A critical study on the use of artificial intelligence, e-Learning technology and tools to enhance the learners experience

Kavitha, V.; Lohani, Resham

doi:10.1007/s10586-018-2017-2

Cited by 34 publications

(28 citation statements)

References 4 publications

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“…As mentioned before, TEFL professors recognize the role of activating different teaching strategies and programs on developing English language different skills. This notion is confirmed by Hall and McCune (2005) and Kavitha & Lohani (2019) who believed that online learning should promote productive and satisfying learning interactions, and develop problem-solving and increase critical thinking abilities and foster learners' engagement to meet different learning styles and differences. In other words, TEFL have to consider three types of teaching strategies in designing e-courses learning materials as mentioned by FAO (2011, p. 47):…”

Section: Some Of the Technologies I Used Had Some Drawbacks Since Then I Quitted Using Those Technologies Such As Facebook Classroom Sincmentioning

confidence: 77%

“…Moreover, it saves learners' time in knowing their writing, structure and vocabulary errors and correcting them electronically because online programs help learners in browsing reading and digesting information from the web. Furthermore, eLearning environment enables professors to adapt effective teaching methods, pair and group activities and self-study Kavitha & Lohani (2019).…”

Section: Elearning and Teflmentioning

confidence: 99%

“…In this respect, there are tips suggested by educators to be considered in planning e-courses. The action plan of e-courses should include course description, the aims and outcomes of the course, the pre-requisites, the course requirements and assignments, the distribution of the syllabus over weeks of the semester, the distribution of marks over the course requirements, the teaching strategies, glossaries, communication tools, rules and policies and recommended readings and links to online resources, as well as additional information on specific topics (International Baccalaureate Organization, 2020 and Kavitha & Lohani, 2019). In addition, FAO (2011pp.…”

Section: Some Of the Technologies I Used Had Some Drawbacks Since Then I Quitted Using Those Technologies Such As Facebook Classroom Sincmentioning

confidence: 99%

“…In other words, they based on facilitated instructor-led eLearning courses and student-centered learning. This type provides "different levels of support from tutors and instructors and collaboration among learners" (Kavitha and Lohani, 2019). Besides this, "it offers a great flexibility in the educational methodology, in the administration of contents, in the synchronous and/or asynchronous interaction between teachers and learners, in the organization and in the structure of the course, in the educational plans, in the support, the tracking and the evaluation of the student" (Della, La Mura & Petrino, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Tefl Professors' E-Learning Experiences During the Covid 19 Pandemic

Shaaban

2020

EJFL

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This study aimed at revealing teaching English as a foreign language (TEFL) professors' eLearning experiences during the Covid 19 pandemic in the Gaza Strip higher education institutions. For this end, the researcher designed a (20) open-ended questions questionnaires to be completed by (32) TEFL professors in (8) Palestinian higher education institutions. Results showed that TEFL professors need training to develop their skills in designing, developing and drawing action plan for TEFL e-courses that achieve the objectives of foreign language teaching\ learning. Palestinian TEFL professors spent (4- 7) hours daily preparing, meeting, guiding, helping and facilitating learning by using different eLearning programs and network social media such as Moodle, Google classroom, Zoom, WhatsApp and Facebook. They adopted different teaching methods as well as different types of evaluation and following up in order to measure the objectives achievement; however, they neglected developing thinking and real life skills. The most challenges for both TEFL professors and learners were insufficient knowledge about eLearning and technical problems. TEFL professors action plan was focused on reducing the number of activities and drawing clear procedures with all the needed tools and activities for each objective in the course. Based on the findings, the researcher recommends that higher education institutions should provide training courses in the field of eLearning for both learners and professors, prepare a guide for designing and developing e-courses and provide professional technicians for maintenance of equipment and should regularly fix various technical malfunctions. Article visualizations:<img src="/-counters-/edu_01/0656/a.php" alt="Hit counter" />

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Section: Some Of the Technologies I Used Had Some Drawbacks Since Then I Quitted Using Those Technologies Such As Facebook Classroom Sincmentioning

confidence: 77%

Section: Elearning and Teflmentioning

confidence: 99%

Section: Some Of the Technologies I Used Had Some Drawbacks Since Then I Quitted Using Those Technologies Such As Facebook Classroom Sincmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Tefl Professors' E-Learning Experiences During the Covid 19 Pandemic

Shaaban

2020

EJFL

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“…Otros estudios se enfocaron en identificar el potencial de diversos eva para el aprendizaje dentro de la metodología virtual y en determinar cómo la capacitación de docentes y actores educativos es fundamental para el aprovechamiento efectivo de la enseñanza-aprendizaje virtual. Por ejemplo, Kavitha & Lohani (2018) revisaron algunos lms abiertos de uso masivo (como Moodle, Ilias, Opigno, entre otros) con el fin de identificar las características de los lms, las herramientas de inteligencia artificial que en estos se emplean y establecer un modelo de uso pedagógico de los lms que facilite el aprendizaje de los estudiantes, independientemente de sus preferencias para aprender (estilos de aprendizaje). Con respecto a la necesidad de capacitar a docentes y actores educativos, Figura 4.…”

Section: Escuela De Postgrados De Launclassified

Mediación virtual en la enseñanza y la instrucción: avances y retos

García-Chitiva¹

2020

Ciencia y Poder Aéreo

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Los avances tecnológicos han permeado todas las formas de enseñanza y aprendizaje. Por lo tanto, la instrucción y la capacitación también forman parte de los estudios en los que se documenta el uso de los Entornos Virtuales de Aprendizaje (eva) para determinar el alcance de las tecnologías virtuales en todos los niveles de aprendizaje (desde el aprendizaje de un contenido de una materia en la educación superior hasta la construcción de un barco en la capacitación técnica y laboral). Este artículo tiene dos propósitos. El primero es analizar el estado de la investigación sobre procesos de instrucción mediados por herramientas virtuales. Para ello, se realiza un análisis bibliométrico de las publicaciones realizadas entre 1997 y el 2018, indexadas en la base de datos scopus. El segundo propósito es examinar los principales avances presentados en la literatura científica revisada para así determinar los desafíos que enfrentan estudios posteriores, principalmente en lo que respecta a procesos de Instrucción, Entrenamiento y Evaluación en el Puesto de Trabajo (ieept). Dentro de los hallazgos de esta revisión, se estableció que el incipiente proceso de investigación de la instrucción mediada por tecnología explica la falta de publicaciones sobre el tema indexadas en bases de datos internacionales. También se estableció que, mediante el empleo de las herramientas disponibles para los procesos de instrucción, como simuladores y software, se pueden adelantar procesos de investigación similares a los documentados en este artículo.

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