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eLearning</title> <meta name="description" content="Search results for: eLearning"> <meta name="keywords" content="eLearning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="eLearning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 22</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: eLearning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> The Transformative Landscape of the University of the Western Cape’s Elearning Center: Institutionalizing ELearning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20Dankers">Paul Dankers</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliet%20Stoltenkamp"> Juliet Stoltenkamp</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolynne%20Kies"> Carolynne Kies</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In May 2005, the University of the Western Cape (UWC) established an eLearning Division (ED) that, over the past 18 years, accelerated into the institutionalization of an efficient eLearning Centre. The initial objective of the ED was to incessantly align itself with emerging technologies caused by digital transformation, which progressively impacted Higher Education Institutions (HEIs) globally. In this paper, we present how the UWC eLearning Division (ED) first evolved into the eLearning Development and Support Unit (EDUS), currently called the ‘Centre for Innovative Education and Communication Technologies (CIECT). CIECT was strategically separated from the Department of Information and Communication Services (ICS) in 2009 and repositioned as an independent structure at UWC. Using a comparative research method, we highlight the transformative eLearning landscape at UWC by doing a detailed account of the shift in practices. Our research method will determine the initial vision and outcomes of institutionalizing an eLearning division. The study aims to compare across space or time the eLearning division’s rate of growth. By comparing the progressive growth of the UWCs eLearning division over the years, we will be able to document the successes and achievements of the eLearning division precisely. This study’s outcomes will act as a reference for novel research subjects on formalising eLearning. More research that delves into the effectiveness of having an eLearning division at HEIs in support of students’ teaching and learning is needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=institutionalization" title=" institutionalization"> institutionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation" title=" transformation"> transformation</a> </p> <a href="https://publications.waset.org/abstracts/187549/the-transformative-landscape-of-the-university-of-the-western-capes-elearning-center-institutionalizing-elearning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187549.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Free to Select vTuber Avatar eLearning Video for University Ray Tracing Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rex%20Hsieh">Rex Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kosei%20Yamamura"> Kosei Yamamura</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoshi%20Cho"> Satoshi Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisashi%20Sato"> Hisashi Sato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project took place in the fall semester of 2019 from September 2019 to February 2020. It improves upon the design of a previous vTuber based eLearning video system by correcting criticisms from students and enhancing the positive aspects of the previous system. The transformed audio which has proven to be ineffective in previous experiments was not used in this experiment. The result is videos featuring 3 avatars covering different Ray Tracing subject matters being released weekly. Students are free to pick which videos they want to watch and can also re-watch any videos they want. The students' subjective impressions of each video is recorded and analysed to help further improve the system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vTuber" title=" vTuber"> vTuber</a>, <a href="https://publications.waset.org/abstracts/search?q=eLearning" title=" eLearning"> eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20Tracing" title=" Ray Tracing"> Ray Tracing</a>, <a href="https://publications.waset.org/abstracts/search?q=Avatar" title=" Avatar"> Avatar</a> </p> <a href="https://publications.waset.org/abstracts/118303/free-to-select-vtuber-avatar-elearning-video-for-university-ray-tracing-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118303.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Simulation Model for Evaluating the Impact of Adaptive E-Learning in the Agricultural Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Nabakooza">Maria Nabakooza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Efficient agricultural production is very significant in attaining food sufficiency and security in the world. Many methods are employed by the farmers while attending to their gardens, from manual to mechanized, with Farmers range from subsistence to commercial depending on the motive. This creates a lacuna in the modes of operation in this field as different farmers will take different approaches. This has led to many e-Learning courses being introduced to address this gap. Many e-learning systems use advanced network technologies like Web services, grid computing to promote learning at any time and any place. Many of the existing systems have not inculcated the applicability of the modules in them, the tools to be used and further access whether they are the right tools for the right job. A thorough investigation into the applicability of adaptive eLearning in the agricultural sector has not been taken into account; enabling the assumption that eLearning is the right tool for boosting productivity in this sector. This study comes in to provide an insight and thorough analysis as to whether adaptive eLearning is the right tool for boosting agricultural productivity. The Simulation will adopt a system dynamics modeling approach as a way of examining causality and effect relationship. This study will provide teachers with an insight into which tools they should adopt in designing, and provide students the opportunities to achieve an orderly learning experience through adaptive navigating e-learning services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agriculture" title="agriculture">agriculture</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive" title=" adaptive"> adaptive</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/63388/simulation-model-for-evaluating-the-impact-of-adaptive-e-learning-in-the-agricultural-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63388.