The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the International Conference on eLearning, click here

For infomation on the European Conference on Games Based Learning clickhere

 

Journal Article

Integrating eLearning to Support Medical Education at the New University of Botswana School of Medicine  pp43-51

Masego B. Kebaetse, Oathokwa Nkomazana, Cecil Haverkamp

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

Look inside Download PDF (free)

Abstract

Abstract: Since the enrolment of its first cohort of students in 2009, the University of Botswana School of Medicine (UB SoM) has employed elearning as a key element to support and strengthen its model of decentralised medical education. Significant inv estments have been made in setting up the physical infrastructure, and in acquiring relevant expertise to develop and implement an elearning agenda in a context with practical challenges associated with medical education in decentralised setup. Following the enrolment of its first cohorts of medical students, and residents in Paediatrics and Internal Medicine between 2009 and 2010, the School also launched a Family Medicine training programme in 2011 at two rural sites. With the expectation of contributin g to a positive teaching and learning environment for faculty, residents, and medical students in these remote areas, elearning is also seen as important for their retention, and thus for improved access to quality health care in rural Botswana. In this p aper, the authors critically reflect on the strategies used to implement elearning at UB SoM over the past 18 months, and highlight challenges experienced while implementing elearning in a new medical school situated within an older university context. St rong relationships with partners were identified as a critical foundation for the long‑term sustainability beyond the initial procurement and installation infrastructure. While confirming the obvious technical challenges in a setting like Botswana, the au thors emphasise the need not to underestimate associated broader challenges in engaging a diverse range of users, partners and stakeholders; not to lose sight of the pedagogical goals that are meant to drive the choice and use of technology (rather than vice versa); and to ensure that the expected benefits of the technology can and will be shared and sustained by a range of partners in the long run.

 

Keywords: Keywords: elearning, medical education, technology integration, mlearning, mhealth, tablets, ICT, sustainability

 

Share |

Journal Article

Visualizing Solutions: Apps as Cognitive Stepping‑Stones in the Learning Process  pp366-379

Michael Stevenson, John Hedberg, Kate Highfield, Mingming Diao

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

Look inside Download PDF (free)

Abstract

Abstract: In many K‑12 and higher education contexts, the use of smart mobile devices increasingly affords learning experiences that are situated, authentic and connected. While earlier reviews of mobile technology may have led to criticism of these devic es as being largely for consumption, many current uses emphasize creativity and productivity, with diverse purposes ranging from blogging and social networking to near full‑scale video editing, office productivity and language translation. These affordanc es are further made possible by the large‑scale development of mobile applications (or apps). For the vast majority of mobile device users ‑ now numbering in the billions ⠍ many of these learning experiences are informal and just‑in‑time, sometimes un planned, unsanctioned by educational discourse and beyond the immediate locus of institutional control. As smart technologies become increasingly an extension of the personal, educators are faced with the question: how can we best facilitate and explicate the learning process and design relevant experiences that leverage the affordances of so many mobile devices? This paper explores how the effective use of apps enable the learning process to be visualized in ways that support meaningful and student‑cente red learning. The authors discuss recent developments in technology, mobile learning and multiliteracies, drawing on a range of case studies deploying mobile devices and using apps as part of learner‑led inquiry processes to enable creativity, collaborati on and critical thinking. Emerging from these case studies are real classroom examples, teacher‑student reflections, scaffolds and working models that all speak to the importance of using apps to visualize learning and support learners at each stage of th e learning process. Exploring the connections between mobile devices, media literacy and visual literacy, the paper also emphasizes the collaborative affordances of many current apps and the importance of multimodal forms of representation through gesture , voice, text, video and audio. Citing the com

 

Keywords: Keywords: apps, m-learning, tablets, smartphones, inquiry

 

Share |