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

Exploring the e‑Learning State of Art  pp149-160

Evelyn Kigozi Kahiigi, Love Ekenberg, Henrik Hansson, F.F Tusubira Danielson, Mats Danielson

© Apr 2008 Volume 6 Issue 2, Editor: Shirley Williams, pp99 - 182

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Abstract

e‑Learning implementation is an area in progress that continues to evolve with time and further research. Researchers in the field argue that e‑Learning is still in its infancy, resulting into numerous implementation strategies across a wide e‑Learning spectrum. This paper explores the e‑Learning state of art. It provides a general overview of the learning process, evaluates some current implementation trends pointing out a range of frameworks and strategies used in the past decade. It further looks at the changes created by the adoption of e‑Learning within the higher education process. This is followed by an identification of emerging issues from which two problems are identified; 1) the limited uptake of technology as an instruction delivery method; and 2) the ineffective use of technology to support learning. In respect to this, future research should therefore seek to further investigate these aspects and to explore suitable approaches for effective implementation of e‑Learning to support learning. Not the least in higher education contexts.

 

Keywords: e-Learning learning, e-Learning implementation higher education, learning process, learning theories, learning methods

 

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Journal Article

An e‑Class in Action: Experiences with ICT‑intensive Teaching and Learning of Discrete Dynamical Models at Secondary School  pp41-53

André Heck, Harm Houwing, Cor de Beurs

© May 2009 Volume 7 Issue 1, Editor: Shirley Williams, pp1 - 85

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Abstract

In 2007, a small team of university and secondary school teachers jointly developed and piloted an e‑class for 4 and 5 grade students (age: 16‑17yrs) at both pre‑university and general vocational level. The goal was to develop and try out innovative ways of teaching mathematics that would enable schools to offer optional courses for small numbers of students. The e‑class can be summarized as web‑supported instruction in a blended learning approach. The instructional material consisted of the chapter on discrete dynamical models from a brand‑new mathematics textbook, supplemented by investigative activities. Students could build and simulate dynamical models with the computer learning environment Coach. Instructions for learning to work with software were given through screen casts created by the teacher to gear with students' needs and made available in the Sakai‑based virtual learning environment. Students got weekly on‑line assignments, which they submitted digi‑ tally. At home they could get assistance from peers and the teacher in a chat room. We discuss some of the e‑ ingredients of the e‑class and their potential for teaching and learning mathematics and science in terms of principled design approaches to multimedia learning and pedagogical arrangements. We report the experiences of the participants of the project and present the future plans based on this work.

 

Keywords: e-learning, blended learning, multimedia learning, e-learning implementation, screen casts, secondary mathematics education, discrete dynamic models

 

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