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> The Use of Social Networking Sites in eLearning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clifford%20De%20Raffaele">Clifford De Raffaele</a>, <a href="https://publications.waset.org/abstracts/search?q=Luana%20Bugeja"> Luana Bugeja</a>, <a href="https://publications.waset.org/abstracts/search?q=Serengul%20Smith"> Serengul Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The adaptation of social networking sites within higher education has garnered significant interest in the recent years with numerous researches considering it as a possible shift from the traditional classroom based learning paradigm. Notwithstanding this increase in research and conducted studies however, the adaption of SNS based modules have failed to proliferate within Universities. This paper, commences its contribution by analyzing the various models and theories proposed in literature and amalgamates together various effective aspects for the inclusion of social technology within e-Learning. A three phased framework is further proposed which details the necessary considerations for the successful adaptation of SNS in enhancing the students learning experience. This proposal outlines the theoretical foundations which will be analyzed in practical implementation across international university campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20sites" title=" social network sites"> social network sites</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a> </p> <a href="https://publications.waset.org/abstracts/26573/the-use-of-social-networking-sites-in-elearning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> A Machine Learning Approach for Performance Prediction Based on User Behavioral Factors in E-Learning Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naduni%20Ranasinghe">Naduni Ranasinghe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning environments are getting more popular than any other due to the impact of COVID19. Even though e-learning is one of the best solutions for the teaching-learning process in the academic process, it’s not without major challenges. Nowadays, machine learning approaches are utilized in the analysis of how behavioral factors lead to better adoption and how they related to better performance of the students in eLearning environments. During the pandemic, we realized the academic process in the eLearning approach had a major issue, especially for the performance of the students. Therefore, an approach that investigates student behaviors in eLearning environments using a data-intensive machine learning approach is appreciated. A hybrid approach was used to understand how each previously told variables are related to the other. A more quantitative approach was used referred to literature to understand the weights of each factor for adoption and in terms of performance. The data set was collected from previously done research to help the training and testing process in ML. Special attention was made to incorporating different dimensionality of the data to understand the dependency levels of each. Five independent variables out of twelve variables were chosen based on their impact on the dependent variable, and by considering the descriptive statistics, out of three models developed (Random Forest classifier, SVM, and Decision tree classifier), random forest Classifier (Accuracy – 0.8542) gave the highest value for accuracy. Overall, this work met its goals of improving student performance by identifying students who are at-risk and dropout, emphasizing the necessity of using both static and dynamic data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance%20prediction" title="academic performance prediction">academic performance prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=e%20learning" title=" e learning"> e learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title=" learning analytics"> learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20model" title=" predictive model"> predictive model</a> </p> <a href="https://publications.waset.org/abstracts/146791/a-machine-learning-approach-for-performance-prediction-based-on-user-behavioral-factors-in-e-learning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146791.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Incorporating Morality Standards in eLearning Process at INU</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khader%20Musbah%20Titi">Khader Musbah Titi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this era, traditional education systems do not meet the new challenges created by emerging technologies. On the other hand, eLearning offers all the necessary tools to meet these challenges. Using the Internet has brought numerous benefits to most educational institutions; it has also stretched traditional problems of plagiarism, cheating, stealing, vandalism, and spying into the cyberspace. This research discusses these issues in an eLearning environment. It attempts to provide suggestions and possible solutions to some of these issues. The main aim of this research is to conduct a survey at Irbid National University (INU), one of the oldest and biggest universities in Jordan, to study information related to moral and ethical issues in e-learning environment that affect the construction of the students’ characters in the future. The study will focus on student’s behavior and actions through the Internet using Learning Management System (LMS). Another aim of this research is to analyze the opinions of the instructors and last year students at INU about ethical behavior and interaction through LMS. The results show that educational institutes that use LMS should focus on student character development along with field knowledge. According to disadvantages, the results of the study showed that most of students behave unethically in their online activities (cheating, plagiarism, copy/paste etc.) while studying online courses through LMS. The result showed that instructors play a major role in the character development of students. The result also showed that academic institute must have variant mechanisms and strict policy in LMS to control unethical actions of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMS" title="LMS">LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20ethics" title=" cyber ethics"> cyber ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20ethics" title=" IT ethics"> IT ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20behaviors" title=" students’ behaviors"> students’ behaviors</a> </p> <a href="https://publications.waset.org/abstracts/44394/incorporating-morality-standards-in-elearning-process-at-inu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> The Impact of Artificial Intelligence on E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameil%20Hanna%20Samweil%20Botros">Sameil Hanna Samweil Botros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The variation of social networking websites inside higher training has garnered enormous hobby in recent years, with numerous researchers thinking about it as a possible shift from the conventional lecture room-based learning paradigm. However, this boom in research and carried out research, but the adaption of SNS-based modules has not proliferated inside universities. This paper commences its contribution with the aid of studying the numerous fashions and theories proposed in the literature and amalgamates together various effective aspects for the inclusion of social technology within e-gaining knowledge. A three-phased framework is similarly proposed, which informs the important concerns for the hit edition of SNS in improving the student's mastering experience. This suggestion outlines the theoretical foundations as a way to be analyzed in sensible implementation across worldwide university campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=institutionalization" title=" institutionalization"> institutionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation%20vtuber" title=" transformation