Emerging technologies for e-learning and distance learning: A survey

Arshad, Muhammad; Saeed, Muhammad Noman

doi:10.1109/icwoal.2014.7009241

Cited by 8 publications

(11 citation statements)

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“…The remote communication as well as electronic tools and applications for organizing teaching and didactic in higher education have been well known in education sciences and examined over the last thirty years by different teachers, educators, lectures and assistants [20][21][22]. Their development is related to the rapid growth of popularity and advancement in computer technologies and applications as well as ICT.…”

Section: An E-learning-hybrid Blended and Distance Learningmentioning

confidence: 99%

“…During these years, a number of methods using both computer technologies and network communication were developed to support organization and implementation of lectures and laboratory classes. Currently, it is possible to indicate two main categories of these methods: the first one (i) e-learning (EL)-methods using computer technologies with various software applications as well as services available on websites, mainly to support traditional learning process and to provide additional activates for students, and the second one (ii) distance learning (DL)-several methods using the similar technologies (computers, ICT, software applications) to organize new kind of learning process, with remote access to the lectures-webinars and laboratories, remote contacts and communication between teacher and students as well as between students themselves [21,[23][24][25].…”

Section: An E-learning-hybrid Blended and Distance Learningmentioning

confidence: 99%

“…Nowadays, the EL methods are the most popular ones in the engineering higher education, since they are natural consequence of computers and digital mobile devices expansion, along with resources and services provided by global ICT network-the Internet. Typical methods in this category include: computer-based learning with software tools used for engineering works and activities; web-based learning with technical knowledge and resources provided by companies and other technicians, engineers; digital collaboration giving possibility to exchange knowledge, ideas between students, teachers, lecturers and even other, external specialists; and last but not least virtual classroom and/or laboratory, creating new kinds of environment to conduct experiments, tests, prototyping and eventually remote services with experimental research [21,23]. However, all of the mentioned methods and activities need additional knowledge and skills both from the teachers and students.…”

Section: An E-learning-hybrid Blended and Distance Learningmentioning

confidence: 99%

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Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study

Ożadowicz

2020

Education Sciences

122

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The blended learning method with its supporting electronic tools is a very well-known approach in academic education. In most of its practical applications, direct face to face contacts between students and the teacher as well as students with each other in groups are important elements in the organization of lectures and classes. This is of particular importance in conducting laboratory classes in teaching process for engineers. However, the COVID-19 lockdown in the spring of 2020 closed schools, universities and completely eliminated the possibility of direct interpersonal contacts. These extraordinary circumstances forced changes in the organization of the teaching process, in particular the introduction of distance learning. Therefore, this paper proposes a modified blended learning method as well as describes a case study on its introduction in the education of building automation engineers at a technical university. A new organizational structure of this modified method is presented, with discussion of tools and methods of active distance learning, introduced during the COVID-19 lockdown period. Finally, some experiences, general reflections along with the identification of the preferred forms of distance learning by students are presented. The future works are briefly described as well.

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Section: An E-learning-hybrid Blended and Distance Learningmentioning

confidence: 99%

Section: An E-learning-hybrid Blended and Distance Learningmentioning

confidence: 99%

Section: An E-learning-hybrid Blended and Distance Learningmentioning

confidence: 99%

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Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study

Ożadowicz

2020

Education Sciences

122

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“…However, financial and human resources have become common barriers to make ICT adoption practical in many schools. As a result, the impact of ICT adoption in education is highly determined by solutions to overcome those challenges [4].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite many studies have been reported [2][3][4][5][6], most of these reports do not provide step-by-step guideline for adopting ICT in school which make it difficult for a school to replicate the reported achievement. Therefore, the objective of this research is to propose some steps on how to identify and evaluate these ICT adoption components using data-driven (bottom-up) approach as a preliminary steps toward ICT adoption in school.…”

Section: Introductionmentioning

confidence: 99%

An ICT Adoption Framework for Education: A Components Analysis

Nurjanah

Santoso

Hasibuan

2017

Proceedings of 2017 the 7th International Workshop on Computer Science and Engineering

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In the past ten years, adoption of Information and Communication Technology (ICT) in education is growing rapidly in almost every country in the world as an enabler to achieve the schools' goal. Despite many success reports on ICT adoption in education, there are many other studies conclude that ICT adoption in education is still a challenging problem. One of remaining challenge is how to identify and address key components for successful ICT adoption in school. The objective of this research is to propose some steps on how to identify and evaluate these components of ICT adoption using data-driven (bottom-up) approach. This method has been tested using primary data from schools in Indonesia. Some findings of this empiric research are some components which reflect the main components of ICT adoption in education. The identified components and their weights are: ICT Facilities (weight=20.35%), Utilizing ICT in school administration (weight=14.89%), Utilizing ICT in teaching and learning (weight=12.71%), User skill (weight=11.52%), Policy (weight=6.61%), Financial (weight=6.53%), and Basic ICT Infrastructure (weight=6.29%). Last but not least, discussions regarding the findings are also presented.

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