E-learning Content Research Articles

The Different Effect of e-Learning Content Quality on Student Satisfaction: The Moderating Role of Student Experience

The Different Effect of e-Learning Content Quality on Student Satisfaction: The Moderating Role of Student Experience

Development of Virtual Reality-Based Edutainment Contents for Children’s English Education

Background/Objectives: Owing to the development of smartphone, mobile educational applications are rapidly increasing, especially those for children. However, it is necessary to induce them to ‘move their bodies for themselves’. Methods/Statistical Analysis: The purpose of this study is to produce virtual reality-based educational content that induces learners to naturally act and gain learning effects. Based on virtual reality device ‘(I-cube)’ that induces learners to act, it hides alphabets here and there in the space. Learners can naturally learn English words by looking around like in the ‘treasure hunt’ and searching for cards with words. Findings: The implications of this study can be summarized as follows. First, the existing e-learning content could not arouse learners’ interest or induce them to constantly participate in education as it consisted of passive interactions such as clicking buttons. This study can provide measures to solve this problem. Second, it shows the possibility to provide a new type of virtual reality. The fact that technology development costs for virtual reality are increasing but there are few successful business cases could be a risky element for virtual reality. However, if virtual reality and education can be integrated in Korea that has high education fever, it could make a great case. Application/Improvements: In order for the market of virtual reality-based content for children to develop, it is necessary to study how virtual reality devices would influence children’s bodies.

Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials

<p class="2">E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning’s main component, enables alternative means of accessing the web-based learning materials that comprise the content of e-learning. However, these materials can help provide a good educational experience only if they are designed carefully, which is especially true for people that have difficulties with learning from text or those with other learning disabilities (e.g., dyslexia). The main obstacle to learning for such people is usually posed by the form in which web-based learning materials are provided. Using guidelines from relevant literature, this article provides a checklist that assesses the degree to which web-based learning materials take account of the needs of people with disabilities, especially those with dyslexia. The article focuses more on the technical aspects of web-based learning materials, as they are a crucial factor that can influence the accessibility of web-based learning materials.</p>

The Effectiveness of Virtual Labs in Engineering Education-what do we Measure?

The effectiveness of any educational technology depends on the perceptions of faculty and students about its utility or value addition in teaching and learning. In this paper we identify the criteria considered to contribute to the effectiveness of virtual labs after a literature review. There are numerous studies, which focus on the evaluation of usability of e-learning content. There are very few studies, which focus on the utility of technology in the teaching learning process. We carried out a study with engineering faculty and students to find out their perception about the criteria for effectiveness of virtual labs. Then we compare the criteria from literature review and the perception studies and come up with the most important criteria contributing to the effectiveness of the new technology labs. There are various studies, which report the effectiveness of virtual labs after carrying out experimental or quasi-experimental designs. Most of the studies report the effectiveness of the new technology labs based on the performance of students in a written exam. We propose a new technique to measure the effectiveness of virtual labs based on ABET criteria for engineering laboratory education and affordances of the pedagogical features of the lab. We present the reports of a study carried out with UG Electrical engineering students using the proposed technique to measure effectiveness.

ENGLISH

The use of eLearning is increasing dramatically in Uganda, and most of institutions invest huge amounts in developing and deploying eLearning systems. As far as Learning Management System is concerned, it offers an integrated platform for educational materials, distribution and management of learning as well as accessibility by a range of users including lecturers, students and content makers; however, the focus is still largely on getting the infrastructure and creating the e-learning content. It is necessary to consider the individual factors that play an important role in the adoption of e-learning in Ugandan universities, a case of Muni University. For example, the attitudes and perceptions of students and lecturers towards e-learning may affect their acceptance of the technology in the teaching-learning process. The study aimed at evaluating the level of user satisfaction, usability issues affecting e-learning adoption and established the factors hindering the Acceptance and Use of teach management Systems by Lecturers and Students in Uganda. Primary research method was cross sectional design using questionnaire survey, and data was collected from 130 students and 10 lecturers of Muni University. The respondents agreed that the functionality of the system is good; the system is reliable, portable, usable, maintainable and efficient. The users also showed a positive Attitude to use the system and also indicated that, there are no specific person available to provide assistance for the users and Lack of Equipments, Course Quality Concerns, Slow Speed of the E-system, Power problems, Accessibility problems, Network Connections Issues, Lack of Usability policy, Legal concerns and Lack of regular training on use Moodle hinder their usage of the system. Therefore, in order to ensure that all the students and staff can fully embrace the E-Learning Management System, the system should be accessible to the users, there should be a user policy to guide users, more training should be given to both new and old users.