vtuber"> transformation vtuber</a>, <a href="https://publications.waset.org/abstracts/search?q=ray%20tracing" title=" ray tracing"> ray tracing</a>, <a href="https://publications.waset.org/abstracts/search?q=avatar%20agriculture" title=" avatar agriculture"> avatar agriculture</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive" title=" adaptive"> adaptive</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20eLearning" title=" technology eLearning"> technology eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20sites" title=" social network sites"> social network sites</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a> </p> <a href="https://publications.waset.org/abstracts/189161/the-impact-of-artificial-intelligence-on-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">25</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Perception Towards Using E-learning with Stem Students Whose Programs Require Them to Attend Practical Sections in Laboratories during Covid-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Youssef%20A.%20Yakoub">Youssef A. Yakoub</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramy%20M.%20Shaaban"> Ramy M. Shaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Covid-19 has changed and affected the whole world dramatically in a new way that the entire world, even scientists, have not imagined before. The educational institutions around the world have been fighting since Covid-19 hit the world last December to keep the educational process unchanged for all students. E-learning was a must for almost all US universities during the pandemic. It was specifically more challenging to use eLearning instead of regular classes among students who take practical education. The aim of this study is to examine the perception of STEM students towards using eLearning instead of traditional methods during their practical study. Focus groups of STEM students studying at a western Pennsylavian, mid-size university were interviewed. Semi-structured interviews were designed to get an insight on students’ perception towards the alternative educational methods they used in the past seven months. Using convenient sampling, four students were chosen from different STEM fields: science of physics, technology, electrical engineering, and mathematics. The interview was primarily about the extent to which these students were satisfied, and their educational needs were met through distance education during the pandemic. The interviewed students were generally able to do a satisfactory performance during their virtual classes, but they were not satisfied enough with the learning methods. The main challenges they faced included the inability to have real practical experience, insufficient materials posted by the faculty, and some technical problems associated with their study. However, they reported they were satisfied with the simulation programs they had. They reported these simulations provided them with a good alternative to their traditional practical education. In conclusion, this study highlighted the challenges students face during the pandemic. It also highlighted the various learning tools students see as good alternatives to their traditional education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20crisis" title=" COVID-19 crisis"> COVID-19 crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20practical%20training" title=" online practical training"> online practical training</a> </p> <a href="https://publications.waset.org/abstracts/131033/perception-towards-using-e-learning-with-stem-students-whose-programs-require-them-to-attend-practical-sections-in-laboratories-during-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131033.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Enhancing Inservice Education Training Effectiveness Using a Mobile Based E-Learning Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20Patrick%20Kabuye">Richard Patrick Kabuye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the addressing the enhancement of in-service training programs as a tool of transforming the existing traditional approaches of formal lectures/contact hours. This will be supported with a more versatile, robust, and remotely accessible means of mobile based e-learning, as a support tool for the traditional means. A combination of various factors in education and incorporation of the eLearning strategy proves to be a key factor in effective in-service education. Key factor needs to be factored in so as to maintain a credible co-existence of the programs, with the prevailing social, economic and political environments. Effective in-service education focuses on having immediate transformation of knowledge into practice for a good time period, active participation of attendees, enable before training planning, in training assessment and post training feedback training analysis which will yield knowledge to the trainers of the applicability of knowledge given out. All the above require a more robust approach to attain success in implementation. Incorporating mobile technology in eLearning will enable the above to be factored together in a more coherent manner, as it is evident that participants have to take time off their duties and attend to these training programs. Making it mobile, will save a lot of time since participants would be in position to follow certain modules while away from lecture rooms, get continuous program updates after completing the program, send feedback to instructors on knowledge gaps, and a wholly conclusive evaluation of the entire program on a learn as you work platform. This study will follow both qualitative and quantitative approaches in data collection, and this will be compounded incorporating a mobile eLearning application using Android. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=in%20service" title="in service">in service</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile" title=" mobile"> mobile</a>, <a href="https://publications.waset.org/abstracts/search?q=e-%20learning" title=" e- learning"> e- learning</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a> </p> <a href="https://publications.waset.org/abstracts/62510/enhancing-inservice-education-training-effectiveness-using-a-mobile-based-e-learning-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62510.