e-Learning systems

The objective of the study is to find out the factors which affect the acceptance of E-learning among students and how the students' purpose of using E-learning is determined by these factors. The research was based on the Technology Acceptance Model (TAM). The researcher developed a questionnaire to gather data from a sample of 366 university students who actively used the E-learning system. According to the results of the study, subjective norms, perceived usefulness, perceived ease of use, enjoyment, and accessibility" are the vital predicators behind the intention of students for using E-learning systems. This indicates that extended TAM is applicable in the UAE. The results show that policymakers and education developers should take E-learning system seriously since it can be opted not just as a technological solution but also as a learning platform for students belonging to a distant area. The results present practical implications for education developers, policymakers and practitioners in devising useful plans to implement E-learning systems.

E-learning is one of the most important aspects of today's world. It was started in late 90's to enhance the knowledge of people through the internet such as interactive TV, audio/video tape, satellite broadcast, and other external devices made users to learn the concepts very easily. Because of its flexible nature, the demand for e-learning has increased day-by-day. E-learning systems are gaining attention among students and academicians because it is location and time independent which solves the problems of flexibility of learning new things. Most of the e-learning systems are deployed on internet. E-learning system should be standardized to increase the quality of existing systems because of its increasing demand. This paper is the Review of various e-learning systems developed and designed by professionals and individuals or such educational organizations to support learning process, we also described few e-learning platforms after that and also discussed different Massive Open Online Course(MOOC) platforms available on internet and depicts comparative summary of their features.

The aim of this project was to create a new format of practical teaching of histology using digital scans of classical glass histology slides. These "virtual slides" will enable students to study structures of tissues and organs on high quality, variably magnified images simulating on their personal computers microscope-like examination of structures. The core of this e-learning system is our new database of histology practical placed on the teacher's PC and functioning as a server facility in the PC equipped and networked practical room. For each topic of practical sessions we prepared a set of virtual slides supplemented with several supporting documents in Czech and English languages related to the contents of the session. According to our experience and student's evaluations, this new system of histology practical has many advantages over the traditional way of teaching. It provides equal quality of slides for simultaneous study in large groups of students, improves communication and tutoring of students by their teachers, and stimulates student's activity in practical session. It provides bilingual teaching environment to local and foreign students.

The article is dedicated to modern learning platforms and e-learning systems designed for educational process management in higher educational establishments. Various relevant global trends in e-learning are described. The article considers the polyparadigmatic approach as the primary methodological approach to develop e-learning courses in mathematics,
which has been extended due to the inclusion of e-learning approaches as well as the person-centered approach aimed at individualization of learning. The implementation of e-learning and distance education technologies allows putting completely new forms and methods of teaching into practice. The article also singles out the most convenient learning management  systems for developing e-learning courses. Moodle Learning Management System is commonly believed to
be a virtual learning environment with huge functionality, being used in universities world-wide. E-learning management process in teaching mathematics at Vienna University of Technology (Austria) and at Siberian Federal University (Russia) is given as an example. It is proved that the implementation of e-learning courses increases the efficiency of independent seatwork as well as brings out completely new opportunities for revealing and developing abilities of students, which will be useful in their future professional life. The article presents the prospects for the development of e-learning by means of creating completely new technological solutions aimed at the development of adaptive learning systems and courses which provide individualization of learning in e-learning environment.

Online instructors in higher education play a key role in the success or failure of electronic learning systems (ELSs). Their expertise in and use of technology tools in ELSs influence the quality of information presented, their system use and satisfaction during course delivery. This study adapted Holsapple and Lee-Post’s (2006) model to examine online instructor e-learning readiness (e-readiness) at the online campus of a Caribbean university, and to assess their levels of e-readiness and impact before, during and after course delivery. Responses from 208 online instructors were analysed from an online survey. Results show that while the cohort was 90.6% e-ready, only 72.6% were individually e-ready by having access to a dedicated network connection for substantial periods of time, routinely communicating with persons using electronic technologies, being self-motivated and independent learners, with a predisposition towards embracing and using new technologies. During the pre-course phase, online instructor e-readiness had a moderate impact on both technical (ELS quality and service quality) and non-technical (information quality) aspects of the ELS. During course delivery, its influence decreased with the technical aspect (ELS use) but increased with the non-technical aspect of the course (instructor satisfaction). At course completion, the main benefit was enhanced teaching skills while lack of contact with others was the main challenge. The results could be used to identify characteristics of online instructors suitable for the online environment, monitor their impact during the phases of a course, and serve as a benchmark for comparing levels of e-readiness across institutions.

