E-learning Content Research Articles

Dynamic Multi Agent System for Revising E-Learning Content Materia

The growth of the information and communication technologies has led to the appearance of new concepts, approach and disciplines. For learners, an e-learning system constitutes rich window to the knowledge. It presents a varied training, including different content material format (video, text, interactive content...) and diverse methods. In order to keep learners’ attention, e-learning system must provide good content's quality, including revised material and updated methods. In this perspective, we have implemented multi-agent system composed of three sort of agents ensuring a permanent revision to the e-learning content. The first one is called Checker Agent (CA). It checks the educational resources, and detects the outdated ones so as to be treated. The second agent is named Search Agent (SA). The task of this one is to look for recent contents and new teaching methods. Whereas, the third agent is called Updater Agent (UA). Its function consists on inserting the retrieved updates corresponding to each content. The communication between these agents is ensured by an XML files. In this paper, we have proposed an implementation of the first part of our system. Namely, the checking process of e-learning curriculum by implementing the CA algorithm. And the integration process by implementing the UA algorithm. As result, the tests and experimentations done in this context have proved the effectiveness of the proposed solution, and revealed positive results both in term of learning process and learners’ feedback.

"GBS(목적기반시나리오)이론을 활용한 NCS 기반 이러닝 콘텐츠 개발에 대한 연구 ; 사이버대학 색채디자인 교육을 중심으로"

"GBS(목적기반시나리오)이론을 활용한 NCS 기반 이러닝 콘텐츠 개발에 대한 연구 ; 사이버대학 색채디자인 교육을 중심으로"

Using an Intelligent Tutoring System to Support Learners’ WMC in e-learning: Application in Mathematics Learning

Learning is a complex process linked to a number of individual, cognitive and affective characteristics of the learner. In this context, the learner’s Working Memory (WM) concept has also been identified as a preacher of learning performance. In the learning process, solving a problem is an essential part of the learner's WM. Its capacity and performance are predictive factors of academic success. The success of the given problem depends on a good selection, processing and transformation of this information. This mental work within the WM requires a good WM Capacity (WMC). The improvement of the WMC needs some strategies which focus on the learning content and the use of educational technologies in the learning process.
 Encouraged by the results of previous research, this work aims to harness the potential of educational technologies to enhance the learners' WM ability in learning mathematics in an e-learning environment. In order to help learners with low WMC in e-learning, this paper proposes to set up an e-learning platform integrating an Intelligent Tutorial System (ITS). The purpose of this ITS is to manage the limited ability of the learner's WM by adopting strategies that improve the transition of mathematical knowledge from short-term memory to long-term memory. The proposed ITS generates e-learning content that will serve to improve the learner's WMC, and subsequently improve his learning performance.

Effectiveness of E-learning Experience through Online Quizzes: A Case Study of Myanmar Students

Universities in developing counties have come to understand that relying on only traditional classrooms is not sufficient to advance students’ knowledge and skills. The rapid development of information systems and internet technology has brought many educational innovations that can eliminate the boundaries of conventional teaching and learning. However, universities and their members including students are still experiencing challenges in understanding how to access e-learning practically and what type of direct benefits can be gained before e-learning can be implemented at their universities. Consequently, this study develops a pilot program for e-learning content based on quizzes and delivers that content to inexperienced students. The current work aims to measure the effectiveness of e-learning experiences on students after practicing through online quizzes. The findings indicate that students have better grades on their final post-test, which was taken after self-study and practice with online quizzes. All the third-year students (24 students in total) from the Department of Computer Engineering and Information Technology (CEIT), Yangon Technological University (YTU), Myanmar, participated in these pilot e-learning tests. The paper also examines the relationships among e-learning study-time, number of accesses, the number of online activities, the number of quiz activities and the improvements in outcomes of students. The findings of this research will be useful for the universities from Development in establishing e-learning education.

Dilemma Between Applying Coherent Principle and Signaling Principles In Interactive Learning Media

Background: Studies on developing multimedia content for eLearning have widely been conducted. In previous studies, multimedia learning contents were developed without applying any principles, making them less efficient in supporting user’s mental effort. To this end, this study extends the current state by applying the coherence principle and signaling principle to make the multimedia learning content usable and interesting to use. Furthermore, the paper aims at describing the dilemma when applying both principles together. Materials and Methods: In this study, a four-phase methodology has been used. First, a prototype has been developed by applying the coherence principle and signaling principle. Following the development, five experts were consulted for identifying flaws in the developed prototype through a walkthrough session. Results: Finally, this paper showcases the flaws gathered by the experts for further improvement.

