The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Lessons Learned From Implementing E‑Learning for the Education of Health Professionals in Resource‑Constrained Countries  pp144-155

Manu Gupta, Sophie Marsden, Tony Oluka, Reetu Sharma, Henry Lucas

© May 2017 Volume 15 Issue 2, Editor: Rikke Ørngreen and Karin Levinsen, pp105 - 198

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Abstract

The growing global demand for tertiary education has led to the increased use of e‑learning approaches around the world. Demand has increased most rapidly in low and middle income countries (LMICs), which account for half of the students currently enrolled in higher educational institutions (HEIs). But the implementation of e‑learning programmes in resource‑constrained settings faces many obstacles. This paper explores some of the key issues involved in implementation of e‑learning in HEIs involved in the education of health professionals, given the resource constraints within which many institutions have to function. We present case studies of three such LMIC institutions of varying size and primary purpose. The paper suggests use of appropriate ICT infrastructure, both in terms of hardware and software, combined with effective access and bandwidth management policies is crucial to the successful implementation of e‑learning courses on health within HEIs based in LMICs.

 

Keywords: e-learning; global health education; connectivity; bandwidth management; capacity building; educational technologies

 

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Journal Article

Western Cape Subject Advisors’ Perception of Their Preparedness for Connected Classrooms  pp444-454

Agnes Chigona

© Oct 2017 Volume 15 Issue 5, Editor: Rikke Ørngreen and Karin Levinsen, pp367 - 466

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Abstract

In South Africa, the Western Cape government (WCG)’s current broadband strategy aims to ensure that all schools will be connected to broadband service within a reasonable time‑frame. According to the WCG integration of ICTs and the broadband will remove the digital divide and enhance curriculum delivery in schools. To achieve this, sensible long‑term planning must be in place to ensure that subject advisors are adequately trained and equipped to participate in the connected schools environment and effectively assist teachers integrate digital resources into classrooms. The aim of this paper is to explore how subject advisors perceive of their preparedness to embrace new technologies for their advisory job; to ensure effective teaching and learning. A qualitative research approach was used; randomly selected education districts in the Western Cape Province provided subject advisors to be participants in the study. Results show that most subject advisors perceive their complex knowledge of how to effectively integrate ICTs into curriculum delivery as inadequate hence are hesitant to advise teachers on effective technology integration into classrooms.

 

Keywords: connectivity, subject advisor, integration, curriculum delivery, 21st Century, South Africa

 

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Journal Issue

Volume 15 Issue 2 / May 2017  pp105‑198

Editor: Rikke Ørngreen, Karin Levinsen

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Keywords: active learning, higher education, student learning, student engagement, online course design and development, interdisciplinary collaboration, frustrations, TESL students’ perceptions, hypermedia reading materials, reading comprehension, virtual containers, STEAM, Open Educational Resources, content distribution platforms, e-learning platform, foreign languages, multilingualism, idiomatic competence, e-learning; global health education; connectivity; bandwidth management; capacity building; educational technologies, Clicker technology, Facebook, and Wiley Plus, Web-based homework, behavioral intention, cognitive load, germane load, e-learning, instructional design, MOOC, online community, Computer Mediated Communication (CMC), Communities of Practice (CoPs), nonverbal communication

 

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Journal Issue

Volume 15 Issue 5 / Oct 2017  pp367‑466

Editor: Rikke Ørngreen, Karin Levinsen

View Contents Download PDF (free)

Editorial

 

Keywords: Open Teaching; Open Educational Practices; Open Educational Resources; MOOC; Information and Communication Technologies; Open Education; E-learning, E-Resources, e-learning, open and distance education, pre-service teachers, e-Learning practice, continuum, use, e-Teaching, e-Learning, traditional, innovation, systems engineering, systems thinking, systems approach, system dynamics, systems engineering education, systems thinking assessment, educational games, experience accelerator, experiential learning, game-based learning, system analysis and design, systems engineering and theory, simulation, Feasibility, e-learning, Iranian university, strategies, gamification, games and learning, drivers, barriers, teachers, Higher Education, connectivity, subject advisor, integration, curriculum delivery, 21st Century, South Africa, multimedia storytelling; traditional storytelling; foreign language learning; Chinese idiom learning; non-native novices

 

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