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> An Assessment of Digital Platforms, Student Online Learning, Teaching Pedagogies, Research and Training at Kenya College of Accounting University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jasmine%20Renner">Jasmine Renner</a>, <a href="https://publications.waset.org/abstracts/search?q=Alice%20Njuguna"> Alice Njuguna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The booming technological revolution is driving a change in the mode of delivery systems especially for e-learning and distance learning in higher education. The report and findings of the study; an assessment of digital platforms, student online learning, teaching pedagogies, research and training at Kenya College of Accounting University (hereinafter 'KCA') was undertaken as a joint collaboration project between the Carnegie African Diaspora Fellowship and input from the staff, students and faculty at KCA University. The participants in this assessment/research met for selected days during a six-week period during which, one-one consultations, surveys, questionnaires, foci groups, training, and seminars were conducted to ascertain 'online learning and teaching, curriculum development, research and training at KCA.' The project was organized into an eight-week project workflow with each week culminating in project activities designed to assess digital online teaching and learning at KCA. The project also included the training of distance learning instructors at KCA and the evaluation of KCA’s distance platforms and programs. Additionally, through a curriculum audit and redesign, the project sought to enhance the curriculum development activities related to of distance learning at KCA. The findings of this assessment/research represent the systematic deliberate process of gathering, analyzing and using data collected from DL students, DL staff and lecturers and a librarian personnel in charge of online learning resources and access at KCA. We engaged in one-on-one interviews and discussions with staff, students, and faculty and collated the findings to inform practices that are effective in the ongoing design and development of eLearning earning at KCA University. Overall findings of the project led to the following recommendations. First, there is a need to address infrastructural challenges that led to poor internet connectivity for online learning, training needs and content development for faculty and staff. Second, there is a need to manage cultural impediments within KCA; for example fears of vital change from one platform to another for effectiveness and Institutional goodwill as a vital promise of effective online learning. Third, at a practical and short-term level, the following recommendations based on systematic findings of the research conducted were as follows: there is a need for the following to be adopted at KCA University to promote the effective adoption of online learning: a) an eLearning compatible faculty lab, b) revision of policy to include an eLearn strategy or strategic management, c) faculty and staff recognitions engaged in the process of training for the adoption and implementation of eLearning and d) adequate website resources on eLearning. The report and findings represent a comprehensive approach to a systematic assessment of online teaching and learning, research and training at KCA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20platforms" title=" digital platforms"> digital platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20online%20learning" title=" student online learning"> student online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching%20pedagogies" title=" online teaching pedagogies"> online teaching pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/85634/an-assessment-of-digital-platforms-student-online-learning-teaching-pedagogies-research-and-training-at-kenya-college-of-accounting-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85634.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Outsourcing the Front End of Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Likar">B. Likar</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20%C5%A0irok"> K. Širok </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents a new method for efficient innovation process management. Even though the innovation management methods, tools and knowledge are well established and documented in literature, most of the companies still do not manage it efficiently. Especially in SMEs the front end of innovation - problem identification, idea creation and selection - is often not optimally performed. Our eMIPS methodology represents a sort of "umbrella methodology"- a well-defined set of procedures, which can be dynamically adapted to the concrete case in a company. In daily practice, various methods (e.g. for problem identification and idea creation) can be applied, depending on the company's needs. It is based on the proactive involvement of the company's employees supported by the appropriate methodology and external experts. The presented phases are performed via a mixture of face-to-face activities (workshops) and online (eLearning) activities taking place in eLearning Moodle environment and using other e-communication channels. One part of the outcomes is an identified set of opportunities and concrete solutions ready for implementation. The other also very important result is connected to innovation competences for the participating employees related with concrete tools and methods for idea management. In addition, the employees get a strong experience for dynamic, efficient and solution oriented managing of the invention process. The eMIPS also represents a way of establishing or improving the innovation culture in the organization. The first results in a pilot company showed excellent results regarding the motivation of participants and also as to the results achieved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=front%20end" title=" front end"> front end</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=problem" title=" problem"> problem</a> </p> <a href="https://publications.waset.org/abstracts/25616/outsourcing-the-front-end-of-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> E-learning: An Effective Approach for Enhancing Social and Behavior Change Communication Capacity in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20K.%20Abedin">Mohammad K. Abedin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Shahjahan"> Mohammad Shahjahan</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeenat%20Sultana"> Zeenat Sultana</a>, <a href="https://publications.waset.org/abstracts/search?q=Tawfique%20Jahan"> Tawfique Jahan</a>, <a href="https://publications.waset.org/abstracts/search?q=Jesmin%20Akter"> Jesmin Akter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To strengthen social and behavior change communication (SBCC) capacity of Ministry of Health and Family Welfare (MoHFW) of the Government of Bangladesh, BCCP/BKMI developed two eLearning courses providing opportunities for professional development of SBCC Program Managers who have no access to training or refreshers training. The two eLearning courses – Message and Material Development (MMD) and Monitoring and Evaluation (MandE) of SBCC programs – went online in September 2015, where all users could register their participation so results could be monitored. Methodology: To assess the uses of these courses a randomly selected sample was collected to run a pre and post-test analyses and a phone survey were conducted. Systematic random sampling was used to select a sample of 75 MandE and 25 MMD course participants from a sampling frame of 179 and 51 respectively. Results: As of September 2016, more than 179 learners have completed the MandE course, and 49 learners have completed the MMD course. The users of these courses are program managers, university faculty members, and students. Encouraging results were revealed from the analysis of pre and post-test scores and a phone survey three months after course completion. Test scores suggested a substantial increase in knowledge. The pre-test scores findings suggested that about 19% learners scored high on the MandE. The post-test scores finding indicated a high score (92%) of the sample across 4 