How Self-Directed e-Learning Contributes to Training for Medical Licentiate Practitioners in Zambia: Evaluation of the Pilot Phase of a Mixed-Methods Study.

BackgroundZambia faces a severe shortage of health workers, particularly in rural areas. To tackle this shortage, the Medical Licentiate program was initiated at Chainama College of Health Sciences in the capital, Lusaka, in 2002. The objective of the program was to alleviate the shortage of human resources in curative care. On-the-job training is conducted in decentralized teaching hospitals throughout Zambia. However, the program faces significant challenges such as shortages of senior medical instructors and learning materials.ObjectiveOur aim was to address these challenges by introducing a self-directed, e-learning platform with an offline tablet as part of a collaborative blended-learning intervention to supplement local teaching and training.MethodsThe pilot phase of the e-learning platform was evaluated using a mixed-methods approach with a convergent parallel design. Various methods were employed to test the data’s adequacy and potential for generating valid results. Methods included questionnaires according to the technology acceptance model and information system success model by DeLone and McLean, semistructured interviews, learner diaries, pretesting, the collection of usage data, exam results, demographics, and informal feedback. Outcome measures included usage, adoption, efficiency, acceptance, user-friendliness, and gained knowledge and skills.ResultsIn total, 52 students and 17 medical instructors participated in the pilot evaluation. The questionnaire results showed a high acceptance of the technology (>80%) and high agreement (>75%) with the e-learning platform. Semistructured interview results showed an overall appreciation of the e-learning intervention, but the need for more e-learning materials. Respondents identified a need for multimedia materials that transfer skills such as medical procedure visualization and interactive exercises to practice procedural knowledge. The learning diaries identified the lack of specific learning materials and potential shortcomings of existing learning materials. However, students were satisfied with the current e-learning content. The majority of students used the e-learning platform offline on their tablets; online e-learning was underutilized.ConclusionsThe pilot phase of the tablet-based e-learning platform to support the self-directed learning intervention was well received and appreciated by students and medical instructors of Chainama College of Health Sciences. E-learning for knowledge acquisition appears to be adequate and feasible for this low-resource educational environment. Our evaluation results guide the further development of the full implementation of the e-learning platform in this educational setting. E-learning materials should reflect curriculum requirements, and additional multimedia and interactive content is needed, as well as improved integration and active participation from medical instructors in the e-learning processes.

Personalization of E-Learning Systems: Determination of Most Preferred Learning Style Using Conjoint Analysis

Identifying user preferences is a very important activity before offering a suggestion or a product. E-learning systems also follow suit in identifying the user preferences of learning style before offering the e-learning contents. There are several methods discussed in the literature for identifying the user preferences for e-learning contents. This paper presents a new method for the same purpose. The core of the new method is Conjoint Analysis, which is based on the type of the contents, preferred volume for each type of content and the ranking for the various combinations of the contents and their preferred volumes. The outcome of this method is the most preferred learning style of an individual learner.

An Exploratory Study of the Needs and Recognition of Instructors, Developers, and Learners about Experimental One-Person Media Methodology of e-Learning Contents Development-Case of A Cyber ​​Univers

An Exploratory Study of the Needs and Recognition of Instructors, Developers, and Learners about Experimental One-Person Media Methodology of e-Learning Contents Development-Case of A Cyber ​​Univers

Exploring the E-Learning Experiences of Academic Staff at a South African University

While there is evidence of a burgeoning research output on academic staff’s e-learning acceptance and usage in universities, there is a paucity of studies that seek to understand the South African experience. Thus, the purpose of this study was to explore the experiences of academic staff with the uptake and use of e-learning innovations in teaching and learning in the context of a university in South Africa. Theoretically, the study was underpinned by activity theory. The study was qualitative in nature and an exploratory single case study design was employed. The participants comprised six purposively selected academic staff at a South African university. In the study, we used semi-structured interviews to gather the data required to answer the research questions. We analysed data using an inductive thematic framework following Braun and Clarke’s (2006) approach. The following themes emerged from the analysis: challenges with technology infrastructure and internet accessibility on campus, technical support for students and staff, staff development and training, difficulty in creating e-learning content, and challenges with non-resident students. Based on the findings we recommend an increased interactive and context-dependent e-learning support system for academic staff. In addition, to accelerate the acceptance and effective use of e-learning technologies there is a need for collaborative and peer-oriented activities that develop the knowledge of academic staff.

