consensus about which indicators to evaluate. There is a greater need for an evaluation tool or platform that is properly constructed, validated and tested within the health sciences, that can also be used to enhance student involvement and quality assurance. Given the limited success rate of e-learning within the health sciences field, this article aims to fill this gap by proposing how such an mHealth and e-learning methodology for a platform can be evaluated and established, to optimise learning (for students and academic staff), student involvement, quality assurance and healthcare (for patients) in South Africa.

A Study on Consumer Satisfaction Towards E-Learning Apps with Special Reference to Madurai City

There are many terms used to describe learning that is delivered via the internet. E-learning or Electronic Learning is the portage of learning and training through digital resources like computers, tablets, laptops and, even cellular phones that are connected to the internet to access educational curriculum outside of a traditional classroom. This learning environment uses Information and Communication Technologies (ICT’s) as a platform for teaching and learning activities. As this teaching and learning pedagogy earns high momentum amidst teaching and student community, the researchers belonging to the respective communities undertook this study with the sole purpose of finding out the effect of e-learning apps in this high technology invaded the digital world with X-Generation learners. This study is descriptive and analytical. This research paper focuses on customer awareness, preference, and the level of satisfaction towards eLearning apps. The researcher has formulated core objectives relevant to the study and, both primary and secondary data are collected from the customers belonging to Madurai City. This study has well defined the number of e-Learning apps to fulfill the objectives of the study with the help of the statistical techniques. The researcher has used the IBM SPSS statistics tool for data analysis and interpretation. The study reveals the fact that despite the majority of the respondents supporting e-learning methodology but there are a handful of respondents who strongly believe that e-learning cannot replace face-to-face teaching and a tight bond between a teacher and a student.

Efectos del programa affective e-learning en el desarrollo de la Competencia Digital en estudiantes del Grado en Educación Primaria

INTRODUCCIÓN. Este artículo presenta los efectos de un programa interuniversitario de especialización en competencias digitales basado en la metodología didáctica de affective e-learning. El programa formativo nace del proyecto I+D+i denominado Evaluación y desarrollo de dos competencias genéricas en estudiantes de primer año del grado de maestro en educación primaria. El grupo de 109 participantes pertenece al título de magisterio de Educación Primaria de las Facultades de Educación de la Universidad de Oviedo, la Universidad de Jaén y en la Universidad de Granada. MÉTODO. Tras el diseño del programa formativo se aplica un cuestionario ad-hoc validado por jueces expertos externos. El instrumento formado por 49 ítems tiene una estabilidad de escala aplicada con un Alfa de Cronbach de 0,786. Este cuestionario se fundamenta en el Marco Común de Competencia Digital Docente del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. RESULTADOS. Se demuestran diferencias significativas entre el pretest y el postest en la comprensión y aplicación de habilidades de la competencia digital, en términos de mejora en las destrezas de configuración, uso, autonomía, análisis, búsqueda y cumplimiento de estándares. DISCUSIÓN. Los hallazgos encontrados avalan la efectividad de aplicar un modelo de affective e-learning que se adapte a los conocimientos previos y los distintos ritmos y estilos de aprendizaje del grupo de participantes en su formación universitaria. INTRODUCTION. This article presents effects of interuniversity programme about digital competences specialization, based on affective e-learning methodology. The educational programme originated from I+D+i project denominated Evaluation and development of two generics competences of first year Primary Education students. The group of 109 students belong to Primary Education University degree of Faculties of Oviedo, Jaén and Granada. METHOD. After completing the design of educational programme, it applies an ad-hoc questionnaire validated by external experts. The 49 items tool has a stability of 0,786 Cronbach Alpha. This questionnaire based on Common Framework of Teacher Digital Competence of National Institute of Educational Technologies and Teachers Training. RESULTS. It shows significant differences between pretest and postest on understanding and application of digital competences abilities, in terms of improving skill of configuration, use, autonomy, analysis, search and standards compliance. DISCUSSION. Findings endorse the effectivity of apply an affective e-learning model that adapt to preliminary knowledge and different learning pace and style of student group.

