Information society has introduced new needs and demands towards libraries. The answer of libraries has been the development and integration of a range of new services into their existing system. When the implementation of a new service fails, the risk is that the provision of the service will be taken out of the scope of libraries. The layers of library and documentation services are supported and enhanced by the digital environment. E-learning materials also constitute a prospective new layer, but their integration and provision by libraries brings up a number of theoretical, technical and financial issues. Several libraries have reported to introduce the provision of e-learning materials, but this practice only means, in most cases, the provision of electronically stored texts free of charge or as a paying service. Thus the issues presented by the author can only be dealt with at the level of theory and cannot offer practical solutions. However, the article encompasses a broad range of issues, from the questions of unified cataloguing of metadata of e-learning materials to the creation of individual e-learning spaces for readers at libraries.
There are three types of online folklore courses available at the University of Tartu: e-publications of open access study materials (subject web sites, e-lectures, and e-textbooks), video lectures (e.g., on DVD), virtual e-learning environment with limited access (three main e-learning platforms are used in Estonia: WebCT, Moodle, IVA). In this article the author focuses on his eight years of experience with WebCT, having worked as a learner, course compiler (including designer) as well as the lecturer. The need for web-based courses increased together with the growth and the broadened opportunities in the use of WWW. The fact that the web site of Estonian Folklore (www.folklore.ee) already featured a number of electronic databases as well as e-publications introduced the need for the use of these materials in educational work. WebCT enables the user to present material in written and audio format, present lore texts as audio or video recordings or images and thus present web lore in an entirely natural context. Present-day students have grown up in the computer era, which is why searching the Web for material is as natural to them as searching for information in books once was.
Globally, the 90's of the XX century brought about degeneration of the company, the first decade of the XXI century is a massive destruction of the financial system, and on our back we feel the breath of degradation of health system and education system. What is the cause of these phenomena and what awaits the widely defined global education system? May the causes of degeneration, destruction and degradation lay in the computer technology development or- wider- information technology? And if so, another question arises: how to protect ourselves from these technologies?
Nowadays e-Learning has been identified to be the future of learning worldwide since the very powerful platform of the Internet has accelerated the speed of communication. Adoption of e-learning has become the latest trend across universities all over the world. Albania is part of a global shift from material resources to knowledge and intellectual resources as the basis for economic growth. Educators across Albania are aware that students must have an education that enables the students to participate successfully in and contribute to the knowledge economy. E-Learning readiness is an initial part of e-Learning development. In order to benefit from e-learning, higher education institutions in Albania should conduct considerable up-front analysis to assess their readiness. In this paper we are trying to examine the status of e-Learning readiness in Albania, analyzing and discussing several components and criteria based on literature.
Self-study is the highest form of education. For its implementation it is necessary to form the pupils / students autonomy. Send e-learning as a form of education in this direction is preferably part of the lifelong learning concept in accounting. It can be used both in teaching and professional experience in the certification process of the accounting profession and the university.
The overriding aim of education for balanced development is to change consumers behavior. This means encouraging consumers to change their lifestyle, namely, egocentric attitude into ecocentric one and to make choices taking into account other peoples' needs as well as environment protection. Major help in that endeavor are diverse educational services. One of them is Dolceta portal, which contains numerous advices and useful information.
One of the most persistent issues facing educational institutions that offer online programs is whether a given online student is actually the one who registered for the online course . The article disccusses a technology-based system using personal questions to verify the identity of online students, which was implemented and field tested by a U.S. University.
The article discusses the popularization of e-learning and blended-learning in sales trainings as well as the role of set of tools called Web 3.0, which enables to collect and disseminate any information in unlimited amounts and forms. The author defines also the terms We-learning and M-learning, presents the possibilities offered by them as well as points to their disadvantages.
The access to the technical laboratories and direct previews of the tasks, which are being performed by students, are extremely important in distant teaching. The problem with remote teaching is the assurance of the interaction between the lecturer and the student. With this in mind, available e-learning systems are being designed for a student's independent work. By adding the synchronized e-learning to the LMS systems, the conditions similar to the real lectures held in the lecture theatre are being created. Although the lack of control and help for working student lowers the virtues of the synchronized e-learning. Supplying the possibility of the control and help for a student or the interaction between the lecturer and the student is possible to obtain by introducing the virtual mechanisms. The article is presenting the idea of introducing virtual laboratories to the synchronized teaching concept. The way of using virtual mechanisms for the supervision, control and help for not only the e-learning student but also the stationary ones who are using this technique, is being described. This mechanism featured in the article allows for a fully controlled student's work, on his 'personal' virtual machine, with the use of Internet and a Web Browser only.
