{"title":"Integration of Best Practices and Requirements for Preliminary E-Learning Courses","authors":"Sophie Huck, Knut Linke","volume":111,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":966,"pagesEnd":974,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10004177","abstract":"<p>This study will examine how IT practitioners can be motivated for IT studies and which kind of support they need during their occupational studies. Within this research project, the challenge of supporting students being engaged in business for several years arose. Here, it is especially important to successfully guide them through their studies. The problem of this group is that they finished their school education years ago. In order to gather first experiences, preliminary e-learning courses were introduced and tested with a group of users studying General Management. They had to work with these courses and have been questioned later on about their approach to the different methods. Moreover, a second group of potential students was interviewed with the help of online questionnaires to give information about their expectations regarding extra occupational studies. We also want to present best practices and cases in e-education in the subarea of mathematics and distance learning. Within these cases and practices, we use state of the art systems and technologies in e-education to find a way to increase teaching quality and the success of students. Our research indicated that the first group of enrolled students appreciated the new preliminary e-learning courses. The second group of potential students was convinced of this way of learning as a significant component of extra occupational studies. It can be concluded that this part of the project clarified the acceptance of the e-learning strategy by both groups and led to satisfactory results with the enrolled students.<\/p>\r\n","references":"[1]\tCharles R. Graham: Blended Learning Systems: Definition, Current Trends, and future directions, In: Bonk, C. J. & Graham, C. R. Eds: Handbook of blended learning: Global Perspectives, local design, San Francisco, Pfeiffer, 2004. \r\n[2]\tD. Randy Garrison, Heather Kanuka: Blended Learning: Uncovering its transformative potential in higher education, In: Internet and Higher Education 7, 2004, pp. 95-105.\r\n[3]\tR. T. Osguthorpe, C. R. Graham: Blended learning systems: Definitions and direction, In: Quarterly Review of Distance Education, Vol. 4, No. 3, 2003, pp. 227-234.\r\n[4]\tKimberly C. Harper, Juanchin Chen, David C. Yen: Distance learning, virtual classrooms, and teaching pedagogy in the Internet environment, In: Technology in Society 26, 2004, pp. 585-598.\r\n[5]\tMaureen J. Lage, Glenn J. Platt, Michael Treglia: Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment, In: Journal of Economic Education, Vol. 31, No. 1, 2000, pp. 30-43.\r\n[6]\tGerald C. Gannod, Janet E. Burge, Michael T. Helmick: Using the Inverted Classroom to Teach Software Engineering, In: ICSE, 2008, Leipzig. \r\n[7]\tPhu Vu, Peter J. Fadde: When to Talk, When to Chat: Student Interactions in Live Virtual Classrooms, In: Journal of Interactive Online Learning, Vol. 12, No. 2, Summer 2013. \r\n[8]\tFlorence Martin, Michele A. Parker: Use of Synchronous Virtual Classrooms: Why, Who, and How?, In: Merlot Journal of Online Learning and Teaching, Vol. 10, No. 2, June 2014. \r\n[9]\tJ\u00fcrgen Handke: The VLC Video Strategy, In: The Inverted Classroom model \u2013 the 2nd German ICM-Conference-Proceedings, Munich, Oldenbourg, 2013, pp. 59-75.\r\n[10]\tVolkmar Langer, Knut Linke, Florian Schimanke: Improvement of Self-directed Learning by Using the Inverted Classroom Model for a Basic Module in Business Computer Science, In: The Inverted Classroom Model \u2013 the 3rd German ICM-Conference-Proceedings, Munich, Oldenbourg, 2014, pp. 73-82.\r\n[11]\tJ\u00f6rn Loviscach: Videoerstellung f\u00fcr und Erfahrungen mit dem ICM, In: Das Inverted Classroom Model, Munich, Oldenbourg, 2012, pp.25-38.","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 111, 2016"}