Integration of Web Services with E-Learning for Knowledge Society

Pattnayak, Jui; Pattnaik, Sabyasachi

doi:10.1016/j.procs.2016.07.340

Cited by 29 publications

(22 citation statements)

References 3 publications

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“…Despite an imposing support from the literature (Noskova et al, 2015;Pattnayak & Pattnaik, 2016;Shaltout & Salamah, 2013), only two respondents agreed with the role of artificial intelligence as a resource for personalisation. One of them further added that it still seemed like a prospective phenomenon, rather than a current one, and said it raises issues of trust.…”

Section: Personalisationmentioning

confidence: 86%

“…Also, for today's learners the provision of personalised learning plans is fundamental (Watson, Watson, & Reigeluth, 2015). Personalisation is dependent of three core aspects: user profiling (Kaur & Chaudhary, 2015;Virtič, 2012), artificial intelligence (AI) (Noskova, Pavlova, & Iakovleva, 2015;Pattnayak & Pattnaik, 2016;Shaltout & Salamah, 2013), and intelligent e-Learning systems (Bucos, Dragulescu, & Veltan, 2010).…”

Section: Technologymentioning

confidence: 99%

“…Since Web 3.0 involves dealing with an abundant volume of datasets, big data management is crucial (Hussain, 2012). Also big data techniques can be helpful to retrieve course material (Pattnayak & Pattnaik, 2016). Without a structure, the task of finding the relevant material becomes much more complex (Bucos et al, 2010).…”

Section: Contentmentioning

confidence: 99%

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Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

et al. 2017

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Aim/PurposeAs e-Learning 3.0 evolves from a theoretical construct into an actual solution for online learning, it becomes crucial to accompany this progress by scrutinising the elements that are at the origin of its success. Background This paper outlines a framework of e-Learning 3.0's critical success factors and its empirical validation. MethodologyThe framework is the result of an extensive literature review and its empirical substantiation derives from semi-structured interviews with e-Learning experts. ContributionThe viewpoints of the experts enable the confirmation and the refinement of the original framework and serve as a foundation for the prospective implementation of e-Learning 3.0. FindingsThe analysis of the interviews demonstrates that e-Learning 3.0 remains in its early stages with a reticent dissemination. Nonetheless, the interviewees invoked factors related to technology, content and stakeholders as being critical for the success of this new phase of e-Learning. Recommendations for PractitionersPractitioners can use the framework as a guide for promoting and implementing effective e-Learning 3.0 initiatives. Validation of an e-Learning 3.0 Critical Success Factors Framework 340 Recommendation for ResearchersAs a new phenomenon with uncharted potential, e-Learning 3.0 should be placed at the centre of educational research. Impact on Society The understanding of what drives the success of e-Learning 3.0 is fundamental for its implementation and for the progress of online education in this new stage of its evolution. Future ResearchFuture research ventures can include the design of quantitative and selfadministered data collection instruments that can provide further insight into the elements of the framework.

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Section: Personalisationmentioning

confidence: 86%

Section: Technologymentioning

confidence: 99%

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Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

et al. 2017

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“…Thus, teaching-learning models in the knowledge society evolve according to the technology used: from paper to networked electronic media, which offer multiple options that depend on the resources available in the institutions. A study analyzing the evolution of the Web is presented by Pattnayak and Pattnaik (2016). In this study they describe how Web 2.0 tools and technologies are used in e-learning systems, helping to create personal learning environments and allowing people to collaborate with each other by getting involved in content creation and new knowledge.…”

Section: Category 1 Challenges Of the Knowledge Society And Socioformentioning

confidence: 99%

Analysis of Factors Associated to the Enrollment and Demand of Computing-Related Careers

Mata-López

Tobón²

2018

Social Sciences

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Despite the great need for computer-related career professionals, some universities that offer specialties to develop professionals with knowledge to cover the mention need, present a decrease in enrollment, which can cause a wide variety of problems. That is why in this paper we set out to investigate what the main factors that directly or indirectly affect student enrollment in computer-related careers are, to establish a literature-based starting point, and to help select the best possible strategy to improve enrollment. To reach this goal, we did a documentary research, categorizing each one of the factors with its respective analysis. In the results, we explain several challenges that educators face, due to the evolution of society needs, two of them are: teaching-learning models and technology; besides, it became evident that the relevance of this academic programs remain available since there is a high demand for these professionals in Mexico, as well as in the world; finally, we showed some intrinsic and extrinsic motivational factors that have an essential relevance at the time that a student chooses the career to study. On the other hand, we reflected that the perception of everything that involves the study of a Computing-related career is a factor to be considered in the selection of an educational program of higher education. This study could be a reference for universities that are facing decreasing enrollment concerns. In conclusion, we analyzed and identified the main factors that have an impact on the demand for a career related to engineering, providing possible lines of action for increasing school enrollment.

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“…As applied to the problem on perfection of the education system, a number of foreign scientists (Pattnayak, Pattnaik, 2016) indicate specialised education systems (with the support of web-services) in interactions between knowledge and information, which give users a chance to create editable contents in the form of different results of search in the framework of considerable knowledge bases. In the foreign publication of Kornienko (2016), factors of transformation of organisation forms in the education and science sectors are analysed; peculiarities of the society, based on knowledge as a sphere of its services, were studied.…”

mentioning

confidence: 99%

Cognitive Grounds Of Strategies In Modern Educational Practices

Зуков¹,

Buyankina²,

Knyazev³

2018

The European Proceedings of Social and Behavioural Sciences

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Modern science exerts influence on all kinds of social practices, demanding complex ways of regulating knowledge and information from activity of scientists and specialists. In this connection, in the education sector, a new concept "education strategy" implies a general structure of actions and ideas in each particular case on the path to solution of the assigned task. Different aspects of this situation were combined into a complex of pressing problems of modern studies. One of such problems is a problem of cognitive grounds of strategies existence in educational practices. The objective of the research is to reveal correlation of knowledge and information as a factor, being a leading one in formation and evolution of educational practices. A methodological basis of the research is a concept of post-industrial society and its modern phase of development. Scientific knowledge as a main factor of production and consumption of information is identified. A concept that denote the inner organisation of educational practices, a target guideline in complex aggregates of theoretical and practical actions is an "educational strategy". The result of the conducted research is a conclusion that the concept "education strategy" is adequate to "knowledge society". In the framework of the innovative education strategy, knowledge has transformed into a main factor of production and application of information and provided the development of cognitive management. Appropriateness of usage the concept "education strategy" under condition of conducting scientific studies was substantiated, which determines the cognitive management existence. It represents a cognitive ground of social educational practices.

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Integration of Web Services with E-Learning for Knowledge Society

Cited by 29 publications

References 3 publications

Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

Analysis of Factors Associated to the Enrollment and Demand of Computing-Related Careers

Cognitive Grounds Of Strategies In Modern Educational Practices

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