E-learning Contents for Foreign Language Communication Skill in Vocational Education and Training

The digital and ICT revolutions have had a significant influence on foreign language learning and teaching (FLLT). One of the remarkable innovations they have brought to FLLT is the virtual learning environment, where online resources are used to facilitate asynchronous and synchronous learning to promote student-centered learning in numerous ways. In this study we explore how ICT is integrated into the development of individually customized English language e-learning programs - particularly about preparing learners for the job market. A conceptual framework is provided to orient to the whole process of e-learning contents development. We elaborate how a learning content management system (LCMS) is made use of to create tailored e-learning contents for learners with different levels of need. Focus is given to the environment where subject matter experts, instructional designers, and developers work collaboratively to achieve the goal in hand. It also shows how the resulting e-learning contents are delivered to students via a learning management system (LMS), which is designed and built to manage and track individual users’ progress and performance. We made some suggestions for the effective implementation of e-learning contents in these contexts, drawing managerial and pedagogical implications for the application of elearning contents to other contexts.

Interactive Digital Textbook Development Methodology for Higher Education

As multimedia based distance learning and sensor-based ICT services gets popular and developed, students need unified learning environments that can provide one-stop learning contents access service with mobile devices. On the one-stop learning environments, students can access learning multimedia, digitized textbook, Q&A, references, and virtual experiment learning contents with only one educational device. The virtual experiment learning contents with frequent interaction between students and learning contents are increasingly desired by the learners. Thus, methodology for digital textbook development with virtual experiment learning interactions should be standardized and developed. This study is on the desirable development plan of digital textbook under the virtual experiment e-learning contents and textbooks for the distance educational circumstance. The objective of this study is to propose virtual experiment digital textbook development methodology to develop the digital textbook which unifies on virtual experiments learning contents, assessment Q&A, small-size examinations, printed educational materials (etc. textbook) and cutting-edge multimedia learning contents simultaneously, and activates various virtual experiment learning interactions of students. . For this reason, we have developed the specialized methodology by analysing the KNOU (Korea National Open University) digital textbook development methodology and e-learning contents for experiment subjects (chemistry, nursery, agricultures, etc.). Proposed digital textbook development methodology has been designed to provide an interactive learning environment that stimulates students to focus on learning environments such as simulation multimedia contents, lecture notes, digitized textbook, virtual experiments contents and assessment Q&A. In addition, in accordance with the proposed digital textbook development methodology, we have developed digital textbook application of the chemistry subject for the freshman and survey the students’ feasibility of the digital textbook application.

Development of E-Learning Content and Delivery for Self-Learning Environment Action Case Study at Martyrs of Uganda RCJHS

Development of E-Learning Content and Delivery for Self-Learning Environment Action Case Study at Martyrs of Uganda RCJHS

Learning Process Monitoring of e-Learning for Corporate Education

Purpose - The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology - This study is a case study of learner's learning process in e-learning. After completion of the study, an in-depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results - In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.

Pengembangan Panduan Mendesain Konten E-Learning pada Platform Totara

The development research aims to produce a guidelines for designing e-learning content in general and spesific in Totara platform. The guides are packed in a printed book and leaflet. This guidelines is meant to be used by lecturer in FIP UNJ. This development research is referring to Rowntree’s model that consists of three major stages; planning; preparation of writing; writing and editing. The evaluation on this development research was conducted through expert review and face-to-face tryouts. The evaluation involving one subject matter expert, one media expert, and three users. The average value obtainded from the expert review by the subject matter expert was 3,6 overall excellent. The average value obtainded from the expert review by the media expert was 3,1 overall good. In face-to-face tryouts, obtained the average score 3,8 which signifies the overall guidance is excellent and can be used to guide lecturer in designing e-learning content, spesifically in Totara platform.

Методически проблеми при разработване на адаптивно електронно учебно съдържание

Методически проблеми при разработване на адаптивно електронно учебно съдържание

The Abilities of Primary Teachers to Design E-Learning Content: Sample of NEIT

Changes in educational environments have highlighted the importance of e-learning content and resulted in a number of projects to enable teachers to develop, use and share such content. Led by the Ministry of National Education in Turkey, the FATIH Project is the largest educational project in Turkey in terms of coverage, funding and target audience. Within the scope of this project, teachers have been trained in the use of technology, and they were provided with an opportunity to develop technological materials and share them in environments such as the Network for Education and Information Technologies (NEIT). The website of the network, eba.gov.tr, hosts1,905,568 users and 73,440 e-materials, including visuals, videos, audios, journals, documents and e-books. The website is a huge social platform that can support teachers using technology in their classes, and its number of users and e-materials is constantly rising. The purpose of this study was to identify the abilities of primary teachers to design e-learning content. First, all the e-learning content shared by teachers on the NEIT was reviewed, in addition to the public profile of the uploading users. This was followed by an in-depth analysis of the e-materials on the website, which contained 55,747 visuals, 7,786 videos, 4,395 tapes, 28 e-contents and 1,673 e-books. Finally, the findings were presented in tables and interpreted.

