New media‐supported learning today and tomorrow: recommendations for the next generation of education and training concepts supported by new learning media

Abstract

PurposeThe purpose of this paper is to describe the results of a research study on eLearning across Europe. The aims are to identify the main focus of eLearning projects supported by the European Leonardo da Vinci programme and to give recommendations for the future.Design/methodology/approachThe objectives were achieved in two different steps: First, the projects were categorized by the researchers according to an agreed set of criteria. This in turn led through the so‐called funnel methodology to a representative selection of eLearning projects which were evaluated more deeply by means of expert interviews.FindingsThe study showed that technical matters and narrowly‐defined subject areas still receive the most emphasis by eLearning developers. What is needed, however, is a stronger focus on the learners and their needs. The need for innovation in eLearning is not in the area of technological innovation, rather pedagogical innovation and increased value, for the learners need to play a more important role in eLearning projects.Research limitations/implicationsThis thematic monitoring should be seen as only a first step and needs to be continued to help steer the development of eLearning projects financed by the European Commission.Practical implicationsThe main focus of the outcomes is the necessity of the enforcement of learner‐oriented approaches instead of technology‐driven approaches in order to create added value for the eLearners.Originality/valueThis project was the first overall European monitoring in the field of eLearning, analysing the actual changes in thinking on eLearning and defining clear recommendations for the future.

Management of Educational Needs of Employees in the Electronics Industry Using English e-Learning Website Programs

“…Learners have control over the content, learning sequence, pace of learning, time, and media, enabling them to tailor their experience to meet personal learning objectives. E-learning provides a challenging learning environment and individual support to motivate learners and stimulate their curiosity [8].…”

“…E-learning provides a challenging learning environment and individual support to motivate learners and stimulate their curiosity [8].…”

Developing a new framework for evaluating e-learning systems: integrating BSC and FAHP

“…This omission, if not resolved, may ultimately lead to putting away e-learning from the educational world. One of the most crucial prerequisites for successful implementation of e-learning is the need for careful consideration of the underlying pedagogy or how learning takes place online (Govindasamy, 2002;Welle-Strand and Thune, 2003;Littig, 2006). Rubens et al (2005) recognize several pedagogical principles to be considered in e-learning development such as designing for flexibility and modularity, facilitating knowledge building, progressive inquiry, tutoring in progressive inquiry, providing tools for structuring and coordinating activity, designing tools for process analysis and providing support for community building (Rubens et al, 2005).…”

“…Some of the adverse effects of not considering pedagogical principles are resistance by universities toward change, learners staying away from the e-learning courses, poor performance of trainees, poor quality of content and so on (Govindasamy, 2002). Littig (2006) states that e-learning vendors often ignore fundamental pedagogical issues such as:…”

“…Based on the above-mentioned pedagogical principles, e-learning must make learners curious, motivate learners and provide for challenging the learning environment (Littig, 2006). What this study seeks to achieve is creating an integrated balance among the interacting organizational, technological and pedagogical considerations.…”