History and Perspectives of Elearning

Hubáčková, Šárka

doi:10.1016/j.sbspro.2015.04.594

Cited by 53 publications

(33 citation statements)

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“…Some of them were university students and professors (3) while others were high school and university professors (8), freelancers (22), employees (13), dependents (7), entrepreneurs (6), pensioners (2) . Respondents had completed different degrees of education among which there were 78.7% of graduates in different subjects (48), 11.5% were PhDs (7) and 9.8% were high school graduates or professional institutes (6).…”

Section: Setting Research Processesmentioning

confidence: 99%

E-Learning, Professional Training, and Digital Tools: New Opportunities for Students of All Ages

Kazantseva¹,

Nicolini²,

Cirilli³

2019

EDULEARN Proceedings

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In the modern world, technology develops very rapidly and becomes part of all spheres of life. For some time now it has also entered the process of teaching and learning. More and more possibilities are found for studying on the internet or through digital tools. In our research we have analyzed which strengths and weaknesses meet the students who experience this form of study, what kind of technology they use for professional updating, why they choose to do the professional update with the use of new technologies and what are they waiting for from this experience.

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Section: Setting Research Processesmentioning

confidence: 99%

E-Learning, Professional Training, and Digital Tools: New Opportunities for Students of All Ages

Kazantseva¹,

Nicolini²,

Cirilli³

2019

EDULEARN Proceedings

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“…Already in the late eighties and the nineties of the last century the first form of electronic education Computer-Based Training was born. This is considered as the cornerstone of today's E-learning (Hubackova 2015).…”

Section: Present Situationmentioning

confidence: 99%

New Horizons of Internationalisation through E-learning: Developing Teacher Digital Competence

Lopukhova¹,

Makeeva²,

Zhuravleva³

2019

ARPHA Proceedings

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The European programmes and strategies to internationalise higher education are considered to be important stimulators and facilitators for the internationalisation of higher education in Europe and elsewhere in the world including Russia. With the Bologna process, the internationalisation of higher education in Russia has been taken to the national level. According to the National Program Education Development for 2013-2020, the internationalisation of higher education is considered as a means to improve the quality of higher education. The present article contains theoretical and practical results of the research, which fall into three parts. In the first part the authors systematise the issue of internationalisation by giving an overview. The paper focuses on the policies of internationalisation and the rationale of the internationalisation for Russian Universities which gleam in the growing importance of national and international rankings especially for evaluation of quality teaching and competitiveness of universities. The second part focuses on E-learning as particular aspect of internationalisation. The authors present the historic perspective of digital learning and dwell upon numerous initiatives on the digital revolution. The third part proves that professional development is an essential element of teacher education and professional advancement. Such a continuous learning and training assures a high level of knowledge and enables teachers to keep their professional skills and knowledge up-to-date. All three parts of the study are logically interconnected and serve the main objective of the research to prove that such processes as Internationalisation has considerable effect on developing Teacher Digital Competence.

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“…Learning outcomes are then explored as well as research into the methods used to measure the effectiveness of laboratories in general and virtual laboratories in particular. In [15] , the author notes that one of the earliest forms of online learning was computer-based training (CBT). CBT systems in the early stages were mostly text-based programs.…”

Section: Organization Of the Literature Reviewmentioning

confidence: 99%

“…CBT systems in the early stages were mostly text-based programs. By the early 2000s, web-based training had emerged [15]. Developments for Information and Communication Technology (ICT) allowed for computer assisted learning and online learning systems to become more mainstream in higher education organizations (HEOs), allowing for new systems such as Blackboard and Saba to evolve [16].…”

Section: Organization Of the Literature Reviewmentioning

confidence: 99%

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Virtual laboratories for electrical engineering students: Student perspectives and design guidelines

Altalbe¹

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This research is focused on understanding the role of virtual laboratories and physical laboratories, specifically in the context of the electrical engineering discipline. It is important to emphasize that the research is not aimed at replacing physical laboratories as they form an essential part of the education of electrical engineers, but rather to supplement them using virtual laboratories.In the literature, there are different perspectives on the implementations of virtual laboratories. Virtual laboratories can be effective for students, particularly those with limitations, either physical or timebased, who may have difficulties accessing physical laboratories or scheduling laboratory time.Instructors and technical staff may find virtual laboratories useful, but with additional challenges for set-up, maintenance and integration with coursework. At the university level, there may be cost considerations that affect decisions about supplementing and/or replacing physical laboratories with virtual laboratories. Throughout the literature, there are multiple studies that argue the effectiveness of virtual laboratories is equivalent to learning in the physical laboratory. Disadvantages found included insufficient realism, ineffective groupwork capabilities, maintenance of the systems and a lack of appropriate skill set development for real-world situations. Advantages included flexibility for students, more time for experimentation, fewer overcrowded classroom and lower costs than physical laboratories. There were gaps in the literature identified related to virtual laboratory design, such as consideration for learning objectives as defined by the Accreditation Board for Engineering and Technology (ABET).A mixed method approach was used in the research that included both qualitative and quantitative methods. A detailed literature review was performed, supplemented by multiple surveys of both students and faculty. A virtual laboratory was designed and implemented using the input of the students to better understand what users desire in their virtual laboratory and students provided helpful input to the development and refinement of the virtual laboratory. The results of surveys, along with findings in the literature and findings from developing and implementing a working virtual laboratorywere combined to answer four research questions. These questions were: Research Question 1 -What is the relative capacity of virtual laboratories versus physicallaboratories to enable the desired learning objectives of engineering laboratories, especially those viewed as important by students? In this research teamwork and learning from failures were identified as the most important learning objectives.Research Question 2 -Based on a trial virtual laboratory deployment, which design features of a virtual laboratory are important from student perspectives? In this research realism, online tools for communicating with tutors and a preference for real-time interaction were identified important design features. A flexible, and easy-to-...

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History and Perspectives of Elearning

Cited by 53 publications

References 0 publications

E-Learning, Professional Training, and Digital Tools: New Opportunities for Students of All Ages

E-Learning, Professional Training, and Digital Tools: New Opportunities for Students of All Ages

New Horizons of Internationalisation through E-learning: Developing Teacher Digital Competence

Virtual laboratories for electrical engineering students: Student perspectives and design guidelines

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