E book about E learning Online Education

Prior to year 2000 Scandinavian universities offered selected online courses attracting a few pioneering students. Today, even primary schools offer online services to students, teachers and parents. Online education is becoming mainstream education in Scandinavia.A new, comprehensive and innovative book about e-learning is now available in print and online in several electronic formats. The book’s web-site presents tidbits of the content in several electronic formats such as text, audio, speech synthesis and video.Dr. Erwin Wagner, former President of the European Distance Education Network, characterizes the book as interesting, important, innovative, international and impressive. In his foreword, Dr. Wagner states that the “book comprises a rich variety of material,perspectives, insights and assessments. Valid information can be found there for researchers, for students in the field, for teachers, for managers and for politicians who are looking forreliable knowledge”

Bokk review of the book Online education and learning management systems: global e-learning in a Scandinavian perspective. by Morten Flate Paulsen

2004

Online Education aims to present an up-to-date review of online education from a Scandinavian perspective. The title is wide-ranging and aimed at a wide-ranging readership. In the words of the author himself, it is a work directed at a "wide and international public, people interested in education and the Internet, researchers, students of the field, teachers, designers of administrator courses and politicians searching for trustworthy information."

2002

2002

ZIFF PAPIERE 118 Morten Paulsen; Desmond Keegan; Ana Dias, Paulo Dias and Pedro Pimenta; Helmut Fritsch and Holger Föllmer; Maria Micincova; ... 23 - 28 Ana Dias, Paulo Dias and PedroPimenta: Learning Management Systems (LMS) used in Southern Europe 29 - 57 ...

… on e-Learning, 2007

e-Learning implementation is an area in progress that continues to evolve with time and further research. Researchers in the field argue that e-Learning is still in its infancy, resulting into numerous implementation strategies across a wide e-Learning spectrum. This paper explores the e-Learning state of art. It provides a general overview of the learning process, evaluates some current implementation trends pointing out a range of frameworks and strategies used in the past decade. It further looks at the changes created by the adoption of e-Learning within the higher education process. This is followed by an identification of emerging issues from which two problems are identified; 1) the limited uptake of technology as an instruction delivery method; and 2) the ineffective use of technology to support learning. In respect to this, future research should therefore seek to further investigate these aspects and to explore suitable approaches for effective implementation of e-Learning to support learning. Not the least in higher education contexts.

This article addresses the issues and concerns regarding delivering methods in online instruction. Although a rich multimedia is available nowadays, recent research shows that online teachers primarily use text-based media (e-mail, written documents, and threaded discussions) with a little or no use of instructional multimedia. The authors stress the importance of combining different types of delivery media for creating a learning environment that provides multimodal input to online students. The instructional value of audio and its implications on quality of online instruction is specifically emphasized. Audio tools and instructional materials enrich the learning experience of distance students otherwise limited by text-based instructional media. Integration of instructional audio affects the nature of online learning by adding new dimensions such as human voice and sound. This article provides teacher and student perspectives regarding the implementation of audio. The implications of audio use on management policy in distance education are also presented.

The study on mapping of qualification, occupation and competence in online education is intended to develop mapping competency standards of the online education as a valid guide or reference for developing learning design, learning development and learning implementation and management. In the absence of a map of qualifications, occupational and competence standard of on line education, then there is a gap between the speeds of online technology development with its application in online education. The impact of this gap is the difficult to find experts and operators to run online education. Furthermore education and training institutions also have difficulties in learning design, learning development and learning implementation and management. The model used in this mapping is the integration model of RMCS (Regional Model Competency Standard) (2006), and The Jigsaw model for online education systems (Morten Flate Paulsen, 2002). The instruments to map the qualifications are the Indonesian Qualifications Framework approach. The method used in this study is by collection and identification of data of the need of qualification and competencies requirements in the published by 29 online education institution. Observations made by identifying occupational description and its responsibilities. The study results in: three levels based on Indonesia qualification framework (level VI-VIII), 16 Occupations/job titles, and 160 units of competency. Limitation of this study was lack of data from online education institution in Indonesia, therefore to validate the map of qualification and its competencies; further research need to be done is the response and verification by line education provider.

Language Teaching in Digital Age: Creativity for Total learning, 2018

E-learning and blended learning is a familiar learning approach for students and lecturers alike in Indonesia and the ministry of high education even supports online learning as a way to increase people’s accessibility to higher education programs. Pivotal to online learning is the presence of Learning Management System (LMS) that integrates learning, message, and evaluation tools in one place and connect lecturers to their students. Indonesian lecturers have harnessed LMS of various kinds to fulfill their teaching objectives and to assist students in their learning process. Finding the factors that make lecturers utilize LMS in their job is necessary to predict LMS’ success in classroom. This paper presents a study using the technology acceptance model (TAM) as an attempt to analyze Indonesian lecturers’ behavioral intention to use LMS, using the core constructs in TAM; perceived ease of use, perceived usefulness, and attitude toward usage. The study added lecturers’ field of study and their amount of teaching hours as external variables. The result of this research suggests TAM was applicable in measuring Indonesian lecturers’ behavioral intention to use LMS. Furthermore, it also confirms the original TAM’s findings.