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E-learning ‘recognises Indigenous values’
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guide the student through packaging and presenting material gathered in their own environment about their own environment for assessment and qualification
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“Traditionally, Indigenous learners would have to start with a written text not in their first language. But now with e-learning, they can actually start with something that looks more relevant. Their own world and their own lives become the centre of learning where they can represent all the things they already know about, so it becomes a way of sharing who they are."
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Journal of Learning Design
The Journal of Learning Design
is a new educational journal which moves beyond a focus on technological applications in educational settings, to encourage more critical analysis of approaches to the design of learning environments and the extent to which they result in enhanced learning outcomes for learners. Traditional, didactic, delivery-focussed models of teaching in higher education still prevail, whether in the lecture theatre or in the online environment.
Comparing Students' Opinion between Web Based Learning and Face to Face Learning Processes
Although web based learning has many advantages,
traditional learning environments are still preferred by some students.
Especially, if the students come from the traditional learning
environment, they resist on to study in the same way. We also met
the similar reactions from the students who had been given a
computer course in a web based learning environment. In order to
compare students' opinion, qualitative data were collected from web
based learners who followed computer education courses in three
different learning environments at Ankara University with a matched
group of traditional learners in two different period of learning times.
As qualitative data the following questions were asked: (1) Do you
like the period of learning time and learning method of this course?
(2) Do you prefer another course in a same way? (3) Dou you have
any contribution from this course? The responds are discussed and
compared with each groups.
Introduction of Open-Source e-Learning Environment and Resources: A Novel Approach for Secondary Schools in Tanzania
The concept of e-Learning is now emerging in Sub
Saharan African countries like Tanzania. Due to economic
constraints and other social and cultural factors faced by these
countries, the use of Information and Communication Technology
(ICT) is increasing at a very low pace. The digital divide threat has
propelled the Government of Tanzania to put in place the national
ICT Policy in 2003 which defines the direction of all ICT activities
nationally. Among the main focused areas is the use of ICT in
education, since for the development of any country, there is a need
of creating knowledge based society. This paper discusses the
initiatives made so far to introduce the use of ICT tools to some
secondary schools using open source software in e-content
development to facilitate a self-learning environment
Knowledge Mining in Web-based Learning Environments
The state of the art in instructional design for
computer-assisted learning has been strongly influenced by advances
in information technology, Internet and Web-based systems. The
emphasis of educational systems has shifted from training to
learning. The course delivered has also been changed from large
inflexible content to sequential small chunks of learning objects. The
concepts of learning objects together with the advanced technologies
of Web and communications support the reusability, interoperability,
and accessibility design criteria currently exploited by most learning
systems. These concepts enable just-in-time learning. We propose to
extend theses design criteria further to include the learnability
concept that will help adapting content to the needs of learners. The
learnability concept offers a better personalization leading to the
creation and delivery of course content more appropriate to
performance and interest of each learner. In this paper we present a
new framework of learning environments containing knowledge
discovery as a tool to automatically learn patterns of learning
behavior from learners' profiles and history.
The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes
Current research has explored the impact of
instructional immediacy, defined as those behaviors that help build
close relationships or feelings of closeness, both on cognition and
motivation in the traditional classroom and online classroom;
however, online courses continue to suffer from higher dropout rates.
Based on Albert Bandura's Social Cognitive Theory, four primary
relationships or interactions in an online course will be explored in
light of how they can provide immediacy thereby reducing student
attrition and improving cognitive learning. The four relationships are
teacher-student, student-student, and student-content, and student-
computer. Results of a study conducted with inservice teachers
completing a 14-week online professional development technology
course will be examined to demonstrate immediacy strategies that
improve cognitive learning and reduce student attrition. Results of
the study reveal that students can be motivated through various
interactions and instructional immediacy behaviors which lead to
higher completion rates, improved self-efficacy, and cognitive
learning.
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