Author: geraldedwards0fe13e601f

Creating Effective E-learning Programs by Analyzing Current Data

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Creating Effective E-learning Programs by Analyzing Current Data

This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program.

As more organizations turn to e-leaning as the preferred educational and training modality, the need to accurately measure participant outcomes is imperative. The success of e-learning programs is dependent on the ability of decision makers to gauge success and failure in order to change and improve the implementation of emerging technologies and delivery systems. There are currently limited metrics on e-learning outcomes. This is due to the lack of congruity across assessment criteria, measuring standards, and digital learning content. Assessment of e-learning programs is needed to accurately determine the effectiveness of e-learning environments in order to assess the most effective e-leaning teaching tools and methods.

The article “impact of online learning on student’s performance and engagement: a systematic review” by Akpen, Asaolu, Atobatele, Okagbue, and Sampson (2024), evaluates the current research on the effects of e-learning on student outcomes. The research review examines 18 in-depth studies using the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA). An analysis showed varied academic outcomes from learning in the online environment. Some studies showed improved student performance due to the flexibility and accessibility of the e-learning environment. While other studies highlighted the challenges of the e-learning environment including isolation and lack of interactions with instructors and peers. The effectiveness of e-learning was also shown to be affected by things like the quality of the digital tools, the accessibility and reliability of the internet connections, and participant’s motivation to stay engaged in e-leaning programs. Recognizing and addressing these issues can improve the overall e-learning experience, thereby positively affecting the student outcomes. This information is useful program designers, trainers, and educators responsible for the e-learning experience and informational content.

Categories: Assessment & Evaluation, Instructional Design/Program Development, Online Learning

Reference:

Akpen, C.N., Asaolu, S., Atobatele, S., Okagbue, H., & Sampson, S. (2024). Impact of online learning on student’s performance and engagement: a systematic review. Discover Education, 3.  https://doi.org/10.1007/s44217-024-00253-0

The Incorporation of Gamification into Instructional Design Strategies

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The Incorporation of Gamification into Instructional Design Strategies

This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program.

The emergence of e-learning tools is enhancing the training practitioner’s approach to instructional design (ID) and the implementation of effective teaching strategies in training and educational program construction. As technologies evolve the approach to the use of these technological tools also needs to evolve. There are several newer technologies that can be applied to the online, e-learning environment. These tools should be considered for use as part of functional teaching strategies and incorporated into the instructional design process. One of these e-learning technologies is gamification.

The article “Integrating gamification and instructional design to enhance usability of online learning”, Ghai & Tandon (2023), explores research into the idea of using the instructional design process as a method to tailor gamification, as an e-learning tool, to specific educational and training environments. By using parameters that are established for a particular learning proposal, as part of the instructional design process, gamification becomes a useful part of effective teaching strategies. Leaning outcomes, using a restrained, purposeful approach to the implementation of gamification as a teaching tool, have exhibited a positive correlation when this technology is incorporated into a training program’s teaching methodologies. This information is directed towards educators and instructional designers with the premise of encouraging them to use gamification as an effective information delivery tool.

Category: E-Learning, Gaming, Instructional Design/Program Development, Teaching Strategies

Reference:

Ghai, A. & Tandon, U. (2023). Integrating gamification and instructional design to enhance usability of online learning. Education and Information Technologies, 28, 2187-2206. https://doi.org/10.1007/s10639-022-11202-5

The Importance of Student Management in E-learning Environments

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This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program.

The emergence of e-learning as a streamlined education and training platform has created the need for the development of management and support methodologies. As more learning institutions and organizations include digital learning platforms as part of their normal learning environments, the need to manage the platforms and support the stakeholders exists. This includes providing a framework for assessing both the technology itself as well as its effects on a variety of areas including development, training, students, the organization, and other participants. In the area of student achievement, managing the student’s experience becomes an important part of student success.

The article “Managing university e-learning environments and academic achievement in the United Arab Emirates: An instructor and student perspective”, Fernandez et al., (2022) explores the effect of different e-learning student management approaches on student outcomes. The research focuses on how to enhance students’ e-learning experiences and academic achievement using an integrated student management approach. It utilizes literature reviews of previous research and expands on these findings. The findings suggest that using an e-learning approach that engages both the student and the instructor in meaningful ways positively affects student achievement. The importance of taking into consideration the entirety of the students’ needs is a key finding of the research. This information is useful for university leaders and instructors when considering the success of their e-learning programs.

Category: E-learning, Instructional Design/Development, Teaching Strategies

Reference:

Fernandez, A.I., Radaideh, A., Sisodia, G., Mathew, A., Jimber del Río, J. A. (2022). Managing university e-learning environments and academic achievement in the United Arab Emirates An instructor and student perspective. PLoS ONE, 17(5). https://doi.org/10.1371/journal.pone.0268338

Data Graphs: Emerging e-learning tool

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Technological Innovations in Data Usefulness

This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program

There is a massive amount of digital data available on any number of subjects. AI has pushed the boundaries of big data. Gleaning useful information from endless search parameters is an infinite challenge, especially in the e-learning setting. The use of AI and big data mining makes it nearly impossible for students, in the time frame of semester course work, to make meaningful connections between various subject matters. There is an emerging tool that is indispensable to students and researchers at all levels of education, but specifically in the e-learning setting.

An article published in the journal Heliyon, analyzes the available peer reviewed published research literature on the use of data graphs as an effective search technology which is highly adaptable and suited for the digital learning environment. The authors provide a systematic appraisal of user usefulness and successful research outcomes in the digital learning environment when searching topics using institutionally compiled data graphs. Data graphs allow seemingly independent information variables to interconnect and return more meaningful data to the user through AI and human compiled related data. This information is useful when students and institutions are interested in a comprehensive understanding of a specific topic. Data graphs have been developed in other areas but are emerging as a invaluable tool for higher education students and instructors participating in the e-learning environment.

Abu-Salih, B. & Alotaibi, S. (2024).  A systematic literature review of knowledge graph construction and application in education. Heliyon, (10)3. https://doi.org/10.1016/jheliyon.2024.e25383

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