The aim of this paper is to design and implement a framework for e-learning and web teaching system in delivering (courses, lessons, examples, exercises, exercise solutions, self evaluation test, send and receive report) via web technology and database system. We proposed an e-learning system which is divided into three interfaces (1-Administrator 2-Instructor 3-Student). This system has been developed to provide e-learning solutions over Internet or intranet and represents the new technology of education,

Student support has a crucial importance in all educational settings. This vital significance has a real meaning especially for ODL. ODL can only be achieved by independent learning and independent learning can only be achieved by the learner autonomy. Then, what kind of student support empower learner autonomy in ODL?

This paper is an attempt to evaluate the Linear Programming Intelligent Tutoring System on the basis of perspective and experiences of instructors and students who used the system in the Faculty of Engineering & Information Technology at Al-Azhar University in Gaza. A phenomenological method, with a focal point group was used. The first objective of this study was to discuss the important aspects of the design and development of LP-ITS. The second was to evaluate LP-ITS on the basis of instructors and students experiences. The third was to explore the perspectives of students and instructors about the implication of LP-ITS skills in lecture hall situations. The results were discussed in terms of the evaluation of the LP-ITS and its implications for learning and teaching activities in the lecture hall.

The design and implementation of e-Learning platforms is essential for the development and future of information and communication technologies in knowledge management in the teaching/learning process. Universities and companies require a methodology for developing versatile and flexible e-Learning applications that are, at the same time, capable of storing the large volumes of information required by these educational processes and efficiently conveying this information to their users. This situation is a catalyst revealing the vital need for the efficient and timely development of a teaching/learning process based on e-Learning platforms that takes into account the needs of the student/teacher and achieves optimum quality. To achieve this goal a methodology is required that standardizes the conception, design and implementation of this type of systems based on the creation of basic artefacts that can be used equally well across the different platforms developed. The methodology proposed should be based on a systematic approach for the development of e-Learning systems considering systematic methods coming from both e-Learning and software development communities, involving a series of stages each containing work flows and phases and a set of artefacts (cards, reports, templates, etc.) that can form the basis of the design and development of any e-Learning platform. By doing so, we aim at the development of, what we have named, a Model-Based Instructional System Development Environment (Mb-ISDE), to include e- Learning development in the current trends of model-based software development.

Collaborative learning has a number of potential benefits, which do not always occur, partially due to the difficulties that students and teachers have to establish good social interaction patterns. These interaction patterns depend on the roles assumed by participants in the learning process. In real practice, teachers need support to be able to detect these emergent roles and undesired interaction patterns, especially if collaboration is mediated by computers, and thus is not directly observable by humans. Interaction analysis (IA) methods and tools are adequate to support the regulation of the collaborative activities, using the analysis results to provide adequate feedback to the different participants in their specific roles. We have proposed a role-based approach supported by a tool called Role-AdaptIA to detect and help to solve problematic situations in authentic computer supported collaborative learning (CSCL) scenarios. Role-AdaptIA is an adaptive interaction analysis tool based on a theoretical framework for the description of roles. The framework permits to define and characterize the roles to take into account in a given situation. Based on this information, Role-AdaptIA automatically detects role changes during the development of the collaborative experiences and warns the teacher about these changes. With this advice, the teacher is able to regulate the collaboration, providing support to the students to improve their interaction patterns. This chapter presents four examples of how Role-AdaptIA was used by teachers in order to regulate collaboration, detecting and solving undesired collaborative situations in several University courses where we have applied CSCL methods during the last years.

The objective of this paper is to analyze the relationship between key competences of learning and knowledge types. The key competences are proposed by theorists of education, the knowledge types are suggested by experts in knowledge engineering and knowledge management. When designing the e-learning course, we recommend taking into account the key competences for the course firstly. Then, according to these competences, the knowledge types from the domain of the course have to be specified. For enabling implementation of the proposed idea, the learning management systems should offer utilities and components for processing knowledge of different types, together with mechanisms for supporting customization of content presentation according to specific needs of individuals.