Electronic Journal of e-Learning 

About: Electronic Journal of e-Learning is an academic journal published by Academic Conferences and Publishing International. The journal publishes majorly in the area(s): Educational technology & Teaching method. It has an ISSN identifier of 1479-4403. It is also open access. Over the lifetime, 521 publications have been published receiving 11688 citations. The journal is also known as: EJEL.

Is e-Learning the Solution for Individual Learning?.

Abstract: Despite the fact that e-Learning exists for a relatively long time, it is still in its infancy. Current eLearning systems on the market are limited to technical gadgets and organizational aspects of teaching, instead of supporting the learning. As a result the learner has become deindividualized and demoted to a noncritical homogenous user. One way out of this drawback is the creation of individual e-Learning materials. For this purpose a flexible multidimensional data model and the generation of individual content are the solution. It is necessary to enable the interaction between the learners and the content in e-Learning systems in the same manner.

Adaptive Learning Environments and e-Learning Standards.

Abstract: This paper examines the sufficiency of existing eLearning standards for facilitating and supporting the introduction of adaptive techniques in computer-based learning systems. To that end, the main representational and operational requirements of adaptive learning environments are examined and contrasted against current eLearning standards. The motivation behind this preliminary analysis is attainment of: interoperability between adaptive learning systems; reuse of adaptive learning materials; and, the facilitation of adaptively supported, distributed learning activities.

Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning.

Abstract: YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education. The implication here is a possible shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint, websites, animation) towards a ubiquitous user‑centric, user‑content generated and user‑ guided experience. It is not sufficient to use online learning and teaching technologies simply for the delivery of content to students. A new "Learning Ecology" is present where these Web 2.0 technologies can be explored for collaborative and (co)creative purposes as well as for the critical assessment, evaluation and personalization of information. Web 2.0 technologies provide educators with many possibilities for engaging students in desirable practices such as collaborative content creation, peer assessment and motivation of students through innovative use of media. These can be used in the development of authentic learning tasks and enhance the learning experience. However in order for a new learning tool, be it print, multimedia, blog, podcast or video, to be adopted, educators must be able to conceptualize the possibilities for use within a concrete framework. This paper outlines some possible strategies for educators to incorporate the use of some of these Web 2.0 technologies into the student learning experience.

Web Services Architecture for M-Learning.

Abstract: The academic environment is undergoing a major shift, as increasing numbers of schools are ready to offer courses using mobile technology for economic and other reasons both from an instructor and student perspective. The mobile learning (m-learning) approach would necessitate changes in pedagogy, educational roles, curricular content, and classroom practices. In addition, it would also require different system architecture because it would demand massive integration of software systems. This paper presents a method for exploiting web services architecture for m-learning.

A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement

Abstract: In higher education, e‑learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face‑to‑face teaching to online learning and/or blended learning in order to try to define which of the formats provides, e.g., the highest learning outcome, creates the most satisfied students or has the highest rate of course completion. However, these studies often show that teaching and learning are influenced by more than teaching format alone. Many factors play significant roles, and this literature review will look further into some of them.The review has a special interest in professional bachelor education and teacher training, and it focusses on factors that influence learning experiences in e‑learning, online learning and blended learning. Thus, the research question of the review is as follows: Which factors are found to influence e‑learning and blended learning in relation to learning outcome, student satisfaction and engagement in collaboration in higher education and particularly in professional education? The findings from the research papers included in the review show that among the many factors some seem to dominate more: educator presence in online settings, interactions between students, teachers and content, and designed connections between online and offline activities as well as between campus‑related and practice‑related activities. The article thus points in the direction of some significant factors, but it also discusses and questions the relevance of research focusing on comparisons between individual formats of e‑learning, online learning, blended learning or "traditional" face‑to‑face teaching and learning. Teaching and learning are complex and are influenced by more than just the teaching format. The review is based on systematic database searches conducted in January 2017, and it includes 44 peer reviewed articles and papers published between 2014 and 2017.