modules of MandE. For MMD course in pre-test scoring, 30% of the learners scored high, and 100% scored high at the post-test. It was found that all the learners in the phone survey have discussed the courses. Most of the sharing occurred with colleagues and friends, usually through face to face (70%) interaction. The learners reported that they did recommend the two courses to concerned people. About 67% MandE and 76% MMD learners stated that the concepts that they had to learn during the course were put into practice in their work settings. The respondents for both MandE and MMD courses have provided a valuable set of suggestions that would further strengthen the courses. Conclusions: The study showed that the initiative offered ample opportunities to build capacity in various ways in which the eLearning courses were used. It also highlighted the importance of scaling up these efforts to further strengthen the outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning%20course" title="e-learning course">e-learning course</a>, <a href="https://publications.waset.org/abstracts/search?q=message%20%26%20material%20development" title=" message & material development"> message & material development</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring%20%26%20evaluation" title=" monitoring & evaluation"> monitoring & evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20behavior%20change%20communication" title=" social and behavior change communication"> social and behavior change communication</a> </p> <a href="https://publications.waset.org/abstracts/61951/e-learning-an-effective-approach-for-enhancing-social-and-behavior-change-communication-capacity-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61951.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">296</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> A Self-Study of the Facilitation of Science Teachers’ Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20A.%20Alsultan">Jawaher A. Alsultan</a>, <a href="https://publications.waset.org/abstracts/search?q=Allen%20Feldman"> Allen Feldman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid switch to remote learning due to the COVID-19 pandemic, science teachers were suddenly required to teach their classes online. This breakneck shift to eLearning raised the question of how teacher educators could support science teachers who wanted to use reform-based methods of instruction while using virtual technologies. In this retrospective self-study, we, two science teacher educators, examined our practice as we worked with science teachers to implement inquiry, discussion, and argumentation [IDA] through eLearning. Ten high school science teachers from a large school district in the southeastern US participated virtually in the COVID-19 Community of Practice [COVID-19 CoP]. The CoP met six times from the end of April through May 2020 via Zoom. Its structure was based on a model of action research called enhanced normal practice [ENP], which includes exchanging stories, trying out ideas, and systematic inquiry. Data sources included teacher educators' meeting notes and reflective conversations, audio recordings of the CoP meetings, teachers' products, and post-interviews of the teachers. Findings included a new understanding of the role of existing relationships, shared goals, and similarities in the participants' situations, which helped build trust in the CoP, and the effects of our paying attention to the science teachers’ needs led to a well-functioning CoP. In addition, we became aware of the gaps in our knowledge of how the teachers already used apps in their practice, which they then shared with all of us about how they could be used for online teaching using IDA. We also identified the need to pay attention to feelings about tensions between the teachers and us around the expectations for final products and the project's primary goals. We found that if we are to establish relationships between us as facilitators and teachers that are honest, fair, and kind, we must express those feelings within the collective, dialogical processes that can lead to learning by all members of the CoP, whether virtual or face-to-face. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitators" title=" facilitators"> facilitators</a>, <a href="https://publications.waset.org/abstracts/search?q=self-study" title=" self-study"> self-study</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/164997/a-self-study-of-the-facilitation-of-science-teachers-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> A Report on the Elearning Programme of the Irish College of General Practitioners Which Can Address Continuing Education Needs of Primary Care Physicians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicholas%20P.%20Fenlon">Nicholas P. Fenlon</a>, <a href="https://publications.waset.org/abstracts/search?q=Aisling%20Lavelle"> Aisling Lavelle</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Mclean"> David Mclean</a>, <a href="https://publications.waset.org/abstracts/search?q=Margaret%20O%27riordan"> Margaret O'riordan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The case for continuing professional development has been well made, and was formalized in Ireland in recent years through the enactment of the Medical Practitioner’s Act, which requires registered medical practitioners to complete a minimum of 50 hours CPD each year. The ICGP, who have been providing CPD opportunities to its members for many years, have responded to this need by developing a series of evidence-based, high-quality, multimedia modules across a range of clinical and non-clinical areas. (More traditional education opportunities are still being provided by the college also). Overview of Programme: The first module was released in September 2011, since when the eLearning program has grown steadily, and there are currently almost 20 modules available, with a further 5 in production. Each module contains three to six 10-minute video lessons, which use a combination of graphics, images, text, voice-over and clinical clips. These are supported by supplementary videos of expert pieces-to-camera, Q&As with content experts, clinical scenarios, external links and relevant documentation and other resources. Successful completion of MCQs will result in a Certificate of Completion, which can be printed or stored in Professional Competence portfolio. The Medical Practitioner’s Act requires doctors to gather CPD credits across 8 domains of practice, and various eLearning modules have been developed to address each. For instance, modules with a strong clinical content would include Management of Hypertension, Management of COPD, and Management of Asthma. Other modules focus on health promotion such as Promoting Smoking Cessation, Promoting Physical Activity, and Addressing Childhood Obesity. Modules where communication skills are keys include modules on Suicide Prevention and Management of Depression. Other modules, currently in development include non-clinical topics around risk management, including Confidentiality, Consent etc. Each module is developed by a core group, which includes where possible, a GP with a special interest in the area, and a content expert(s). The college works closely with a medical education consultant and a production company in developing and producing the modules. Modules can be