Analytical Chemistry Teaching Adaptation in the COVID-19 Period: Experiences and Students’ Opinion

An important consequence of the COVID-19 health crisis has been the suspension of face-to-face teaching activity in all teaching levels from mid-March of the academic year 2019–2020. In this sense, changes in Complutense University of Madrid toward an e-learning methodology have been made. In this work, we describe the adaptation to an online teaching model of two degree analytical chemistry courses: Pharmacy and Food Science and Technology. A mixed model has been performed for classes, using both online synchronous and asynchronous learning. The opinion of the students about this adaptation was evaluated. Although students preferred to carry out a face-to-face teaching and learning process, they found certain advantages in the online teaching modality, such as “Save time” and “Schedule flexibility”.

A culture shift: transforming learning at CERN

To accomplish its mission, the European Centre for Nuclear Research (CERN, Switzerland) is committed to the continuous development of its personnel through a systematic and sustained learning culture, that aims at keeping the knowledge and competences of the personnel in line with the evolving needs of the organisation. With this goal in mind, CERN supports learning in its broadest sense and promotes a variety of learning methods. Over the last few years, CERN has focused its efforts on expanding the learning opportunities of its personnel via newly available software and e-learning tools and methodologies, thereby bringing a shift in the learning culture of the organisation. In September 2018, CERN launched a new Learning Management System centralising all learning opportunities in a single platform, the CERN Learning Hub. In addition, new e-learning resources are now widely available to the personnel, including customised internally created e-learnings, an e-library, a commercial e-learning platform for self-paced learning and online surveys (180 feedback tools for CERN managers and leaders). This paper presents the experience gained by CERN in testing and adopting these new e-learning technologies and discusses the future vision for CERN.

Impact of Digital Media and E-Learning Solutions on Contemporary Management Education

E-Learning becomes a latent transfer medium for education in India. the discrimination between rural and urban education is eroded with the advent of e-learning in our country. Digital devices like Smartphone, Tab etc. and digital media are functioning as catalyst between the Students and the Instructors. Recent years, Government has taken massive initiatives by introducing NPTEL, SWAYAM and so on to impart the quality education across the nation, especially in Higher Education. Objectives: To make objective and subjective assessment of the impact of digital tool and e-learning methodologies on the quality and the outcome of MBA programmes, to study the extent of practising e-learning methodologies by educational institutions in delivering quality management education, to understand the attitude of stakeholders in implementing digital tools and e-learning technologies. Methodology: The questionnaire is divided into six parts. First part includes demographic variables, second part includes devices and internet usage, third part includes e-learning components, fourth part includes attitude of stakeholders, fifth part includes intention to use digital media and e-learning and sixth part includes the impact of digital media and e-learning on students knowledge and career growth. Sampling method adopted for this study is multi stage random sampling method. In total 180 responses were collected using structured questionnaire in Tamil Nadu state. Results and Conclusion: The students’ attitude is positive towards the digital media and e-learning methods. Attitude and Infrastructure of the institution are not independent to each other. The factors like e-assignment, perception towards e-learning, Intention to use digital media, and attitude of the stakeholders are influencing the impact of digital media and e-learning solution on contemporary management education.

Exploring Student Activity with Learning Analytics in the Digital Environments of the Nebrija University

The main objective of educational institutions is to achieve the integral development of their students in their learning and knowledge construction process. One way to achieve these objectives is the accompaniment and continuous monitoring of students in this process, adapting the methods to their training needs. In online and mixed teaching modalities (eLearning methodology), this monitoring is carried out through the digital platforms in which it is carried out in the academic activity, such as the learning management system platforms. These virtual teaching and learning environments (EVA) allow access to learners’ fingerprints, generating a large volume of data, that analysis allows a deep way of their behavior in those policies. This article collects the results of the exploration of student activity in the virtual campus (Blackboard Learn), which is in the first phase of Learning Analytics project carried out by the Nebrija University and discusses its implications for educational institutions. The data extracted correspond to the 2016–2017 course and have been analyzed around four blocks of information: user behavior, user activity, activity in the content areas and activity in the forums.

A World Wide Web-Based Practice That Disseminates Photogrammetry: Inspiring Secondary Students to Pursue Geomatics Careers [Education

The D3MOBILE Metrology World League was established in 2013 with the goal of encouraging curiosity about and interest in science (particularly geoscience) with secondary students of the International Standard Classification of Education (ISCED) grades 1 and 2. Presented as an international championship, D3MOBILE introduces students to the discipline of photogrammetry through the e-learning methodology concept. Pupils' use of wellknown technologies, such as their own mobile devices (smartphones or tablets), allows educators to develop attractive and challenging teaching procedures. All work proposed for participants is presented using scientific, technical, and professional language but in a more interactive format than with traditional textbooks or theoretical classes. The challenges, which provide students with the opportunity to establish their own learning objectives, encourage both teamwork and individual responsibility.

Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning!

The traditional teaching approaches are generally teacher-directed and where students are taught in a manner that is conducive to sitting and listening. It is true that the traditional expectations and department philosophies often allow us to continue with the lecture-based model with some useful results as evident by the past accomplishments of many and this cannot be disputed as much. However it is often argued that the traditional approach may not provide students with valuable skills and indeed some even go as far as saying the traditional method leads to a student not retaining knowledge after exams - they have little or no recall of the body of knowledge learnt beyond the end of a semester, for example. The teaching of mathematics that is usually referred to or called non-traditional uses constructivist philosophy as its basis; this implicates strategies in which the individual is making sense of his or her universe. So the student is an active participant, which allows an individual to develop, construct or rediscover knowledge - a major goal that can be very time consuming process if taken literally for each student; alternately, there is also a philosophical position known as social constructivism; which suggests group work, language and discourse to be vital for learning in a cultural framework of the knowledge base; so the use of group work, discussion, and group solving problems in a cooperative manner lead to a discourse which is believed to be the most important part of learning process. It is argued that the non-traditional teaching is done using a problem solving approach; where the learner is the problem solver.Typically, university lecturers in mathematics and engineering are often not trained in the non-traditional classroom methods. Some have argued that even if they included non-traditional teaching in their universities in fact they may not be in reality using the so called non-traditional methods and goals. They argue that lecturers are often lacking the underlying philosophical knowledge of the non-traditional goals and objectives, and therefore they are not in a position to implement such methodologies and assessment techniques, in reality, even when they say they are.The non-traditional teaching and learning (NTTL) in mathematics and engineering needs to be well understood before any appropriate comparisons can be made with the older techniques if we are to do it in professional manner. For example the teachers of engineering courses need to reflect where the students are coming from, and where will they need to be after completing the course; also lecturers need to keep the context and goals of the course the degree program in mind while preparing for their class teaching content for the semester. So, we need to consider the knowledge, procedures, skills, beliefs and attitudes that will be expected for each student of mathematics or engineering at the end of the course that is to be taught in a time frame of 12 to 13 weeks; in addition to keeping the economic constraints of a university in modern times in check at all times.The computer based teaching technology (e-learning) is now constantly used in mathematics and engineering courses. The e-learning methodology is considered to be in line with the non-traditional approaches than the traditional teaching approaches; and this paper critically reviews the literature on mathematics and engineering that have made comparisons of the approaches outlined. The paper will specifically examine the advantages/disadvantages of the approaches as well the manner in which they influence performance of students in mathematics and engineering courses.

Plagiarism detection in students’ programming assignments based on semantics: multimedia e-learning based smart assessment methodology

The multimedia-based e-Learning methodology provides virtual classrooms to students. The teacher uploads learning materials, programming assignments and quizzes on university’ Learning Management System (LMS). The students learn lessons from uploaded videos and then solve the given programming tasks and quizzes. The source code plagiarism is a serious threat to academia. However, identifying similar source code fragments between different programming languages is a challenging task. To solve the problem, this paper proposed a new plagiarism detection technique between C++ and Java source codes based on semantics in multimedia-based e-Learning and smart assessment methodology. First, it transforms source codes into tokens to calculate semantic similarity in token by token comparison. After that, it finds semantic similarity in scalar value for the complete source codes written in C++ and Java. To analyse the experiment, we have taken the dataset consists of four (4) case studies of Factorial, Bubble Sort, Binary Search and Stack data structure in both C++ and Java. The entire experiment is done in R Studio with R version 3.4.2. The experimental results show better semantic similarity results for plagiarism detection based on comparison.

