Trends In E-learning Research Articles

E-Learning trends in Central Europe: The case of the Czech Republic

The paper deals with expert predictions on the development of e-learning in the Czech Republic, a country in Central Europe. The first part of the paper describes the development of e-learning with specific feature in the Czech Republic in relation to the implementation of Information and communication technologies (ICT) to schools and the business sector. The second part of the paper presents a survey with selected experts, conducted in the years 2012 and 2013 in the Czech Republic, aiming at identifying the trends of e-learning. Special attention is paid to applying e-learning in the corporate sector. Our survey provides a better understanding of the current and future trends of e-learning to a wide range of stakeholders interested in using e-learning. Understanding the existing and future state of e-learning should be a starting point for further development of any e-learning strategy, in both education and corporate sectors. Therefore, the findings of our survey have important practical implications. The survey also proves that identification of the e-learning trends at the national level is influenced by political, economic, social and technological factors.

Data mining for providing a personalized learning path in creativity: An application of decision trees

Customizing a learning environment to optimize personal learning has recently become a popular trend in e-learning. Because creativity has become an essential skill in the current e-learning epoch, this study aims to develop a personalized creativity learning system (PCLS) that is based on the data mining technique of decision trees to provide personalized learning paths for optimizing the performance of creativity. The PCLS includes a series of creativity tasks as well as a questionnaire regarding several key variables. Ninety-two college students were included in this study to examine the effectiveness of the PCLS. The experimental results show that, when the learning path suggested by a hybrid decision tree is employed, the learners have a 90% probability of obtaining an above-average creativity score, which suggests that the employed data mining technique can be a good vehicle for providing adaptive learning that is related to creativity. Moreover, the findings in this study shed light on what components should be accounted for when designing a personalized creativity learning system as well as how to integrate personalized learning and game-based learning into a creative learning program to maximize learner motivation and learning effects.

Towards E-CASE Tools for Software Engineering

CASE tools are having an important role in all phases of software systems development and engineering. This is evident in the huge benefits obtained from using these tools including their cost-effectiveness, rapid software application development, and improving the possibility of software reuse to name just a few. In this paper, the idea of moving towards E-CASE tools, rather than traditional CASE tools, is advocated since these E-CASE tools have all the benefits and advantages of traditional CASE tools and add to that all the benefits of web technology. This is presented by focusing on the role of E-CASE tools in facilitating the trend of telecommuting and virtual workplaces among software engineering and information technology professionals. In addition, E-CASE tools integrates smoothly with the trend of E-learning in conducting software engineering courses. Finally, two surveys were conducted for a group of software engineering professional and students of software engineering courses. The surveys show that E-CASE tools are of great value to both communities of students and professionals of software engineering.

Activation of cognitive intelligence and trends in e-Learning for selected countries

Activation of cognitive intelligence and trends in e-Learning for selected countries

Semantic Web and Internet of Things Supporting Enhanced Learning

This paper outlines possible evolution trends of e-learning, supported by most recent advancements in the World Wide Web. Specifically, we consider a situation in which the Semantic Web technology and tools are widely adopted, and fully integrated within a context of applications exploiting the Internet of Things paradigm. Such a scenario will dramatically impact on learning activities, as well as on teaching strategies and instructional design methodology. In particular, the models characterized by learning pervasiveness and interactivity will be greatly empowered.

Research Trends and Applied Learning Theories of E-learning in Developmental Education outside of Japan

Research Trends and Applied Learning Theories of E-learning in Developmental Education outside of Japan

Towards exploring a global scenario of e-learning in library and information science schools

The purpose of this study is to explore a global scenario of e-learning in library and information science (LIS) programs. We conducted an online survey of 370 LIS programs’ homepages to explore e-learning offerings globally, covering Africa, Asia, Europe, America and Oceania. Data were gathered from the ALA Directory of Accredited Programs, the IFLA World Guide to Library, Archive and Information Science Education 2007, the Directory of Library and Information Science Programs in Asia, and from the Internet. A content analysis of the programs’ homepages was carried out in order to explore trends in e-learning (EL), including use of EL tools and technologies, modes of course delivery, etc. Results show that 85 (n = 370) LIS programs (around 23%) are using e-learning systems for delivering education; they are embracing EL for overcoming the barriers of students who cannot enter into a traditional education system due to work load, family commitments, or geographical location. Blackboard/Blackboard Vista (25.89%) is the most frequently used of the EL tools and techniques. WebCT/WebCT Vista (10.59%) is also being used frequently and the majority (i.e., 73 of 85 LIS programs; 86%) are delivering their course contents asynchronously.

Towards exploring a global scenario of e-learning in library and information science schools

The purpose of this study is to explore a global scenario of e-learning in library and information science (LIS) programs. We conducted an online survey of 370 LIS programs’ homepages to explore e-learning offerings globally, covering Africa, Asia, Europe, America and Oceania. Data were gathered from the ALA Directory of Accredited Programs, the IFLA World Guide to Library, Archive and Information Science Education 2007, the Directory of Library and Information Science Programs in Asia, and from the Internet. A content analysis of the programs’ homepages was carried out in order to explore trends in e-learning (EL), including use of EL tools and technologies, modes of course delivery, etc. Results show that 85 ( n = 370) LIS programs (around 23%) are using e-learning systems for delivering education; they are embracing EL for overcoming the barriers of students who cannot enter into a traditional education system due to work load, family commitments, or geographical location. Blackboard/Blackboard Vista (25.89%) is the most frequently used of the EL tools and techniques. WebCT/WebCT Vista (10.59%) is also being used frequently and the majority (i.e., 73 of 85 LIS programs; 86%) are delivering their course contents asynchronously.

