Eight Paradoxes in the Implementation Process of E-learning in Higher Education

Guri‐Rosenblit, Sarah

doi:10.1057/palgrave.hep.8300069

Cited by 97 publications

(71 citation statements)

References 12 publications

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“…Nevertheless, the availability of videos may improve the achievements of all the students enrolled in a course. These results are in line with prior research (Guri-Rosenblit, 2005, 2009), according to which most students prefer the hybrid types of courses that combine new technologies, such as video, with conventional learning methods, and only those who cannot attend face-to-face class meetings choose distance-learning modes.…”

Section: Discussionsupporting

confidence: 79%

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If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning

Geri

2011

IJELL

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Technologies that enable interactive video lectures are becoming ubiquitous and affordable. The learning experience that video lectures offer students resembles in-class learning more than other options of distance learning. This study examines the adoption of interactive online video-based distance learning in a blended learning environment, where the students choose their mode of learning. It analyzes the enrollment of interactive online video classes in two introductory courses at the Open University of Israel, during the first six semesters in which this option was offered. The results are based on about 19,000 actual decisions of students. Only 7% of these decisions were to take the interactive video-based study group. This exploratory study suggests that, while students prefer face-to-face learning, the availability of video lectures may help all the students enrolled in these courses improve their achievements. In order to investigate this assertion further, the study examined the effectiveness of online video-based distance learning by comparing the achievements of overseas students before and after the inception of the video lectures. Interestingly, the results indicate that so far, video lectures have not significantly improved the perseverance as well as the achievements of overseas students.Keywords: online video lectures, diffusion of innovation, blended learning, effectiveness of instructional technologies, continued use of information systems, social aspects of online learning, attention economy.

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Section: Discussionsupporting

confidence: 79%

“…Adoption of Online Video-Based Distance Learning dents prefer traditional in-class studying, even when they are offered a rich e-learning environment that includes video lectures, exercises, and personal online tutoring (Guri-Rosenblit, 2005). Hence, it is important to study the adoption of online video-based distance learning.…”

Section: Introductionmentioning

confidence: 99%

If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning

Geri

2011

IJELL

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“…En concreto, se sabe que la utilización de las comunidades educativas en red ofrece muchas posibilidades pero también implican una nueva forma de educación (Anderson, 2008;Bates, 2008). El desarrollo de las nuevas tecnologías es más rápido que la evolución en los estilos de aprendizaje, por lo que es necesario investigar sobre las necesidades académicas en este campo (Guri-Rosenblit, 2006). Debemos tener en cuenta que además hay que conjugar las expectativas de los docentes y discentes del entorno e-learning, encontrando un espacio común satisfactorio para ambos (O`Neill, Singh y O'Donoghue, 2004).…”

Section: Planteamiento De La Investigaciónunclassified

Un Estudio Del E-Learning Para Adultos en Educación Universitaria a Distancia: Un Análisis Estadístico Sobre El Rendimiento De Estudiantes De Contabilidad Financiera en La Uned

Alcaide

Solís

2013

RIED

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RESUMENEste estudio está encaminado a establecer un modelo para medir el rendimiento del e-learning en educación a distancia de adultos, en el área de economía financiera y contabilidad. Como metodología novedosa se aplica la regresión lineal para el contraste de correlaciones entre las variables del modelo. Se puso en marcha una red de innovación docente para el e-learning, en la que se suministraron diversos materiales en red. La recopilación de datos se ha realizado a través de un sondeo de opinión para evaluar la utilidad de 4 elementos que componen los factores de diseño del modelo e-learning aplicado en la UNED. El contraste de la hipótesis nula mediante análisis por regresión lineal multivariante valida el modelo establecido. Si bien, el análisis logístico-binario y el contraste estadístico del grupo de control ponen de manifiesto que el efecto del e-learning sobre el rendimiento no es tan elevado como cabría esperar.Palabras clave: e-learning en educación a distancia universitaria, rendimiento del e-learning en estudiantes de contabilidad, percepción estudiantil del e-learning, resultados de la enseñanza online, vídeos interactivos en red. ABSTRACTThis paper aims to establish a mathematical model to measure the performance of e-learning in adult distance education in the field of financial economics and accounting. As an innovative methodology, a 'linear regression' approach was applied to contrast correlations between variables in the model. A teacher innovation network was implemented for e-learning using various materials. The compilation of data was carried out by means of an opinion survey to evaluate the usage of the four elements that comprised the design factors of the e-learning

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“…For while such technologies may indeed provide a network of coverage and permit those establishments providing such facilities to generate more revenue and even to use such an instrumentality eventually to solve some of the staffing problems that may stand in the offing by supplementing the national supply of highly qualified academic resources with overseas recruitment, this has yet to be systematically applied beyond the undergraduate level. And, even then, as an article in the previous issue of Higher Education Policy made plain, the techniques of distance teaching and the demands they make upon the individual learner are not always as suited to the needs of the isolated learner as was once believed (Guri Rosenblit, 2005).…”

Section: The 'Marketizing'mentioning

confidence: 99%

The Marketeers and the Marketizing: the American Eagle and the Chinese Dragon

Neave¹

2005

High Educ Policy

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Eight Paradoxes in the Implementation Process of E-learning in Higher Education

Cited by 97 publications

References 12 publications

If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning

If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning

Un Estudio Del E-Learning Para Adultos en Educación Universitaria a Distancia: Un Análisis Estadístico Sobre El Rendimiento De Estudiantes De Contabilidad Financiera en La Uned

The Marketeers and the Marketizing: the American Eagle and the Chinese Dragon

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