Adaptation in E-Learning Content Specifications with Dynamic Sharable Objects

Dynamic sophisticated real-time adaptation is not possible with current e-learning technologies. Our proposal is based on changing the approach for the development of e-learning systems using dynamic languages and including them in both platforms and learning content specifications thereby making them adaptive. We propose a Sharable Auto-Adaptive Learning Object (SALO), defined as an object that includes learning content and describes its own behaviour supported by dynamic languages. We describe an example implementation of SALO for the delivery and assessment of a web development course using Moodle rubrics. As a result, the learning objects can dynamically adapt their characteristics and behaviour in e-learning platforms.

On the interplay of manufacturing engineering education and e-learning

This article addresses the interplay of e-learning (through the Internet) and manufacturing engineering education (at the undergraduate level). As is the case in other engineering programs, e-learning in manufacturing engineering must harmonize the aspects of near-future employment needs, academic discipline-based learning, and outcome-oriented learning. Thus, a procedure is presented for preparing the e-learning contents using the Internet-embedded concept maps. Examples are cited whenever necessary to make the description as clear as possible. Numerical results that show the students’ learning behaviors are also reported, providing more insights into the effectiveness of the proposed concept map-based e-learning approach for educating the undergraduate students with the knowledge of manufacturing engineering. Because there is no unique, preferable solution for developing e-learning content, this study may help other engineering programs beyond manufacturing engineering to develop systems for implementing the e-learning in a befitting manner (i.e. integrating the aspects of near-future employment needs, academic discipline-based learning, and outcome-oriented learning).

Effects of Blended Cardiopulmonary Resuscitation and Defibrillation E-learning on Nursing Students' Self-efficacy, Problem Solving, and Psychomotor Skills.

This study was conducted to identify the educational effects of a blended e-learning program for graduating nursing students on self-efficacy, problem solving, and psychomotor skills for core basic nursing skills. A one-group pretest/posttest quasi-experimental design was used with 79 nursing students in Korea. The subjects took a conventional 2-week lecture-based practical course, together with spending an average of 60 minutes at least twice a week during 2 weeks on the self-guided e-learning content for basic cardiopulmonary resuscitation and defibrillation using Mosby's Nursing Skills database. Self- and examiner-reported data were collected between September and November 2014 and analyzed using descriptive statistics, paired t test, and Pearson correlation. The results showed that subjects who received blended e-learning education had improved problem-solving abilities (t = 2.654) and self-efficacy for nursing practice related to cardiopulmonary resuscitation and defibrillation (t = 3.426). There was also an 80% to 90% rate of excellent postintervention performance for the majority of psychomotor skills, but the location of chest compressions, compression rate per minute, artificial respiration, and verification of patient outcome still showed low levels of performance. In conclusion, blended E-learning, which allows self-directed repetitive learning, may be more effective in enhancing nursing competencies than conventional practice education.

