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

Implementing International Virtual Elementary Classroom Activities for Public School Students in the U.S. and Korea  pp207-218

Eunhee Jung O'Neill

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

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Abstract

In today's global society, individuals with an understanding of different cultures that have the ability to apply this understanding to real world problem solving are more likely to become leaders. Preparing students for a global society is becoming a significant part of education. While many international online exchange projects have been conducted at schools to help expose students to the world and experience international collaborations, few studies have focused on both developing intercultural competence for elementary school students and discovering practical ways of implementing a cross‑cultural exchange program into the public elementary school systems as well. This study, International Virtual Elementary Classroom Activities (IVECA), planned to explore how American and Korean students can develop culturally meaningful interactions through asynchronous online communications in a content management system (CMS), Blackboard; and investigate the factors or strategies useful for integrating IVECA into public school curricula. Data were collected using observation and interview methods, and also included reviewing students' journals. The data analysis involved interpretive analytic induction. Findings indicated that IVECA (a) promotes students' intercultural competence; (b) developed their social interaction skills both in the regular classrooms and the virtual classroom; (c) facilitated diverse students' motivations for learning at school; (d) enhanced writing and reading skills; and (e) engaged learning disabled students in the classroom activities. Additional findings from this study indicate that (a) a systematic support system for teachers' technology use and instructional design is necessary, and (b) school administrators' positive perception toward cross‑cultural exchange activities and their coherent connections between state learning standards and IVECA objectives are important. Further considerations are addressed and the different influences of IVECA on the U.S. students and Korean students and its implementation, which takes into consideration such influences, will also be discussed.

 

Keywords: international virtual elementary classroom exchanges, intercultural competence, cultural awareness, online content management system, technology integration strategies, instructional technology support system

 

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Journal Article

Strategies for Embedding e‑Learning in Traditional Universities: Drivers and Barriers  pp147-154

Kay MacKeogh, Seamus Fox

© Jun 2009 Volume 7 Issue 2, Editor: Shirley Williams, pp85 - 190

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Abstract

This paper addresses the question: how can e‑learning be embedded in traditional universities so that it contributes to the transformation of the university? The paper examines e‑learning strategies in higher education, locating the institutional context within the broader framework of national and international policy drivers which link e‑learning with the achievement of strategic goals such as widening access to lifelong learning, and upskilling for the knowledge and information society. The focus will be on traditional universities i.e. universities whose main form of teaching is on‑campus and face‑to‑face, rather than on open and distance teaching universities, which face different strategic issues in implementing e‑learning. Reports on the adoption of e‑learning in traditional universities indicate extensive use of e‑learning to improve the quality of learning for on‑ campus students, but this has not yet translated into a significant increase in opportunities for lifelong learners in the workforce and those unable to attend on‑campus. One vision of the future of universities is that 'Virtualisation and remote working technologies will enable us to study at any university in the world, from home . However, this paper will point out that realisation of this vision of ubiquitous and lifelong access to higher education requires that a fully articulated e‑learning strategy aims to have a 'transformative' rather than just a 'sustaining' effect on teaching functions carried out in traditional universities. In order words, rather than just facilitating universities to improve their teaching, e‑learning should transform how universities currently teach. However, to achieve this transformation, universities will have to introduce strategies and policies which implement flexible academic frameworks, innovative pedagogical approaches, new forms of assessments, cross‑institutional accreditation and credit transfer agreements, institutional collaboration in development and delivery, and, most crucially, commitment to equivalence of access for students on and off‑campus. The insights in this paper are drawn from an action research case study involving both qualitative and quantitative approaches, utilising interviews, surveys and focus groups with stakeholders, in addition to comparative research on international best practice. The paper will review the drivers and rationales at international, national and institutional level which are leading to the development of e‑learning strategies, before outlining the outcomes of a case study of e‑learning strategy development in a traditional Irish university. This study examined the drivers and barriers which increase or decrease motivation to engage in e‑learning, and provides some insights into the challenges of embedding e‑ learning in higher education. While recognising the desirability of reaching out to new students and engaging in innovative pedagogical approaches, many academic staff continue to prefer traditional lectures, and are sceptical about the potential for student learning in online settings. Extrinsic factors in terms of lack of time and support serve to decrease motivation and there are also fears of loss of academic control to central administration. The paper concludes with some observations on how university e‑learning strategies must address staff concerns through capacity building, awareness raising and the establishment of effective support structures for embedding e‑learning.