Integrating Adaptive Games in Student-Centered Virtual Learning Environments

The increasing adoption of e-Learning technology is facing new challenges, such as how to produce student-centered systems that can be adapted to each student’s needs. In this context, educational video games are proposed as an ideal medium to facilitate adaptation and tracking of students’ performance for assessment purposes, but integrating the games in the educational flow presents technical and practical challenges. Moreover, their eventual integration should be accomplished according to the current standardization trends in e-Learning to simplify general adoption. Barriers still exist between the gaming and e-Learning communities, preventing their mutual interaction. In this work, the authors present a middle-ware to bridge this gap, integrating adaptive educational video games in e-Learning environments with a special focus on the ongoing standardization efforts.

Online Mentoring Programs

One-to-one relationships, facilitated through the Internet, is changing how personal and professional mentoring occurs. Despite the pervasiveness of large lecture courses found in colleges, the core of learning at the graduate level and beyond formal education is one-to-one dialogue between a mentor and a learner. The Internet and trends in e-learning have finally made mentoring practical and cost effective.

Recent Trend and Promotion Points of e-Learning at Universities in Japan

Recent Trend and Promotion Points of e-Learning at Universities in Japan

The Future of e-Learning in Medical Education: Current Trend and Future Opportunity

A wide range of e-learning modalities are widely integrated in medical education. However, some of the key questions related to the role of e-learning remain unanswered, such as (1) what is an effective approach to integrating technology into pre-clinical vs. clinical training?; (2) what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?; (3) which design features are known to be effective in designing on-line patient simulation cases, tutorials, or clinical exams?; and (4) what guidelines exist for determining an appropriate blend of instructional strategies, including on-line learning, face-to-face instruction, and performance-based skill practices? Based on the existing literature and a variety of e-learning examples of synchronous learning tools and simulation technology, this paper addresses the following three questions: (1) what is the current trend of e-learning in medical education?; (2) what do we know about the effective use of e-learning?; and (3) what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrated in training future physicians, it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives. Without an evolving knowledge base on how best to design e-learning applications, the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen.

The impact of learning styles on interactivity in asynchronous e-learning

Performance ImprovementVolume 45, Issue 10 p. 21-26 Research Article The impact of learning styles on interactivity in asynchronous e-learning Katica Roy, Katica Roy Katica Roy: is a learning and development representative III at Kaiser Permanente Colorado, where she designs, develops, and manages product training for 5,000 employees. She has worked in the field of training since 1998 as an instructional designer, project manager, and trainer. Her specialty is linking training to business strategy through effective needs analysis and creating instructionally sound learning interventions that can be properly evaluated. Katica has presented at conferences on a number of topics; her presentation titles include “Maintaining the Human Touch in Online Learning,” “Social Strategies for Engaging Online Learners,” and “Multimedia Tool Demos.” And she coauthored “Simulation: An Interactive eLearning Trend,” published in the ISPIFront Range Chapter's January 2004 newsletter. In 2004, Katica was a judge for the Brandon Hall Excellence in Learning Awards, Outstanding Learning Programs and Initiatives category. She is also a member of the eLearning Guild and a member of PMI, ASTD, and ISPI and a member and past board member of the ISPI-Front Range Chapter. She holds a master's degree in Instructional Design and Adult Learning from the University of Colorado at Denver and is a certified performance technologist. She may be reached at katica.roy@kp.org.Search for more papers by this author Katica Roy, Katica Roy Katica Roy: is a learning and development representative III at Kaiser Permanente Colorado, where she designs, develops, and manages product training for 5,000 employees. She has worked in the field of training since 1998 as an instructional designer, project manager, and trainer. Her specialty is linking training to business strategy through effective needs analysis and creating instructionally sound learning interventions that can be properly evaluated. Katica has presented at conferences on a number of topics; her presentation titles include “Maintaining the Human Touch in Online Learning,” “Social Strategies for Engaging Online Learners,” and “Multimedia Tool Demos.” And she coauthored “Simulation: An Interactive eLearning Trend,” published in the ISPIFront Range Chapter's January 2004 newsletter. In 2004, Katica was a judge for the Brandon Hall Excellence in Learning Awards, Outstanding Learning Programs and Initiatives category. She is also a member of the eLearning Guild and a member of PMI, ASTD, and ISPI and a member and past board member of the ISPI-Front Range Chapter. She holds a master's degree in Instructional Design and Adult Learning from the University of Colorado at Denver and is a certified performance technologist. She may be reached at katica.roy@kp.org.Search for more papers by this author First published: 01 November 2006 https://doi.org/10.1002/pfi.4930451026Citations: 10 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume45, Issue10November/December 2006Pages 21-26 RelatedInformation

Developing a critical view on e-learning trend reports: trend watching or trend setting?

Boon, J., Rusman, E., Van der Klink, M., & Tattersall, C. (2005). Developing a critical view on e-learning trend reports: trend watching or trend setting? International Journal of Training and Development, 9(3), 205-211.