What role does knowledge quality play in online students’ satisfaction, learning and loyalty? An empirical investigation in an eLearning context

AbstractQuality knowledge has an impact on online students learning outcomes and loyalty. A framework that delineates the perceived eLearning knowledge quality (KQ) and its relationship with learning outcomes and loyalty is currently absent. Grounded in the KQ and information system success framework – this study presents the indicators of perceived eLearning knowledge quality and its influence on students' satisfaction, which further influences their learning outcome and loyalty. In order to validate the eLearning KQ instrument and proposed relationships – data were collected from 348 online undergraduate and postgraduate students. The results of Confirmatory Factor Analysis validate five dimensions of perceived eLearning KQ – comprising Intrinsic KQ, Contextual KQ, Representational KQ, Accessible KQ and Actionable KQ. Further, the proposed relationships tested using Structural Equation Modelling demonstrated two main findings: (i) significant relationship between KQ and satisfaction – implying that students are gaining quality knowledge from eLearning content and are satisfied with it; (ii) significant relationship between satisfaction – academic performance, learning effectiveness and students' loyalty. This implies that satisfied students perceive better learning outcomes and a higher degree of loyalty towards the eLearning environment. The study contributes a causal model to encompass the distinct relationships between knowledge quality, satisfaction, learning outcomes and loyalty within an eLearning environment. Implications on eLearning delivery are also discussed.Lay DescriptionKnowledge quality contributes to knowledge management system success.Presents the KQ as a multidimensional construct in eLearning context.Delineates the KQ significant relationship with learning outcomes and loyalty.The framework can be utilized to provide quality education at a wider level.

Challenges affecting adoption of e-learning in public universities in Kenya

Public universities in Kenya are, today, turning to the use of e-learning in an attempt to cope with the rapidly increasing demand for university education. This research was conducted between February 2012 and February 2014 to determine the challenges affecting the adoption of e-learning in these institutions of higher learning. Data were collected using questionnaires administered to 420 lecturers and 210 students, and analysed through the use of simple descriptive statistics. Lecturers ranked heavy workloads the most serious challenge affecting the adoption of e-learning, followed by: insufficient Internet connectivity, denial of copyrights for their developed e-learning modules, limited information and communication technology (ICT) skills, lack of incentives, shortage of computers/laptops, inadequate computer laboratories, and insufficient time for online interaction. Students, on the other hand, ranked insufficient Internet connectivity the number-one challenge, followed by: lack of computers/laptops, inadequate computer laboratories, limited ICT skills, and insufficient time for online interaction. The paper concludes that as a result of these challenges, the adoption of e-learning is slow and still at its infancy stage in public universities in Kenya. It recommends that universities should invest heavily in the improvement of e-learning infrastructure, e-learning content development, capacity building, attitude change, and enhancement of e-learning awareness.

The Usage of E-Learning Model To Optimize Learning System In Higher Education by Using Dick and Carey Design Approach

Abstract— Nowadays many universities in the world apply technology enhanced learning in order to help learning activities. Due to the potentials technology enhanced learning offers, recent education using it and universities in particular are trying to apply it. One of the subjects of this research is The Accounting Department of Airlangga University in Surabaya. The idea of this research is to investigate the students about how they know deeply about e-learning system and learning objectives as a first step to conduct e-learning model. After the model completed, the next step is to prepare database learning. Entity Relationship Diagram (ERD) can help to explain the model. The purpose of this research was done by using Dick and Carey Design Model. There are nine steps to conduct e-learning model. All steps can be categorized into three steps research: first is the introduction or empirical study, the next step is the design and the last is the feedback after the implementation. The methodology used in this research is using Qualitative Exploratory, by using questionnaire and interviews as data collection techniques. The analysis of the data shows organization requires information about e-learning content, user as a learning subject and information technology infrastructures. E-learning model as one of the alternative learning can help users to optimized learning. Keywords— E-learning Content, Database Learning, Entity Relationship Diagram, Dick and Carey Design, E-learning model and Optimize learning

A Framework to Stimulate Collaborative e-Learning through Collaborative Educational Games Modeled Using IMS-LD

