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

Biomedical Online Learning: The route to success  pp29-34

Patricia Harvey

© Nov 1999 Volume 1 Issue 1, Editor: Roy Williams, pp1 - 50

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Abstract

The potential of the World Wide Web for rapid global communication is driving the creation of specifically tailored courses for employees, yet few practitioners have the necessary experience in on‑line teaching methods, or in preparing documents for the web. Experience gained in developing six online training modules for the biotechnology and pharmaceutical industry sectors is informing the development by a partnership of academics and practitioners of seven online modules that will meet requirements for continuing professional development in the health sector. This paper highlights lessons for success.

 

Keywords: Biomedical Online learning experience solutions training

 

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Journal Article

Investigating a Nigerian XXL‑Cohort Wiki‑Learning Experience: Observation, Feedback and Reflection  pp191-202

Peter Aborisade

© Dec 2009 Volume 7 Issue 3, Special ICEL 2009 Issue, Editor: Florin Salajan and Avi Hyman, pp191 - 316

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Abstract

A regular feature of the Nigerian tertiary education context is large numbers of students crammed into small classrooms or lecture theatres. This context had long begged for the creation of innovative learning spaces and adoption of engaging pedagogies. Recourse to technology support and experimenting with the WIKI as a learning tool at the Federal University of Technology, Akure (FUTA), Nigeria gave us an insight into the benefits and challenges of the set‑up and use of new knowledge technologies in our technology‑poor context. This paper reports an experiment in an extra‑large (XXL) class of freshmen (2000+) on a module of second language project writing using the WIKI. The paper emphasises the unique advantages of the WIKI in a large blended learning class and the affordances for socio‑cultural and collaborative learning experience. In creating new learning teams and forging collaboration among learners leveraging one another's abilities, the wiki experience extended the 'classroom' beyond the physical space, engaged students in interactional communication in the second language, encouraged negotiation of meaning, and challenged learners in finding their 'solutions' to real life problems around them, aside from acquisition of hands‑on digital literacy. The paper reports on how learners experienced and participated in learning on a technology supported module. Data for the investigation and evaluation of students' learning experiences were collected using teacher observation of team formation and collaboration on activities offline and tracked students' logs, footprints and activities on group pages online; students' feedback on the end‑of‑course learners' evaluation forms; and their reflections as gleaned from their comments, encouraged and freely made continually by many from inception through to the end of the course, on the front page of our wiki. The report employs both qualitative and quantitative parameters. Results indicated a large number of students felt satisfied that the learning experience, though difficult, was worth their while; it opened up new vistas to the world; it got them working and learning to collaborate in groups; they developed a level of autonomy they would like to keep, and would like more of their courses supported by technology and thought the medium offered hope for the future, as it opened up new vistas in their learning.

 

Keywords: large classes, Wiki, e-learning, learning experience, interaction, collaboration, team work

 

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Journal Article

A Cross‑Modal Analysis of Learning Experience from a Learners Perspective  pp195-205

Bernard Nkuyubwatsi

© May 2014 Volume 12 Issue 2, ECEL, Editor: Mélanie Ciussi, pp126 - 226

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Abstract

Abstract: Learning experience has been one of the most debated aspects of Massive Open Online Courses (MOOCs). Various perceptions on learning experience offered by MOOCs have led to many claims about the quality of these courses and their potential imp act on higher education in both developed and developing countries. This paper discusses, from a learners perspective, learning experience across four modes of learning: face‑to‑face, self‑guided/radio, online and MOOCs. My own educational experience exp anded across the first three mode of learning. To gain similar first‑hand experience in MOOCs, I enrolled in one cMOOC and twelve xMOOCs and studied these courses alongside other engaged learners. I conducted a cross‑case analysis of the four modes of lea rning and identified strengths and limitations of each mode. Then I organised recurring patterns across the four learning modes into five themes: openness, availability, diversity, flexibility and interactivity. I found that each of these learning modes c an help learners achieve a significant milestone in learning, and accomplishment in one mode can bridge across to a different learning mode. I argue that a combination of learning modes, where applicable, can lead to better learning experience than an exc lusive use of a single mode. I also argue that each of these modes can contribute enormously to learners educational, socio‑economic, and cross‑cultural migration as well as to their geographical mobility. Each of these modes can also contribute to bridg ing an educational divide if stakeholders in education capitalize on the target learners strengths, on existing access to media and on openness in terms of content, assessment and accreditation. This paper is likely to benefit educational stakeholders wh o want to open up access to education and to reach learners in underprivileged settings, and those who are interested in cross‑cultural education development.

