elearning PPT
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E-learning
The member: 01 02 03 04 05
Background information
Definition
E-learning mode
Examples
Participants of E-learning
Background information
The environment of higher education is evolving. Rising costs, shrinking budgets, and an increasing need for distance education are causing educational institutions to reexamine the way that education is delivered. In response to this changing environment, e-learning is being implemented more and more frequently in higher education, creating new and exciting opportunities for both educational institutions and students.
E-learning mode
The mode of course delivery can be entirely electronic (with or without an instructor) or take a more blended approach integrating electronic and classroom delivery to varying extents. Many current e-learning offerings follow the latter mode, taking advantage of the benefits of various types of delivery
Definition
E-learning, or electronic learning, has been defined a number of different ways in the literature. In general, e-learning is the expression broadly used to describe “instructional content or learning experience delivered or enabled by electronic technologies” (Ong, Lai and Wang, 2004, page 1). Some definitions of e-learning are more restrictive than this one, for example， limiting e-learning to content delivery via the Internet (Jones, 2003).
Concerns
E-learning presents an entirely new learning environment for students, thus requiring a different skill set to be successful . Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through.
• E-learning requires technical sophistication from instructors as well as students . Course administration may require instructors to learn new software applications. . Studies have shown that the main challenges of technical support for e-learning initiatives include lack of knowledge of how to alter instructional design to be effective for courses with technology and lack of confidence in using these applications to teach
Also, particularly in courses that ቤተ መጻሕፍቲ ባይዱre entirely electronic, students are much more independent than in the traditional setting. This requires that they be highly motivated and committed to learning with less social interaction with peers or an instructor. Students in online courses tend to do as well as those in classrooms, but there is higher incidence of withdrawal or incomplete grades
Motivations
Students are motivated to use e-learning to gain access to higher education. For some, it may be a component of a traditional course, while for others entire courses may be entirely online. Particularly for this second group, elearning may create access to higher education that they would not have otherwise because of geographic or time constraints
Instructors
• In e-learning, as in traditional classroom learning, instructors guide the educational experiences of students. • Depending on the mode of e-learning delivery, instructors may or may not have face-to-face interaction with their students. • E-learning technologies bring as much change to instructors as they do to students.
In the e-learning environment,instructors shift from being the primary source of students’ knowledge to being the manager of the students’ knowledge resources. For example, in a traditional classroom , the instructor delivers the content to the class and responds to their questions. In contrast, in a technology only asyn-chronous e-learning environment, the instructor is more of a coordinator of the content, which students then peruse at their own pace .Thus, the skills that are most important for an instructor to possess may depend on the elearning attributes of their course.
Students
• Students are the consumers of elearning. • In the context of higher education, they are undergraduate or graduate students enrolled at a university or college.
罗伯特副教授的实施结果显示， 学生的学习能力有了很大提高， 真正使学生成了学习者，而且学 生愿意继续使用这种教学方式。 这归功于罗伯特副教授结合大学 生学习的特征以及该课程的特点 进行了层层递进的设计。
Participants of E-learning • Students • Motivations • Concerns • Instructors
• Instructors may also be concerned with the acceptance of e-learning tools among their students. Studies have found that perceived usefulness and perceived enjoyment are very important for the adoption of e-learning applications by students .In order to increase perceived usefulness and enjoyment, instructors should vary the types of content, create fun, provide immediate feedback, and encourage interaction to increase acceptance .
• The amount of time that it takes instructors to create and administer e-learning courses is another important consideration. While some promote that the delivery of e-learning courses is less labour intensive, a 2003 study found that faculty and support staff spent almost twice as many hours providing online versions of courses compared to traditional delivery . Unless incentives are provided to encourage instructors to use e-learning technology, resistance to additional workload is likely to occur.
examples
翻转课堂作为一种新的 教学方式，在过去的一 两年受到了教育研究者、 一线教师和媒体的大量 关注。
伟谷州立大学数学实验课的 翻转课堂实践
• 这所学校的罗伯特副教授在大一新生的数学实验课上采取了翻 转课堂式的教学。课程开始前，每一位学生需申请一个博客， 该课程每周有2课时，大约80分钟。他是这样翻转课堂的：课堂 外，学生需先观看由他借助录屏软件录制并发布到博客上的6分 钟～8分钟的主题视频，对要学习的主题内容有个整体性的了解 ，学生再根据教师提供的与该学习主题对应的知识和能力资源 进行自主学习，之后学生被要求完成相应的练习来巩固学到的 内容，同时要按照教师的要求将完成的任务提交到博客上;课堂 上，教师让学生先用5分钟做几道多项选择题，以此了解他 们对基本知识的掌握情况，接下来教师会花5分钟～10 分钟来 解决学生课前学习中出现的问题，再将剩余的60分钟让学生以 小组的形式来做与主题相关的实验，在此过程中教师给予针对 性的指导。
The member: 01 02 03 04 05
Background information
Definition
E-learning mode
Examples
Participants of E-learning
Background information
The environment of higher education is evolving. Rising costs, shrinking budgets, and an increasing need for distance education are causing educational institutions to reexamine the way that education is delivered. In response to this changing environment, e-learning is being implemented more and more frequently in higher education, creating new and exciting opportunities for both educational institutions and students.
