Students' views of E-Learning: The impact of technology on learning in higher education in Ireland
01 Jan 2012-pp 204-226
TL;DR: In this paper, a study was undertaken to obtain students perspectives on the uses of technologies in higher education to assist educators in improving the pedagogical design of e-learning platforms, known as learning management systems.
Abstract: Students are the end users of the Information Systems that educators use to enhance students' learning experiences. The use of technologies in education has altered the ways in which lecturers and students can interact and has expanded the volume of information that students can access. This study was undertaken to obtain students perspectives on the uses of technologies in higher education to assist educators in improving the pedagogical design of e-learning platforms, known as learning management systems. This chapter provides students' perspectives on the academic use of technologies in two higher education institutions in Ireland. Analysis of the responses received from three hundred and twenty students indicates that students are of the opinion that the use of technologies in higher education can beneficially transform learning; however, technologies will never replace lecturers. © 2012, IGI Global.
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01 Jun 2015
TL;DR: Project-5-Mapping Existing Research Output Focused on Higher Education Teaching and Learning in Ireland 1990-2015 is presented.
Abstract: Title Mapping Existing Research Output Focused on Higher Education Teaching and Learning in Ireland 1990-2015 Authors(s) O'Sullivan, Sara; Gibney, Amanda; Guerin, Suzanne; Staunton, Michael; Kalaitzake, Manolis Publication date 2015-06 Publisher National Forum Link to online version http://www.teachingandlearning.ie/wp-content/uploads/2015/07/Project-5-Mapping-Existing-Research-Output.pdf Item record/more information http://hdl.handle.net/10197/6860
346 citations
TL;DR: This study describes the successful development and evaluation of a 360º operative video that demonstrated significant engagement and attentiveness benefits compared to traditional 2D formats and requires further evaluation in the field of technology enhanced learning.
93 citations
Cites background from "Students' views of E-Learning: The ..."
...Perceptions among students are that e-learning technologies positively transform learning.(8) Although the ‘digital division’ between student and mentor is well described,(9,10) it may be widening with the recent pace of technological advances....
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Book•
30 Apr 2013
TL;DR: Learning Management Systems and Instructional Design: Best Practices in Online Education provides an overview on the connection between learning management systems and the variety of instructional design models and methods of course delivery as discussed by the authors.
Abstract: The technical resources, budgets, curriculum, and profile of the student body are all factors that play in implementing course design. Learning management systems administrate these aspects for the development of new methods for course delivery and corresponding instructional design.Learning Management Systems and Instructional Design: Best Practices in Online Education provides an overview on the connection between learning management systems and the variety of instructional design models and methods of course delivery. This book is a useful source for administrators, faculty, instructional designers, course developers, and businesses interested in the technological solutions and methods of online education.
76 citations
TL;DR: Some of the technological challenges which developers may encounter in creating authoring tools for personalised e-learning and some of the pedagogical challenges which authors may encounter when creating personalised E-learning activities to enhance the learning experience of their students are reviewed.
Abstract: The realisation of personalised e-learning to suit an individual learner's diverse learning needs is a concept which has been explored for decades, at great expense, but is still not achievable by non-technical authors. This research reviews the area of personalised e-learning and notes some of the technological challenges which developers may encounter in creating authoring tools for personalised e-learning and some of the pedagogical challenges which authors may encounter when creating personalised e-learning activities to enhance the learning experience of their students. At present educators who wish to create personalised e-learning activities require the assistance of technical experts who are knowledgeable in the area. Even with the help of an expert the creation of personalised e-learning activities still remains a complex process to authors who are new to the concept of tailoring e-learning to suit learner diversity. Before the successful utilisation of adaptive authoring tools can be realised, academic authors need to learn how to effectively use these tools. All learners come to education with a diverse set of characteristics; educators need to decide which learner characteristic(s) they wish to focus on addressing through the use of personalised e-learning activities. Further investigation, evaluation and analyses of authoring tools is required before personalised e-learning to support learner diversity can be achieved by many academics. Research members of the AMAS (2013) project team are currently involved in developing an authoring tool for adaptive activities for e-learning.
63 citations
01 Jan 2017
TL;DR: The target population in this research was Filipino students from colleges that are considered as promoters of elearning integration in the educational sphere in the Philippines to determine the factors affecting students’ e-learning technology acceptance particularly on Learning Management Systems (LMS) in the Filipino context.
Abstract: When combined, education and technology can build dynamic teaching and learning experiences that are tailored to developing and transforming the educators and learners needed to power the digital economy. For some reasons, however, there is still a big chunk of people especially students who aren’t ready yet to embrace the technological change in the field of education. This study aims to determine the factors affecting students’ e-learning technology acceptance particularly on Learning Management Systems (LMS) in the Filipino context. A conceptual model was proposed based on the Technology Acceptance Model (TAM) which was extended through the inclusion of Internet Connectivity Experience (ICE), Social Media Influence (SMI), Integrated Multimedia Instruction (IMI), System Interactivity (SI) and Perceived Quality Work of Life (PQWL) as additional predictor values. The constructs were determined according to the three-tier use model (3TUM) which was characterized to explore users’ attitudes towards IT at three levels. The target population in this research was Filipino students from colleges that are considered as promoters of elearning integration in the educational sphere in the Philippines. The collected data from 629 Filipino college students were analyzed using structural equation modeling (SEM) technique based on AMOS methods. Finally, a path model was created to examine the relationships between the factors to explain students’ adoption of e-learning technology from the information systems acceptance point of view. As a result, it provided practical and technical implications applicable for local and global school environments that could help educational leaders, educational technologists, educators and learners in their development, implementation, and acceptance of e-learning technology like LMS.