Implementation of e-learning at Wszechnica Polska - Higher School of the Universal Education Society in Warsaw The article describes the steps of development and the state of usage of e-learning platform in teaching the students of Wszechnica Polska - Higher School of the Universal Education Society in Warsaw. The platform was implemented for a test in 2007. Since 2009 it has been used in every area of teaching as a support for traditional education.
The article presents the results of marketing research provided among the students of WSB (Schools of Banking) in Poland. It concerned the e-learning Moodle platform. The article presents the methodology of the research, the main results as well as the students' opinions about the e-learning and their expectations towards the participation in this form of education.
Direct results of e-learning activity are assessed in reference to teaching quality and its costs. Whereas in the perspective of teaching quality there are different measures of didactic effectiveness used, on the financial arena there is, in turn, a range of cost effectiveness measures. Separate task is, however, defining the manner of complex measure of long-term effects of e-learning activity, in particular in relation to the adopted strategy. The article describes the application of Balanced Scorecard in e-learning, which, according to the author, provides adequate tools for the assessment of log-term effectiveness. The analysis described in the paper supports the validity of putting aims and benchmarks for e-learning activity into four basic perspectives suggested by Balanced Scorecard: financial, customer internal process and growth.
This paper focuses on a Project-Based Learning (PBL) method used in e-learning environment. The names 'full e-PBL' and 'blended PBL' were defined. The paper will illustrate the experience of the Centre for Distance Education (CODE) at the Warsaw University of Technology (WUT) to use the PBL method in e-learning courses.
Before applying a U.S.-based online training program to Canadian higher learning faculty, a review of the status of e-learning in Canada was conducted. The review finds Canada as among the world's most developed and industrialized countries. Yet, in a ranking by the International Telecommunication Union, Canada slipped downward causing concern, dispute, and mixed interpretation. Existing national and provincial policies are relevant to the progress or perception of failure thereof of e-Learning in the country. The principle features of the e-learning programs are Internet -based technologies, and thus this form of education need not be dependent upon one's country of residence, or the location of any particular institution of higher learning. The null hypothesis with its logical extension was simple- There are not enough differences between the US and Canada's e-learning environments to warrant major modification of the US originated faculty development program for Canadian use. The conclusion drawn after the review is that while there are differences between Canada and the US, the functions and purposes of their e-learning programs are similar enough to apply a well-developed US faculty training program for current and prospective online faculty in Canada.
For higher education to remain innovative and viable in the future, factors facilitating and inhibiting online education must be closely examined and addressed. Higher education's approaches to the phenomenon of online learning reveal much about its ability to be proactive in the face of significant societal change. Online learning is a dynamic process that includes the interaction of administrators, faculty, and students. Issues ranging from access to accommodation and trust to management of time, money, and people all combine to create an environment in which online programs succeed, fail, or never materialize. This essay explores some of the major barriers and bridges to online higher education.
This paper focuses on a Project-Based Learning (PBL) method used in e-learning environment. The paper presents the experience of the Centre for Distance Education (CODE) at the Warsaw University of Technology (WUT) whit using the PBL method in blended-learning courses. The statistics of students activity were analyzed. The effects of education were discussed.
In the paper, there were presented the new possibilities of e-learning resources international platform, which is created as a part of BONy project, as an example of technological solutions for the conceptions of Community educational resources modeling. The project is co financed by the UE funds.
The University of Illinois at Springfield and the Institute of Technology, Sligo Ireland are building a model of inter-institutional online class collaborations using the preview version of Google Wave. In test waves during the fall semester of 2009, the two universities joined students in a multi-week collaboration on the topic of Internet impact on energy sustainability perceptions in Europe and the U.S. The collaboration was less about the topic and more about identifying the features of the new collaboration tool that work best in facilitating student group work and instructor engagement. The results of this test will be implemented in further collaborations to be tested in a variety of disciplines by both institutions.
The article describes the usage of Moodle platform for supporting the didactic process at the Faculty of Management and Economics of Gdansk University of Technology. The platform is currently applied to support traditional classes. The authoress presents the history of Moodle platform implementation at the Faculty as well as describes the results of the study concerning the platform usage by students and their opinion on e-learning classes. The planned development of Moodle at the Faculty is also discussed.
The article suggests what should be done so that education - not only that defined by the prefix 'e' - would better fulfill the requirements of the modern society, which is described as knowledge-based. The theses stated in the article arise from the authoress' own experience and observations, gathered in diverse contexts and environments. They point that we still do not follow the changes that occur, or at least should occur, in education (also in e-education) due to the increasingly more common presence of information and communication technologies in society's life.
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