Analysis and evaluation of lecturers’ activity in Learning Management Systems: Subjective and objective perceptions

ABSTRACTLearning Management Systems (LMS) have become the principal resource for the distribution of educational material and collaboration among lecturers and students in Higher Education. The potential of these platforms does not limit to a simple manager of contents, but they also offer a wide range of tools that support the development of different methodologies according to the learning modality, namely on-campus, blended or online. This work analyzes the use of LMS and the interactions with their different tools from the lecturers’ point of view, in order to detect possible incidents, check the tools’ utility and evaluate their complexity. All these metrics represent valuable information to the Degree Coordinators, if they are presented in a suitable manner, to detect and resolve deficiencies in the methodology. For the analysis of the teaching activity two methods are employed: (1) surveys, to measure the subjective perception of lecturers when using LMS tools; and (2) visual analysis of the real lecturer’s activity through OnlineData, a graphical analytic tool developed as part of our work to monitor LMS tools metrics. The results of both methods show differences among the perceived self-usage and actual usage, especially for the e-learning methodologies

THE ROLE OF STAKEHOLDERS IN MODERNIZING EDUCATION CURRICULA IN THE FIELD OF GEODESY

&amp;lt;jats:p&amp;gt;This article deals with the process of modernization the geodesy study program at the Faculty of Civil Engineering University of Belgrade (FCEUB), Department of geodesy and geoinformatics, under the ERASMUS+ European program, which initiate the survey of stakeholders in three partner countries and in accordance to their opinions, BSc and MSc core curriculum were proposed. So far at the Geodesy and geoinformatics program at the FCEUB Department, several new courses and teaching materials were prepared. Additionally, e-learning methodology, has been introduced by installing MOODLE platform which is used as a new learning management system that will initiate more other changes toward this new learning methodology. Also, a problem-based learning (PBL) methodology has been introduced in some of the courses.&amp;lt;/jats:p&amp;gt;

Refactoring a CS0 course for engineering students to use active learning

PurposeThe purpose of this paper was to determine whether applying e-learning material to a course leads to consistently improved student performance.Design/methodology/approachThis paper analyzes grade data from seven instances of the course. The first three instances were performed traditionally. After an intervention, in the form of applying e-learning methodologies, more data were collected from four course instances. These data are then analyzed and compared.FindingsThe main finding of this paper is that the application of e-learning improved the overall grades and decreased the fail rates of students who took this course.Originality/valueThis paper demonstrates the efficacy of applying e-learning methods to an undergraduate course. This paper is of special interest to educators, who wish to improve and enhance their teaching.

Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Advancement of digital technology is influencing the leaping development of various activities in our daily life. E-Learning system has also gained a competitive edge over the prevailing traditional methodology. The prevailing pedagogy is being replaced by the E-Learning teaching system. E-Learning teaching-learning methodology provides more flexibility and allows freedom from time, place, physical presence, hectic, and stressful teaching-learning etc., thus plays a vital role in education system. However, there are many barriers in E-Learning methodology for successful teaching-learning. Study on such barriers will help to overcome the difficulties to the success of E-Learning. Present research paper attempts to study the various barriers that are affecting the successful implementation of E-Learning in Saudi Arabian Universities. This study reviews various barriers from literatures and identified most important E-Learning barriers which are described and grouped in four dimensions such as Student, Instructor, Infrastructure and Technology, and Institutional Management. Sixteen barriers falling under these relevant dimensions were validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well know universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabian Universities. It was found that Infrastructure and Technology Dimension is the most significant as perceived by respondents. Results of the study also reveal that, all barrier factors are highly reliable, therefore should be taken care for successful implementation of E-Learning systems.

E-LEARNING AS A TRAINING TOOL FOR CIVIL SERVANTS: A CASE IN THE STATE OF PARANA - BRAZIL

The distance education (DE) modality evolves as new Information and Communication Technologies (ICT) are developed and based on the methodologies that are being used in the media dissemination of information, educational institutions and organizations take ownership of these innovations to promote their teaching processes. One of the methods that have achieved prominence is how e-learning, which is also called educational computer or online education, is conducted by the internet - synchronously or asynchronously, eliminating the figure of the pedagogical mediator in real time. This article aims to answer the main question: What is the perception of Parana civil servants, which undertake the distance e-learning methodology post-graduate programs in relation to the use of technologies and materials. The surveys of the study were 670 civil servants from Parana state, students of the post-graduation basis course in Public Management in e-learning methodology, which stems from Parana State Government's partnership with a federal institution of vocational and technological education. The research was conducted by using qualitative and quantitative approach, descriptive and questionnaire application method survey, containing 12 closed questions. The main results show that there is high familiarity and acceptance to e-learning. On the other hand, the use of teaching materials evidenced conservatism and attachment to printed learning materials, highlighting the printed book as a key to distance learning.