accessed (with password) through the ICGP website and are available free to all ICGP members. Summary of Evaluation: There are over 1700 registered users to date (over 55% of College membership). The program was evaluated using an online survey in 2013 (N = 144/950 – 12%) and results were very positive overall but provided material for the further improvement of the program also. Future Plans: While knowledge can be imparted well through eLearning, skills and attitudes are more difficult to influence through an online environment. The college is now developing a series of linked workshops, which will lead to ICGP Professional Competence Awards. The first pilot workshop is scheduled for February 2015 and is Cardiology-themed. Participants will be required to complete the following 4 modules in advance of attending – Management of Hypertension, Management of Heart Failure, Promoting Smoking Cessation, and Promoting Physical Activity. The workshop will be case-based and interactive, addressing ECG Interpretation in General Practice. Conclusions: The ICGP have responded to members needs for high-quality evidence-based education delivered in a way that suits GPs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CPD%20opportunities" title="CPD opportunities">CPD opportunities</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based" title=" evidence-based"> evidence-based</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20quality" title=" high quality"> high quality</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20modules%20across%20a%20range%20of%20clinical%20and%20non-clinical%20areas" title=" multimedia modules across a range of clinical and non-clinical areas"> multimedia modules across a range of clinical and non-clinical areas</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20practitioner%E2%80%99s%20act" title=" medical practitioner’s act"> medical practitioner’s act</a> </p> <a href="https://publications.waset.org/abstracts/26517/a-report-on-the-elearning-programme-of-the-irish-college-of-general-practitioners-which-can-address-continuing-education-needs-of-primary-care-physicians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">599</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> The Importance of Student Feedback in Development of Virtual Engineering Laboratories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Altalbe">A. A. Altalbe</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20W%20Bergmann"> N. W Bergmann</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been significant recent interest in on-line learning, as well as considerable work on developing technologies for virtual laboratories for engineering students. After reviewing the state-of-the-art of virtual laboratories, this paper steps back from the technology issues to look in more detail at the pedagogical issues surrounding virtual laboratories, and examines the role of gathering student feedback in the development of such laboratories. The main contribution of the paper is a set of student surveys before and after a prototype deployment of a simulation laboratory tool, and the resulting analysis which leads to some tentative guidelines for the design of virtual engineering laboratories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=elearning" title=" elearning"> elearning</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20engineering" title=" electrical engineering"> electrical engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20laboratories" title=" virtual laboratories"> virtual laboratories</a> </p> <a href="https://publications.waset.org/abstracts/62804/the-importance-of-student-feedback-in-development-of-virtual-engineering-laboratories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62804.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Different Roles for Mentors and Mentees in an e-Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nidhi%20Gadura">Nidhi Gadura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the increase in the number of students and administrators asking for online courses the author developed two partially online courses. One was a biology majors at genetics course while the other was a non-majors at biology course. The student body at Queensborough Community College is generally underprepared and has work and family obligations. As an educator, one has to be mindful about changing the pedagogical approach, therefore, special care was taken when designing the course material. Despite the initial concerns, both of these partially online courses were received really well by students. Lessons learnt were that student engagement is the key to success in an online course. Good practices to run a successful online course for underprepared students are discussed in this paper. Also discussed are the lessons learnt for making the eLearning environment better for all the students in the class, overachievers and underachievers alike. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=partially%20online%20course" title="partially online course">partially online course</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20college" title=" community college"> community college</a> </p> <a href="https://publications.waset.org/abstracts/48193/different-roles-for-mentors-and-mentees-in-an-e-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48193.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> iSEA: A Mobile Based Learning Application for History and Culture Knowledge Enhancement for the ASEAN Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Visitacion%20N.%20Gumabay">Maria Visitacion N. Gumabay</a>, <a href="https://publications.waset.org/abstracts/search?q=Byron%20Joseph%20A.%20Hallar"> Byron Joseph A. Hallar</a>, <a href="https://publications.waset.org/abstracts/search?q=Annjeannette%20Alain%20D.%20Galang"> Annjeannette Alain D. Galang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was intended to provide a more efficient and convenient way for mobile users to enhance their knowledge about ASEAN countries. The researchers evaluated the utility of the developed crossword puzzle application and assessed the general usability of its user interface for its intended purpose and audience of users. The descriptive qualitative research method for the research design and the Mobile-D methodology was employed for the development of the software application output. With a generally favorable reception from its users, the researchers concluded that the iSEA Mobile Based Learning Application can be considered ready for general deployment and use. It was also concluded that additional studies can also be done to make a more complete assessment of the knowledge gained by its users before and after using the application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=eLearning" title=" eLearning"> eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=crossword" title=" crossword"> crossword</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEAN" title=" ASEAN"> ASEAN</a>, <a href="https://publications.waset.org/abstracts/search?q=iSEA" title=" iSEA"> iSEA</a> </p> <a href="https://publications.waset.org/abstracts/46204/isea-a-mobile-based-learning-application-for-history-and-culture-knowledge-enhancement-for-the-asean-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Development of Innovative Islamic