E-learning mode
The mode of course delivery can be entirely electronic (with or without an instructor) or take a more blended approach integrating electronic and classroom delivery to varying extents. Many current e-learning offerings follow the latter mode, taking advantage of the benefits of various types of delivery
Definition
E-learning, or electronic learning, has been defined a number of different ways in the literature. In general, e-learning is the expression broadly used to describe “instructional content or learning experience delivered or enabled by electronic technologies” (Ong, Lai and Wang, 2004, page 1). Some definitions of e-learning are more restrictive than this one, for example， limiting e-learning to content delivery via the Internet (Jones, 2003).
Concerns
E-learning presents an entirely new learning environment for students, thus requiring a different skill set to be successful . Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through.
• E-learning requires technical sophistication from instructors as well as students . Course administration may require instructors to learn new software applications. . Studies have shown that the main challenges of technical support for e-learning initiatives include lack of knowledge of how to alter instructional design to be effective for courses with technology and lack of confidence in using these applications to teach
Also, particularly in courses that ቤተ መጻሕፍቲ ባይዱre entirely electronic, students are much more independent than in the traditional setting. This requires that they be highly motivated and committed to learning with less social interaction with peers or an instructor. Students in online courses tend to do as well as those in classrooms, but there is higher incidence of withdrawal or incomplete grades
Motivations
Students are motivated to use e-learning to gain access to higher education. For some, it may be a component of a traditional course, while for others entire courses may be entirely online. Particularly for this second group, elearning may create access to higher education that they would not have otherwise because of geographic or time constraints
Instructors
• In e-learning, as in traditional classroom learning, instructors guide the educational experiences of students. • Depending on the mode of e-learning delivery, instructors may or may not have face-to-face interaction with their students. • E-learning technologies bring as much change to instructors as they do to students.
In the e-learning environment,instructors shift from being the primary source of students’ knowledge to being the manager of the students’ knowledge resources. For example, in a traditional classroom , the instructor delivers the content to the class and responds to their questions. In contrast, in a technology only asyn-chronous e-learning environment, the instructor is more of a coordinator of the content, which students then peruse at their own pace .Thus, the skills that are most important for an instructor to possess may depend on the elearning attributes of their course.
Students
• Students are the consumers of elearning. • In the context of higher education, they are undergraduate or graduate students enrolled at a university or college.
罗伯特副教授的实施结果显示， 学生的学习能力有了很大提高， 真正使学生成了学习者，而且学 生愿意继续使用这种教学方式。 这归功于罗伯特副教授结合大学 生学习的特征以及该课程的特点 进行了层层递进的设计。
Participants of E-learning • Students • Motivations • Concerns • Instructors
• Instructors may also be concerned with the acceptance of e-learning tools among their students. Studies have found that perceived usefulness and perceived enjoyment are very important for the adoption of e-learning applications by students .In order to increase perceived usefulness and enjoyment, instructors should vary the types of content, create fun, provide immediate feedback, and encourage interaction to increase acceptance .
• The amount of time that it takes instructors to create and administer e-learning courses is another important consideration. While some promote that the delivery of e-learning courses is less labour intensive, a 2003 study found that faculty and support staff spent almost twice as many hours providing online versions of courses compared to traditional delivery . Unless incentives are provided to encourage instructors to use e-learning technology, resistance to additional workload is likely to occur.
examples
翻转课堂作为一种新的 教学方式，在过去的一 两年受到了教育研究者、 一线教师和媒体的大量 关注。
伟谷州立大学数学实验课的 翻转课堂实践
• 这所学校的罗伯特副教授在大一新生的数学实验课上采取了翻 转课堂式的教学。课程开始前，每一位学生需申请一个博客， 该课程每周有2课时，大约80分钟。他是这样翻转课堂的：课堂 外，学生需先观看由他借助录屏软件录制并发布到博客上的6分 钟～8分钟的主题视频，对要学习的主题内容有个整体性的了解 ，学生再根据教师提供的与该学习主题对应的知识和能力资源 进行自主学习，之后学生被要求完成相应的练习来巩固学到的 内容，同时要按照教师的要求将完成的任务提交到博客上;课堂 上，教师让学生先用5分钟做几道多项选择题，以此了解他 们对基本知识的掌握情况，接下来教师会花5分钟～10 分钟来 解决学生课前学习中出现的问题，再将剩余的60分钟让学生以 小组的形式来做与主题相关的实验，在此过程中教师给予针对 性的指导。