 

Keywords: institutional strategies embedding e-learning academic preferences

 

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Journal Article

An African Research Agenda for Computers in Education  pp14-28

Johannes Cronje

© Feb 2014 Volume 12 Issue 1, ICEL2013, Editor: Dan Remenyi, pp1 - 125

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Abstract

Abstract: This article presents an overview of research into computers and education undertaken at a the University of Pretoria since 1995. It seeks to explore the patterns that have emerged and to indicate potential directions for future research. In re sponse to a call for research in the field to be taken seriously the article identifies the main themes that have been researched over fifteen years.The analysis shows that the main themes addressed are Didactic/Pedagogical Issues and Teaching/Learning S trategiesŽ and Architectures for Educational Technology SystemsŽ. Finally the paper recommends the development of a taxonomy of terms to be used in the classification of research on e‑Learning.

 

Keywords: Keywords: Didactics, Pedagogy, Teaching/Learning Strategies, Architectures for Educational Technology Systems

 

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Journal Article

Adopting a web‑based collaborative tool to support the Manchester Method approach to learning  pp62-69

Philip Drinkwater, Christine Adeline, Simon French, Nadia Papamichail, Tudor Rickards

© Jan 2004 Volume 2 Issue 1, Special Issue for ECEL 2003, Editor: Roy Williams, pp1 - 239

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Abstract

 

Keywords: Copmuter mediated communication, collaborative tools, group work, Information and Communication Technologies, ICT's, teaching and learning strategies, web-based learning

 

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Journal Article

The Feasibility of E‑Learning Implementation in an Iranian University  pp424-433

M.H.Mirzamohammadi

© Oct 2017 Volume 15 Issue 5, Editor: Rikke Ørngreen and Karin Levinsen, pp367 - 466

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Abstract

The present research aimed to investigate the feasibility of e‑learning implementation in an Iranian comprehensive university (included medical and non‑medical fields) to provide appropriate solutions in this regard. To achieve this objective, seven research questions were formed. Surveying method was applied for data collection in this study. From the results, the readiness of the Iranian university to implement e‑learning was moderate to low. This means that the Iranian university is not prepared for this type of learning. Accordingly, five factors were evaluated of which three factors: human, infrastructural, and cultural factors were in moderate to low level, and two factors: pedagogical and support, were at a low level. Ten basic strategies for successful implementation of e‑learning were extracted at the Iranian university based on the studied five factors and they were presented according to the knowledge and research in the field of e‑learning in the world and in Iran. Some of these consisted of holding training courses at the university level, considering a special place for e‑learning in the university strategic plan, developing a mechanism for monitoring the activities of teaching and research in e‑learning environment for students and faculty, and allocating and spending an appropriate budget.

 

Keywords: Feasibility, e-learning, Iranian university, strategies

 

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Journal Issue

Volume 15 Issue 5 / Oct 2017  pp367‑466

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial

 

Keywords: Open Teaching; Open Educational Practices; Open Educational Resources; MOOC; Information and Communication Technologies; Open Education; E-learning, E-Resources, e-learning, open and distance education, pre-service teachers, e-Learning practice, continuum, use, e-Teaching, e-Learning, traditional, innovation, systems engineering, systems thinking, systems approach, system dynamics, systems engineering education, systems thinking assessment, educational games, experience accelerator, experiential learning, game-based learning, system analysis and design, systems engineering and theory, simulation, Feasibility, e-learning, Iranian university, strategies, gamification, games and learning, drivers, barriers, teachers, Higher Education, connectivity, subject advisor, integration, curriculum delivery, 21st Century, South Africa, multimedia storytelling; traditional storytelling; foreign language learning; Chinese idiom learning; non-native novices

 

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