The Next Generation of E-Learning

Abstract

In a short span of three years, the Nanyang Technological University (NTU) in Singapore witnessed significant growth in the adoption of e-learning. With the use of professors-friendly e-learning applications, NTU has been able to achieve critical mass buy-in by the academic staff when the e-learning take-up rate achieved 85% of the existing NTU course curriculum. As NTU moves on to celebrate the third year of elearning, measures were taken with the careful design considerations that aimed to "humanize" e-learning, i.e. make e-learning interactive and engaging with active collaborations and student learning involvement. This includes the proliferation in the use of the video talking head format synchronized with the lecture presentation, live audio-video delivery, text chat and document annotations of a lecture presentation and delivery. This paper reviews the processes NTU adopted in adding the human touch to traditional elearning projects and serves as a good case study for other institutions with a similar aim to achieve interactive and engaged on-line learning.

Educación digital en el proceso de enseñanza aprendizaje en docentes de la provincia de Huamalíes, región Huánuco 2023

“…Diseñar e-cursos supone todo un reto. Lee et al (2004) sostienen que el contenido digital esté centrado en el alumno, humanizando el aprendizaje online potenciando la interacción a través de variedad de medios y recursos, aprendizaje participativo y comunitario. Estos comprenden criterios tales como el acceso al contenido del curso, la experiencia positiva del alumno, la participación activa y la colaboración con los compañeros, la ética laboral, el diseño y la relevancia del curso, la diversidad de contenido y actividades, y la adaptación a las diferentes necesidades de los estudiantes.…”

The Use and Development of Podcasting as a Technological Tool in Secondary Education in Greece: A Case Study

“…It is also suggested that podcasts contribute to vocabulary acquisition, development of grammar and improvement of pronunciation (Chakowa, 2018;Rezapour, Gorjian, & Pazhakh, 2012;Ng'ambi, 2008). What makes employing podcasts in language learning particularly important is the extension of the teaching day, the engagement of students to the content of the course and, consequently, the transformation of the traditional class (Lee, Tan & Goh, 2004). In the case of podcasts developed by teachers, the teacher's human voice significantly affects the way the students' process information, in contrast to digital voice (Rosell-Aguilar, 2017).…”

The Perceived Motivational Impact of Voice-over-PowerPoint™ on Part-time Adult Learners in a Distance Learning Environment

“…2010), as well as academic success. Technology allows the 'humanising' of instructional materials (Lee, Tan & Goh 2004) and the opportunity to bridge the transactional distance through the creation of a transactional (virtual) presence (Beldarrain 2006). Transactional distance has been described as the cognitive and physiological space between the educator and the learner where possible misunderstandings between educator inputs and the learners' comprehension may occur (Moore 1993).…”

“…Firstly, the power of the human voice and tone in communication is leveraged and personalises the subject matter more than written words alone. Lee et al (2004) refers to this as humanising the instructional material with the objective of engaging students in active learning. Secondly, the learners are able to exercise greater control over their learning through being provided the option to read a textbook, listen to a podcast, or both.…”

“…Visser 1998;Song & Keller 2001). Prior research has also established that the use of educational technology personalises learning by giving a voice or putting a face to the learning experience through the creation of a transactional (virtual) presence, and thereby decreasing transactional distance (Lee, Tan & Goh 2004;Van Oordt & Mulder 2016).…”