In an e-learning environment, learn in a collaborative way is not always so easy because one of the difficulties when arranging e-learning contents can be that these contents and learning paths are not adapted to this type of learning. Online courses are constructed in a way that does not stimulate interaction, cooperation and collaborative learning. This is why the e-learning often is seen as individual and lonely. In this sense, one way to reduce these problems and promote collaborative elearning and interaction learner-learner and learnerteacher is to model these contents in the form of collaborative educational games. The primary aim of this work is to exploit the potential of educational games to improve students‟ collaboration in e-learning environments. Thus, this paper presents a framework for designing, implementing and building collaborative educational games targeted to e-learning. The proposed framework is composed of two main phases: game design phase that consists to propose a collaborative design process of educational games; and game development phase that consists to implement, package, describe and deliver the games using the IMSLD standard. The paper describes the steps followed for modeling games, the framework architecture and adopted technical choices. The final framework supports the creation and the use of such games using one of the most popular tools of learning in the web era: the LMS (Learning Management System).

ICT for e-learning in three higher education institutions in Tanzania

The advancement in Information and Communication Technology (ICT) has brought new opportunities for learning. Tanzania is adopting the new technologies in Higher Education Institutions (HEIs) through e-learning and m-learning. However, delivery of learning contents is becoming a challenge for HEIs due to the constraints in resources and network bandwidth. This study discussed learners’ perceptions on using e-learning applications and mobile devices for learning in three HEIs in Tanzania. Findings show that majority of the students own more than one mobile devices which can be used as a tool for facilitating the learning process. It is suggested that in order to improve e-learning content delivery and accessibility under limited resource settings, HEIs in developing countries should make an effective use of emerging mobile computing technologies which are relevant to their respective environments.

Leveraging open-source technology and adapting open eLearning content to improve the knowledge and motivation of Ghana’s rural nurses

Access to training opportunities is strongly correlated with health workers’ motivation because it enables health workers to take on more challenging duties. Mobile technology can be leveraged for professional development support by providing access to open education resources. Community Health Nurses (CHNs) in Ghana are the frontline health workers of the Ghana Health Service (GHS) and play a vital role in extending maternal and child health care to rural communities. However, as the lowest credentialed nurses, they are at the bottom of the GHS hierarchy. CHNs have limited opportunities for career advancement and report challenges with isolation and lack of resources. Leveraging open-source technology platforms and open eLearning content, the Care Community Hub (CCH) project sought to address these barriers in CHN motivation by developing and deploying a mobile application (app), CHN on the Go, to CHNs in five rural districts. The app supports CHNs through tools for continuous learning, diagnostic decision-making, and improved nurse-supervisor interactions. This paper focuses on the adaptation and use of the open eLearning content to address CHNs’ motivation challenges and, ultimately, improve their knowledge and job performance as a result of having access to open education resources.

Collaborative e-learning systems using semantic data interoperability

In a collaborative e-learning content management environment, the heterogeneity of data in different learning management systems presents many difficulties for data sharing; some of these difficulties are how to integrate data, produce results for user queries, and find the correct data from heterogeneous learning management systems. Over the last few years, numerous e-learning system architectures have been proposed; however, issues related to sharing and integrating data from different e-learning systems have been given less attention. Considering this need, this paper presents solutions for semantic data interoperability, distributed metadata management, and an agent-based query processing approach for supporting the exchange of learning content from different e-learning systems. The paper presents an empirical evaluation of the user acceptability of the proposed solutions to find qualitative measures of the users' acceptability and satisfaction; our proposed solutions resulted in high user satisfaction.

Розробка систем дистанційного навчання

Зараз дистанційне навчання є одним з основних компонентів навчального процесу. Технології електронного навчання дуже швидко розвиваються, що може вплинути на наявні ресурси й стати предметом дискусій при проектуванні нових. У статті представлено аналіз сучасних технологій дистанційного навчання та дано основні рекомендації з вибору найбільш підходящих для досягнення цілей навчання. Особливу увагу приділено розробці систем дистанційного навчання від систем пристрій-орієнтованих до пристрій незалежних. Дано аналіз доступних на ринку підходів для розробки мультимедійного змісту.