 

Keywords: in cross-cultural education development.Keywords: learning experience, face-to-face learning, self-guided/radio learning, online learning, learning from MOOCs, cross-cultural education

 

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Journal Article

Investigating the Key Attributes to Enhance Students’ Learning Experience in 21st Century Class Environment  pp244-256

Fui-Theng Leow, Mai Neo, Soon Hin Hew

© Nov 2016 Volume 14 Issue 4, Editor: Guest Editors, Rozhan M. Idrus and Nurkhamimi Zainuddin, pp233 - 290

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Abstract

The 21st century marks the beginning of digital age with the extensive use of digital media, mobile devices, and Internet resources. Recent studies found that this digital era has expanded the landscape of student experiences, and educational technologies as well as increased the educator’s awareness on embracing technologies to promote effective learning. This has redefined the meaning of effective learning and the approaches in motivating students. Therefore, redesigning the learning environments plays an important role in enhancing the students’ experiences in the university classrooms. In this study, the 21st century class environment is designed by mapping Jonassen’s model and Gagne’s events to employ the constructivist learning approach, organize the information processing, and design the instructions to support effective learning. In order to study student’s perception in the 21st century class environment, this study employed the mixed methods approach, includes conducting exploratory factor analysis on the questionnaire response and the qualitative analysis on students’ comments. The research samples were formed by 300 undergraduate degree students who studied at INTI International University, Malaysia. The exploratory factor analysis has identified four main factors, group learning, motivation, skills development and knowledge transfer. In the discussion, this study presents the key attributes, the main contributors to the attributes and its impact on student learning. For instance, the factor of group learning can be stimulated by emphasizing on the identified key attributes, such as improved work relationship, improved leadership, and refined collaborative learning which enhancing student learning experience as they are keen to attempt different approach, and anticipate changes. This study aims to identify the factors and elaborate the key attributes for supporting the strategies in transforming the university class environment to enhances students’ learning experiences and promote effective learning.

 

Keywords: student learning experience, 21 century class environment, effective learning, key attributes

 

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Journal Article

Evaluating the Impact of Distance Learning Support Systems on the Learning Experience of MBA Students in a Global Context  pp51-62

Yongmei Bentley, Anjali Shegunshi, Mike Scannell

© Mar 2010 Volume 8 Issue 2, ECEL 2009, Editor: Shirley Williams, Florin Salajan, pp51 - 208

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Abstract

This paper reports the findings from an investigation into the distance learning support systems of a UK University's overseas MBA programme. This programme is provided to several countries around the world in alliance with the overseas' local higher educational institutions (HEIs), and is delivered primarily via online courses, but also with periods of face‑to‑face teaching by both UK and local staff. The aim of the research was to evaluate the learning support mechanisms that are used to deliver this programme overseas, and to determine their impact on the learning experience of the MBA students. The primary research method was questionnaire surveys which were conducted over two periods: April — July 2008, and January — March 2009. The first survey showed a high level of satisfaction with the MBA programme as delivered, but also indicated areas that could see further improvement. The impacts of programme changes were examined in the second survey which revealed students' improved satisfaction with the programme after the implementation of the changes in the programme support systems. The outcomes of this research have not only helped improve the learning support systems and enhanced the quality of this particular programme, but could also help provide guidelines for other HEIs that offer, or intend to offer, blended learning courses globally.

 

Keywords: distance learning, support systems, MBA, questionnaire survey, learning experience

 

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