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Exploring the e-Learning State of Art
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
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2008 (English)In: Electronic Journal of e-Learning, ISSN 1479-4403, E-ISSN 1479-4403, Vol. 6, no 2, p. 77-88Article in journal (Refereed) Published
Abstract [en]

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. 

Place, publisher, year, edition, pages
2008. Vol. 6, no 2, p. 77-88
Keywords [en]
e-Learning learning, e-Learning implementation higher education, learning process, learning theories, learning methods
National Category
Information Systems
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-18592OAI: oai:DiVA.org:su-18592DiVA, id: diva2:185115
Available from: 2009-02-27 Created: 2009-01-26 Last updated: 2018-01-13Bibliographically approved
In thesis
1. A Collaborative E-learning Approach: Exploring a Peer Assignment Review Process at the University Level in Uganda
Open this publication in new window or tab >>A Collaborative E-learning Approach: Exploring a Peer Assignment Review Process at the University Level in Uganda
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

There is an increasing need, driven by the job market, for quality education and that requires expertise which is continuously being developed. The integration of e-learning into the education system is viewed as one way to meet this growing need for high-quality education. In developing country contexts, however, where there is a genuine need to join the knowledge society there is limited knowledge about the use of e-learning to facilitate learning. In fact, the actualization of e-learning for this purpose is very limited and in some cases lacking altogether.

This thesis is about how collaborative e-learning can be integrated in the teaching and learning process to support learning at the university level in a developing country context. The main research question to be answered is how collaborative e-learning support can student learning at the university level in Uganda. In an effort to answer this research question three exploratory case studies were carried out at Makerere University, Uganda. A mixed-methods approach was adopted to collect data and analyse the findings. The thesis explores an approach to supporting students' learning, a peer assignment review process model for collaborative e-learning employing development research. The model uses students to support each other’s learning through four process stages: familiarization, assignment, review and feedback.

Initial findings indicate that the current learning and teaching environment challenges the adoption and effective use of collaborative e-learning to support student learning. This is mainly attributed to the pedagogical culture and curriculum which is predominantly traditional, lecturers’ ability to use ICT pedagogy effectively, and the readiness of the environment to support collaborative e-learning. Notwithstanding the challenges, it was established that the peer assignment review process model for collaborative e-learning facilitated the students' learning. Students were able to participate actively in the course, gain experience in critical reading and evaluating peers' work, and reflect on their own work.

This thesis provides a practical approach for designing and implementing collaborative e-learning approaches to support student learning at the university level in a developing country context. It further highlights factors that are pertinent to supporting and sustaining student learning in a collaborative e-learning environment under the following categories: Institutional Readiness (44 factors), Technology/Infrastructure Readiness (40 factors) and Pedagogical Change (45 factors).

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2012. p. 107
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 13-001
National Category
Information Systems Computer and Information Sciences
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-83302 (URN)978-91-7447-614-9 (ISBN)
Public defence
2013-01-17, sal C, Forum 100, Isafjordsgatan 39, Kista, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 7: Accepted.

Available from: 2012-12-27 Created: 2012-12-07 Last updated: 2018-01-12Bibliographically approved

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