Web Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farrukh%20Shahzad">Farrukh Shahzad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rich Islamic resources related to religious text, Islamic sciences, and history are widely available in print and in electronic format online. However, most of these works are only available in Arabic language. In this research, an attempt is made to utilize these resources to create interactive web applications in Arabic, English and other languages. The system utilizes the Pattern Recognition, Knowledge Management, Data Mining, Information Retrieval and Management, Indexing, storage and data-analysis techniques to parse, store, convert and manage the information from authentic Arabic resources. These interactive web Apps provide smart multi-lingual search, tree based search, on-demand information matching and linking. In this paper, we provide details of application architecture, design, implementation and technologies employed. We also presented the summary of web applications already developed. We have also included some screen shots from the corresponding web sites. These web applications provide an Innovative On-line Learning Systems (eLearning and computer based education). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20resources" title="Islamic resources">Islamic resources</a>, <a href="https://publications.waset.org/abstracts/search?q=Muslim%20scholars" title=" Muslim scholars"> Muslim scholars</a>, <a href="https://publications.waset.org/abstracts/search?q=hadith" title=" hadith"> hadith</a>, <a href="https://publications.waset.org/abstracts/search?q=narrators" title=" narrators"> narrators</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=fiqh" title=" fiqh"> fiqh</a> </p> <a href="https://publications.waset.org/abstracts/46581/development-of-innovative-islamic-web-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Using SMS Mobile Technology to Assess the Mastery of Subject Content Knowledge of Science and Mathematics Teachers of Secondary Schools in Tanzania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joel%20S.%20Mtebe">Joel S. Mtebe</a>, <a href="https://publications.waset.org/abstracts/search?q=Aron%20Kondoro"> Aron Kondoro</a>, <a href="https://publications.waset.org/abstracts/search?q=Mussa%20M.%20Kissaka"> Mussa M. Kissaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Elia%20Kibga"> Elia Kibga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sub-Saharan Africa is described as the second fastest growing mobile phone penetration in the world more than in the United States or the European Union. Mobile phones have been used to provide a lot of opportunities to improve people’s lives in the region such as in banking, marketing, entertainment, and paying various bills such as water, TV, and electricity. However, the potential of using mobile phones to enhance teaching and learning has not been explored. This study presents an experience of developing and delivering SMS quizzes questions that were used to assess mastery of the subject content knowledge of science and mathematics secondary school teachers in Tanzania. The SMS quizzes were used as a follow up support mechanism to 500 teachers who participated in a project to upgrade subject content knowledge of science and mathematics subjects. Quizzes of 10-15 questions were sent to teachers each week for 8 weeks and the results were analyzed using SPSS. The results showed that chemistry and biology had better performance compared to mathematics and physics. Teachers reported some challenges that led to poor performance, invalid answers, and non-responses and they are presented. This research has several practical implications for those who are implementing or planning to use mobile phones for teaching and learning especially in rural secondary schools in sub-Saharan Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=elearning" title=" elearning"> elearning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technolgies" title=" educational technolgies"> educational technolgies</a>, <a href="https://publications.waset.org/abstracts/search?q=SMS" title=" SMS"> SMS</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/37932/using-sms-mobile-technology-to-assess-the-mastery-of-subject-content-knowledge-of-science-and-mathematics-teachers-of-secondary-schools-in-tanzania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37932.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Efficiency of Information Technology Based Learning and Teaching in Higher Educations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahalingam%20Palaniandi">Mahalingam Palaniandi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education plays vital role in the nation building process for a country and the rest of world. The higher education sector develops the change-agents for the various fields which will help the human-kind wheel to run further. Conventional and traditional class-room based learning and teaching was followed in many decades which is one-to-one and one-to-many. In a way, these are simplest form of learners to be assembled in a class room wherein the teacher used the blackboard to demonstrate the theory and laboratories used for practical. As the technology evolved tremendously for the last 40 years, the teaching and learning environment changed slowly, wherein, the learning community will be anywhere in the world and teacher deliver the content through internet based tools such as video conferencing, web based conferencing tools or E-learning platforms such as Blackboard or noodle. Present day, the mobile technologies plays an important tool to deliver the teaching content on-the-go. Both PC based and mobile based learning technology brought the learning and teaching community together in various aspects. However, as the learning technology also brought various hurdles for learning processes such as plagiarism and not using the reference books entirely as most of the students wants the information instantaneously using internet without actually going to the library to take the notes from the millions of the books which are not available online as e-books which result lack of fundamental knowledge of the concepts complex theories. However, technology is inseparable in human life, now-a-days and every part of it contains piece of information technology right from computers to home appliances. To make use of the IT based learning and teaching at most efficiency, we should have a proper framework and recommendations laid to the learning community in order to derive the maximum efficiency from the IT based teaching and leaning. This paper discusses various IT based tools available for the learning community, efficiency from its usage and recommendations for the suitable framework that needs to be implemented at higher education institutions which makes the learners stronger in both theory as well as real-time knowledge of their studies that is going to be used in their future for the better world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20learning" title=" teaching learning"> teaching learning</a>, <a href="https://publications.waset.org/abstracts/search?q=eLearning%20tools" title=" eLearning tools"> eLearning tools</a> </p> <a href="https://publications.waset.org/abstracts/21820/efficiency-of-information-technology-based-learning-and-teaching-in-higher-educations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21820.