Group items tagged

The essential e-learning design manual, updated with the latest research, design principles, and examples e-Learning and the Science of Instruction is the ultimate handbook for evidence-based e-learning design.

Rapid e-learning guides to best practice

Rapid e-learning guides to best practice

E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. The purpose of this paper is to consider a range of barriers, impacting the success of e-learning implementations, yet to the best of the authors' knowledge no conceptual framework is able to consolidate existing research. In the research article in press EURODL Shaw, Rawlinson, Sheffield (2020) we aimed to consolidate a conceptual framework

blog from e-learning developer

New Horizons report on the future of e-learning

A Theory for eLearning. Defining different types of TEL from F2F to full online and associated hypothesis

Personalisation of e-learning environments is an interesting research area in which the learning experience of learners is generally believed to be improved when his or her personal learning preferences are taken into account. One such learning preference is the V-A-K instrument that classifies learners as visual, auditory or kinaesthetic. In this research, the outcomes of an experiment are described after students in the second year of university were exposed to a unit that was redesigned to fit in the V-A-K learning styles.

Assessment is about generating evidence of your knowledge or skills. This evidence can be used to aid learning (formative assessment) or used to measure learning (summative assessment). 'Assessment 2.0' is the use of Web 2.0 services to generate this evidence. Table 1 illustrates some of the ways in which Web 2.0 technologies can be used in the assessment process.

Research articles produced by EDEN

At our University, the Faculty of Health, Social Care and Education has delivered a variety of undergraduate and postgraduate courses via flexible distance learning for many years. Distance learning can be a lonely experience for students who may feel isolated and unsupported. However e-learning provides an opportunity to use technology to motivate students to interact with each other and their tutors and work together towards common goals. If done properly, this provides distance learners specifically with a sense of learning within a community and therefore enables them to learn more effectively. Five years ago, the Faculty of Health, Social Care and Education started using a virtual learning environment (VLE) to expand and develop our materials and provide a variety of resources to support our students. In the postgraduate Magnetic Resonance Imaging (MRI) course this was further developed by implementing several collaborative learning initiatives where students work together online. The purpose of this was to attempt to improve the student experience of distance learning. The aim of this review is to analyze the effectiveness of three online collaborative tools used in the postgraduate distance learning MRI course and make recommendations for the implementation of similar initiatives throughout health care education.