The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Competency — and Process‑Driven e‑Learning — a Model‑Based Approach  pp183-194

Katrina Leyking, Pavlina Chikova, Peter Loos

© Dec 2007 Volume 5 Issue 3, ICEL 2007, Editor: Shirley Williams, pp173 - 250

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Abstract

As a matter of fact e‑Learning still has not really caught on for corporate training purposes. Investigations on the reasons reveal that e‑Learning modules like WBTs often miss any relevance for the tasks to be accomplished in the day‑to‑day workplace settings. The very learning needs both from an organizational and individual perspective are neglected. Content brought to the learner very often meets neither the individual competency gaps nor the organizational learning goals. Time passed between acquisition and application of knowledge is too long. In short, business processes on the one side and learning‑related processes on the other are not aligned adequately. Thus, we see an urgent need for concepts on how to derive corporate training actions from business tasks in order to improve employees' business performance. This paper presents an integrated approach for competency‑ and business process‑driven learning management supported by information technology (IT), developed within two projects named PROLIX and EXPLAIN.

 

Keywords: authoring, business process management, competency development, learning content, learning objectives, learning processes

 

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Journal Article

Does the Web Contain Pedagogically Informed Materials? The COSREW Outcomes  pp390-411

Athitaya Nitchot, Lester Gilbert

© Oct 2015 Volume 13 Issue 5, Editor: Rikke Ørngreen and Karin Levinsen, pp317 - 445

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Abstract

Abstract: Web resources allow a learner to have more opportunities for study at any time and any place. It is still difficult, however, for learners to choose the right study materials to match their desired learning. A competence‑based system for recomme nding study materials from the Web (COSREW) is proposed, based on the learners competences. COSREWgenerates a list of learning paths, and extracts search terms from the competence statements on the chosen learning path. Three experiments were conducted to evaluate COSREWs recommendations. The first explored the differences between search engines and the qualities of the study material links in helping learners achieve their competences. The second experiment explored the differences between search key words, and the third experiment comparedCOSREW with freely‑browsing learning modes. The results showed that the Web is currently not a good resource for a pedagogically informed competence‑based system, since Web pages predominantly comprise text‑based su bject matter content with little support for learning competence or capability.

 

Keywords: Keywords: Competency Model, Competence Structure, Web-based Learning, Internet Supported Learning, Pedagogy, Self-learning

 

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Journal Article

Securing Trust, Roles and Communication in E‑Advising – Theoretical Inputs  pp211-219

Ole Jørgen S. Ranglund, Anette Danielsen, Linda Kiønig, Tone Vold

© Jun 2017 Volume 15 Issue 3, Editor: Jarmila Novotná and Antonín Jančařík, pp199 - 280

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Abstract

Students claim to learn a lot from advising and feedback on assignments. This is one of the results in a survey amongst students at The Inland Norway University of Applied Sciences. Traditionally, advising is mainly a face‑to‑face activity. However, with an increasing number of courses offered online, it is timely to discuss how to conduct advising sessions online and using an online medium. The meeting between the student and advisor contains a number of factors; for example: eye contact, tone of voice and facial mimic. Many subtle features establish the relationship between the advisor and student. The student needs to communicate the assignment and to trust the advisor, at the other hand the advisor needs to be reassured that the student understand and trust the feedback. This paper discusses how written advising sessions can be undertaken using an online medium, and still maintain the roles, the trust and secure the communication.

 

Keywords: e-advising, reflection, reflective practitioners, trust, competency

 

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Journal Issue

Volume 15 Issue 3 / Jun 2017  pp199‑280

Editor: Jarmila Novotná, Antonín Jančařík

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Editorial

 

Keywords: Note-taking, reflection, self-efficacy, student's characteristics, correlation analysis, causal analysis, e-advising, reflection, reflective practitioners, trust, competency, Inquiry Based Learning, GIS education, spatial analysis, Blended Learning, Textbooks, electronic online materials, word problems, non-mathematical content, subversiveness, realia, stereotypes, construction of social reality, culture reproduction, models, projection, science education, 3D projections, interactive models, science education, biology, teacher technological pedagogical knowledge, 21st-century skills, low-technology context, teacher transition to e-learning, technology integration, professional networks, Tunisia

 

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