An Efficient Document Ranking Algorithm and Classification for Recommending E-Content

E-learning is an important education media in the current internet scenario. However, selection of suitable content for effective and fast learning is a challenging problem to the learners. E-learning content selection through group discussions using social networks is a new approach that helps the learners to choose the suitable content from the web. For this purpose, we propose a new content recommendation system for recommending suitable e-content for the e-learners. This content recommendation system uses an existing classification algorithm and the proposed ranking algorithm for making effective decision over the e-content for the respective users.

Enhancing information research and learning skills through e-learning: the case of Monash University Library

This paper focuses on the use of e-learning technologies for the purposes of enhancing information research and learning skills (IRLS) at Monash University Library. The objective of the research was to establish how Monash University Library integrates its vast resources and services through the medium of e-learning; what role Librarians and Learning Skills Advisers play in teaching and learning through e-learning; what measures were used to assess the effectiveness of e-learning in IRLS; what challenges Librarians and Learning Skills Advisers encountered in creating e-learning content for IRLS; and lastly, what the strengths and limitations of e-learning in the provision of IRLS are. The qualitative method was used as a research design and the population group consisted of Subject Librarians and Learning Skills Advisers from the Australian and South African campuses of Monash University. A questionnaire was used as the method of data collection.

Intelligent Adaptable e-Assessment for Inclusive e-Learning

Access to education is one of the main human rights. Everyone should have access to education and be capable of benefiting from it. However there are a number who are excluded, not because of a lack of ability but simply because they have a disability or specific need which current education systems do not address. A learning system in which content, tools and interfaces can be personalised and adapted to the individual needs and preferences of a variety of learners, including those with disabilities, becomes inclusive. Assessment is an integral part of an e-learning environment and therefore it has to provide not only inclusive e-learning content but also inclusive e-assessment. The proposed research investigates an intelligent adaptable e-learning system for assessing students' level of skill, knowledge and understanding regardless of their disabilities or accessibility needs. It is based on an innovative use of world's first open source adaptable widget design and authoring toolkit (WIDGaT) as the prototyping environment.

Color design strategy for improvement in learning effect of online education content

In digital age, mankinds life style is more connected to online environment than ever and there have been some changes in paradigm. One of the most conservative area, the field of education, is also merging with online environment, and E-learning contents are becoming the norm of the society. With pros consisting of constant learning, personalized customized learning and utilization of multimedia, education field is expected to be developed into something more. Unlike traditional education system, importance of e-learnings GUI is prominent due to characteristics like self-learning, learning through a monitor, etc. Among composing elements of GUI, color as the primary cognitive element is very important due to creation of memory and positive image, increase in concentration and effective in creating learning environment. It is also effective in transferring information and knowledge and establishing an identity. However, even with its importance, the research regarding application methods and standards have been insufficient. Therefore, I have researched into various effects of color in e-learning, insufficient parts in color planning of contents and proposition of standards. In this research, each colors detailed effects in learning and suitability was studied. 135 e-learning contents that were being utilized at S cyber university were selected from 7 departments (20 contents each, 15 contents for cultural arts department) and analyzed for general color psychology, cognition and color characteristics through survey of students centered on suitability of color. Color guidelines were provided to simplify color selection by the teacher and the producer but there wasnt any standards on color selection regarding characteristics of subject or creation of environment centered on students. This research classifies and analyzes contents centered on 8 kinds of color to suggest guidelines and importance of color planning during e-learning content production in order to provide comfortable and effective learning environment. I hope that increase in learning effectiveness of contents to be produced is realized through establishment of correct color planning with considerations of subjects characteristics, students and topic from the planning stage of contents.