조경실무 교육수요 수준별 이러닝 콘텐츠 개발 방법론† - 모듈형 학습객체 개발과 재사용을 중심으로 -

Landscape Architecture is a minority manpower field that requires wide knowledge and experience. Therefore, the service market is narrower than other fields, and education service for practitioners is lacking. The purpose of this study is to propose e-learning content development methodology that can provide customized landscaping practical education according to the level of education and increase the economic efficiency of the development process. First, in theoretical review, the ADDIE model was modified to select the curriculum development model that pursues efficiency and introduced the concept of reusing learning objects in the SCORM-based model. In particular, to overcome the problems presented in the precious studies, the analysis and design stages have been strengthened and faculty designers with integrated knowledge of Landscape Architecture and ICT have led the overall phase. The actual development process is based on a step by step procedure--analysis of landscaping practitioners needs and environments, etc., teaching and learning procedures and the design of activities considering contents reuse, the first development such as actual shooting and editing, and the second development reusing the first development content--and was done in the order of evaluation and revision of professionalism and satisfaction. As a result of the study, the space-based courses composed of modular learning objects were first developed as 216 courses in 8 subjects, as 208 courses in 3 subjects in total, in which the modularized learning object are crossed and combined in units and difficulty-based courses were second developed in 216 courses with 3 subjects in total. As a result of the evaluation the satisfaction assessment of the overall satisfaction was 4.20 and the average value of the eight measures was 3.97, both being close to 4.0. For the professional assessment, the scores of 8 subjects were very high at 84.8 to 96.4 points. in context, the scores of 5 subjects were equal to from 89.9 to 96.4 points. In conclusion, as the study was conducted based on a clear understanding of the digital characteristics of e-learning contents and general characteristic of the landscaping industry, it was possible to develop a curriculum by developing a course composed of modular learning objects and reusing learning objects by unit. In particular, it has been proven to be effective in conveying professional knowledge and experiences via general procedures and provided an opportunity to overcome some analog problems that may occur in offline education. In the future, further studies need to be done by expanding the content and by focusing on segmented subjects.

Comparison of the Features of EPUB E-Book and SCORM E-Learning Content Model

E-books nowadays have greatly evolved in its presentation and functions, however its features for education need to be investigated and inspired because people who are accustomed to using printed books may consider and approach it in the same way as they do printed ones. Therefore, the authors compared the EPUB e-book content model with the SCORM e-learning content model from the respects of their content presentation, metadata and package structures. Drs. Chang and Hung found that 1) EPUB has the possibility to implement the advantage of content sharing and reusing. 2) EPUB e-books can present educational materials with multimedia and interactive components based on web technology. However, content creators should beware of the limited supported media types 3) EPUB lacks dedicated educational metadata. 4) EPUB e-books have a content reflow mechanism to adjust layouts to fit small screen devices and are able to use all resources offline. Finally, they determined the research issues and strategies that are worthy of further investigation and development for EPUB e-books in education based on our findings.

E-learning content design standards based on interactive digital concepts maps in light of meaningful learning theory and constructivist learning theory

The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, oraganize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning content design standards based on interactive digital concepts maps. It involved (11) general standards and (40) performance indicators. It was investigated by 21 teaching staff members who are experts in educational technology and e-learning to ration the list and its performance indicators. Results illustrated that standards are too significant and appropriate for the purpose of the study. Results were discussed in the light of theoretical background results of researches and literature review in the field. The study provided recomendations and suggestions that can be used as practical applications in the field of developing E-learning content based on utilizing interactive digital concepts maps.

The open corpus challenge in eLearning

Learning has transcended into a life-long endeavor in the information age. It is no longer restricted to confines of formal classrooms. Consequently, a student is not restricted to traditional learning resources like teachers, textbooks or printed content. Digital resources available on the Internet form a very significant component of self-learning. Copious volumes of learning resources without legal barriers to self-learning reside in digital repositories, educational institution portals and on numerous websites. Learners wishing to utilize the web for personalized learning are faced with a daunting array of content to wade through and select the suitable ones to fulfill his/her learning objectives. Therefore, it is not a question of availability; it is one of relevance and suitability. Typically, in addition to time constraints, learners lack the expertise to screen content for effective eLearning. Adaptive hypermedia systems (AHSs) offer a path to harnessing this large volume of learning resources for personalized learning. This review paper provides a concise and coherent discussion about the evolution of AHSs along with the challenges that need to be addressed for effectively harnessing openly available educational resources referred to as open corpus resources (OCRs).