44 citations
Cites background from "Students' views of E-Learning: The ..."
...In view of all this, the global education sector has been attempting to gather more and more information on aspects that persuade students not just to incorporate e-learning into their educational journey but also confidently warrant consideration in shaping future e-learning developments [2-4]....
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References
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01 Jan 2003
TL;DR: In this paper, the authors present a 5-stage model for e-moderating in the 21st century, including five stages of 5-stages: 1. E-moders' qualities and roles 2. 5 stage model (text) 3. 3.5-stage model (21st century technologies) 4. Training emoderators 6. Developing skills 7. Participants' experience 8.
Abstract: I. Concepts and Cases 1. E-moderating 2. 5 stage model (text) 3. 5 stage model (21st century technologies) 4. E-moderating qualities and roles 5. Training e-moderators 6. Developing E-moderating skills 7. Participants' experience 8. Future e-moderating II. Resources for Practitioners Scaffolding online learning Achieving online socialisation Achieving knowledge sharing Developing e-moderators Costs Summarising and Weaving Taming Online time Promoting cultural understandings Creating presence Housekeeping Promoting Active Participation Assessing learning Evaluating conferencing E-moderating for synchronous conferencing E-moderating for virtual worlds E-moderating for Podcasting Monitoring E-moderating Encouraging self-managing groups Helping online novices Understanding lurking What's going on? What will we call ourselves? Communicating online References Index
2,202 citations
01 Jan 2011
TL;DR: In this paper, the authors present a 5-stage model for e-moderating in the 21st century, including five stages of 5-stages: 1. E-moders' qualities and roles 2. 5 stage model (text) 3. 3.5-stage model (21st century technologies) 4. Training emoderators 6. Developing skills 7. Participants' experience 8.
Abstract: I. Concepts and Cases 1. E-moderating 2. 5 stage model (text) 3. 5 stage model (21st century technologies) 4. E-moderating qualities and roles 5. Training e-moderators 6. Developing E-moderating skills 7. Participants' experience 8. Future e-moderating II. Resources for Practitioners Scaffolding online learning Achieving online socialisation Achieving knowledge sharing Developing e-moderators Costs Summarising and Weaving Taming Online time Promoting cultural understandings Creating presence Housekeeping Promoting Active Participation Assessing learning Evaluating conferencing E-moderating for synchronous conferencing E-moderating for virtual worlds E-moderating for Podcasting Monitoring E-moderating Encouraging self-managing groups Helping online novices Understanding lurking What's going on? What will we call ourselves? Communicating online References Index
1,353 citations
TL;DR: Assessment of faculty's awareness of the benefits of Web 2.0 to supplement in-class learning and better understand faculty's decisions to adopt these tools using the decomposed theory of planned behavior (DTPB) model indicated that while some faculty members feel that some Web2.0 technologies could improve students' learning, their interaction with faculty and with other peers, their writing abilities, and their satisfaction with the course; few choose to use them in the classroom.
Abstract: While students are increasing their use of emerging technologies such as text messaging, wikis, social networks, and other Web 2.0 applications, this is not the case with many university faculty. The purpose of this study was to assess faculty's awareness of the benefits of Web 2.0 to supplement in-class learning and better understand faculty's decisions to adopt these tools using the decomposed theory of planned behavior (DTPB) model. Findings indicated that while some faculty members feel that some Web 2.0 technologies could improve students' learning, their interaction with faculty and with other peers, their writing abilities, and their satisfaction with the course; few choose to use them in the classroom. Additional results indicated that faculty's attitude and their perceived behavioral control are strong indicators of their intention to use Web 2.0. A number of implications are drawn highlighting how the use of Web 2.0 could be useful in the classroom.
916 citations
TL;DR: An examination of the evolution of the design of videogames is a good way to analyze the main contributions and characteristics of games-based learning environments and the main obstacles and challenges to the use of games for learning.
Abstract: In recent years, electronic games have assumed an important place in the lives of children and adolescents. Children acquire digital literacy informally, through play, and neither schools nor other educational institutions take sufficient account of this important aspect. We consider that multimedia design for training and education should combine the most powerful features of interactive multimedia design with the most effective principles of technologically-mediated learning. An examination of the evolution of the design of videogames is a good way to analyze the main contributions and characteristics of games-based learning environments. At the same time, we will discuss the main obstacles and challenges to the use of games for learning.
528 citations
TL;DR: This article used three instruments derived from experiential learning theory (the Learning Style Inventory, the Adaptive Style Inventory and the Learning Skills Profile) to test hypotheses about di erent learning skills.
Abstract: This research used three instruments derived from experiential learning theory—the Learning Style Inventory, the Adaptive Style Inventory and the Learning Skills Profile—to test hypotheses about di...
391 citations
"Students' views of E-Learning: The ..." refers background in this paper
...Mason and Rennie (2006) suggest that enabling learners some control over their pace and learning style can provide a richly stimulating learning experience for the student....
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...Mainemelis, Boyatzis, and Kolb (2002) conducted research on student learning preferences and suggested that web based learning as a pedagogical approach poses an interesting research question....
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