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> University Clusters Using ICT for Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Roberts%20Masillamani">M. Roberts Masillamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a phenomenal difference, as regard to the teaching methodology adopted at the urban and the rural area colleges. However, bright and talented student may be from rural back ground even. But there is huge dearth of the digitization in the rural areas and lesser developed countries. Today’s students need new skills to compete and successful in the future. Education should be combination of practical, intellectual, and social skills. What does this mean for rural classrooms and how can it be achieved. Rural colleges are not able to hire the best resources, since the best teacher’s aim is to move towards the city. If city is provided everywhere, then there will be no rural area. This is possible by forming university clusters (UC). The University cluster is a group of renowned and accredited universities coming together to bridge this dearth. The UC will deliver the live lectures and allow the students’ from remote areas to actively participate in the classroom. This paper tries to present a plan of action of providing a better live classroom teaching and learning system from the city to the rural and the lesser developed countries. This paper titled “University Clusters using ICT for teaching and learning” provides a true concept of opening live digital classroom windows for rural colleges, where resources are not available, thus reducing the digital divide. This is different from pod casting a lecture or distance learning and eLearning. The live lecture can be streamed through digital equipment to another classroom. The rural students can collaborate with their peers and critiques, be assessed, collect information, acquire different techniques in assessment and learning process. This system will benefit rural students and teachers and develop socio economic status. This will also will increase the degree of confidence of the Rural students and teachers. Thus bringing about the concept of ‘Train the Trainee’ in reality. An educational university cloud for each cluster will be built remote infrastructure facilities (RIF) for the above program. The users may be informed, about the available lecture schedules, through the RIF service. RIF with an educational cloud can be set by the universities under one cluster. This paper talks a little more about University clusters and the methodology to be adopted as well as some extended features like, tutorial classes, library grids, remote laboratory login, research and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lesser%20developed%20countries" title="lesser developed countries">lesser developed countries</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title=" digital divide"> digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20learning" title=" digital learning"> digital learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20grids" title=" library grids"> library grids</a>, <a href="https://publications.waset.org/abstracts/search?q=live%20classroom%20windows" title=" live classroom windows"> live classroom windows</a>, <a href="https://publications.waset.org/abstracts/search?q=RIF" title=" RIF"> RIF</a>, <a href="https://publications.waset.org/abstracts/search?q=rural" title=" rural"> rural</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20clusters%20and%20urban" title=" university clusters and urban"> university clusters and urban</a> </p> <a href="https://publications.waset.org/abstracts/22480/university-clusters-using-ict-for-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">471</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Assessing Online Learning Paths in an Learning Management Systems Using a Data Mining and Machine Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alvaro%20Figueira">Alvaro Figueira</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruno%20Cabral"> Bruno Cabral</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, students are used to be assessed through an online platform. Educators have stepped up from a period in which they endured the transition from paper to digital. The use of a diversified set of question types that range from quizzes to open questions is currently common in most university courses. In many courses, today, the evaluation methodology also fosters the students’ online participation in forums, the download, and upload of modified files, or even the participation in group activities. At the same time, new pedagogy theories that promote the active participation of students in the learning process, and the systematic use of problem-based learning, are being adopted using an eLearning system for that purpose. However, although there can be a lot of feedback from these activities to student’s, usually it is restricted to the assessments of online well-defined tasks. In this article, we propose an automatic system that informs students of abnormal deviations of a 'correct' learning path in the course. Our approach is based on the fact that by obtaining this information earlier in the semester, may provide students and educators an opportunity to resolve an eventual problem regarding the student’s current online actions towards the course. Our goal is to prevent situations that have a significant probability to lead to a poor grade and, eventually, to failing. In the major learning management systems (LMS) currently available, the interaction between the students and the system itself is registered in log files in the form of registers that mark beginning of actions performed by the user. Our proposed system uses that logged information to derive new one: the time each student spends on each activity, the time and order of the resources used by the student and, finally, the online resource usage pattern. Then, using the grades assigned to the students in previous years, we built a learning dataset that is used to feed a machine learning meta classifier. The produced classification model is then used to predict the grades a learning path is heading to, in the current year. Not only this approach serves the teacher, but also the student to receive automatic feedback on her current situation, having past years as a perspective. Our system can be applied to online courses that integrate the use of an online platform that stores user actions in a log file, and that has access to other student’s evaluations. The system is based on a data mining process on the log files and on a self-feedback machine learning algorithm that works paired with the Moodle LMS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title="data mining">data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=grade%20prediction" title=" grade prediction"> grade prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20path" title=" student learning path"> student learning path</a> </p> <a href="https://publications.waset.org/abstracts/102319/assessing-online-learning-paths-in-an-learning-management-systems-using-a-data-mining-and-machine-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102319.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div 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