Bachelor thesis e-learning


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It is necessary to consider the individual factors that play an important role in the acceptance and utilization of e-learning technology. For example, attitude of students and teachers towards e-learning technology may affect their acceptance of the technology in the teaching-learning process. While there have been studies to understand the factors of the instructors e.

Developing countries like India which are in the infancy stage of e-learning adoption cannot afford to fail in the e-learning implementation. Hence, it is essential to take cognizance of the user teachers and students as the major factor in any technology-enhanced learning environment. Thus, it is important to consider both factors relating to the key players students, teachers and institution in the implementation of e-learning. In African countries like Mali, the infrastructure of ICTs is very weak and thus, intensive use of e-learning technology in Distance Education DE is still a dream for their universities and institutes leading to poor performance in academic in e-learning modes, however few countries in the developing world are on the rise to use e-learning technologies in their universities.

Recently, ICTs are rapidly expanding in some of the developing countries, and hence, it offers an opportunity to consider the use of ICTs in the promotion of DE. It offers students considerable benefits including increase access to learning, best learning opportunities, and convenience of time and place Pierre, A survey presented at the e-learning Africa conference held in Accra Ghana May established that training and human capacity building should be emphasized alongside developing infrastructure for the success of any e-learning programme and for academic for example, E-learning technologies offer educators a new paradigm based on adult learning theory, which states that adults learn by relating new learning to past experiences, by linking learning to specific needs, and by practically applying learning, resulting in more effective and efficient learning experiences thus better academic performance.

So by enabling learners to be more active participants, and providing a well-designed e-learning technique and experience can motivate them to perform better in their academic. It is therefore crucial for researchers in this area to understand how virtual learning environments influence academic of students. At the University of Zululand it started with the supplemental use of technology in the classroom in , mostly through blended courses consisting of a mixture of face-to-face and online course material Boere and Kruger, According to Reform Forum - Journal for Educational Reform in Namibia, Information Technology literacy is very different from being able to integrate technology into teaching to enhance learning and good academic performance in Namibia, the use of blogs, drop box, bulletin boards are needed in order to incline in academic performance of the students.

Enhancing basic information and communication skills like reading, writing, and speaking should be the focus of using e-learning technologies in education, not simply ICT literacy. In Kenya like most developing countries, e-learning technology utilization is still limited to computer literacy training only without employing any e-learning technique and other related mode of delivery of instructional materials in e-learning.

Executive Education: e-learning Grande Ecole Programme

Integration should consider e-learning technologies, the pattern of student use of ICT, and the extent of use in teaching and learning programmes. A wide range of e-learning technologies should be selected and incorporated into the teaching and learning program Muriithi, At the moment, the e-learning unit conducts training for the teaching staff in the use of the LMS, MS Office programs and e-portfolio; however additional funds are required to finalize the training for all faculties and this training is not well circulated to students.

Shukuru , the Education and Vocational Training minister, in his recent speech in the 6th International e-learning conference in Dar es Salaam said that the goal of e-learning project is to integrate and effectively use e-learning technologies in the delivery of basic education such as prompt mail, blog, drop box e. Presently no e-learning courses have been developed yet at SUA because the appropriate mode of delivery of e-learning technology materials is not well developed and instituted.

Academic varies according to the techniques, mode and approaches used in delivering instructional materials in e-learning education. In Kampala International University, there is moderate utilization of e-learning technologies in teaching and learning especially for computer based students.

e-learning Grande Ecole Programme - 1 or 2 years

There has been consistent progress in teaching and learning in recent years because of improved ICT facilities and other e-learning technologies which are the backbone of e-learning. E-learning technology utilization was still limited to computer literacy training only without putting in practice of other e-learning technique and other related mode of delivery of instructional materials in e-learning. The mode and method of delivering instructional materials online was still a very big challenge as there was no well defined electronic library, e-learning technologies and inadequate ICT infrastructure to be utilized by students and their instructors.

There are other universities and academic institutions that use very low interactive E-learning technologies which is not clear. E-learning technology consists of several components such as LMS, drop box, blogs and forum among others which when utilized and practiced wholly can offer significant impact in educational system especially academic performance of students.

However if VLE was utilized and accepted as a whole in its broadest context, it would result in significant impact in academic of students at Kampala International University. Therefore, due to incomplete usage and acceptance of e-learning technologies in teaching and learning in Kampala International University Dar es Salaam College, the researcher was determined to carry out a research on this issue to find out the literacy of e-learning technology in Kampala International University, Dar es Salaam.

The purpose of the study was to assess the level of utilization of e-learning technologies in Kampala International University, Dar es Salaam. The study also examined the challenges of e-learning technologies in Kampala International University, Dar es Salaam. Beneficial opportunities attained as a result of effective acceptance and utilization of e-learning technologies and its processes were also part of the study.

The objective of this study was to assess the level of utilization of e-learning technologies in Kampala International University, and to determine challenges of and advantages of e-learning to students at Kampala International University Dar es Salaam. To determine the factors influencing the acceptance of e-learning technology in Kampala International University. To assess the level of utilization of e-learning technology in Kampala International University, Dar es Salaam.

To determine the opportunities provided by e-learning technology in Kampala International University. To determine the challenges of e-learning technology in Kampala International University, Dar es Salaam. What are the factors influencing the acceptance of e-learning technology in Kampala International University? To what extent are e-learning technologies being utilized in Kampala International University, Dar es Salaam? What are the opportunities provided by e-learning technology in Kampala International University, Dar es Salaam?

E-learning is one of the essential elements in education of the 21st century; therefore researcher has come up with the following assumptions in regards to e-learning pedagogy.

TABLE OF CONTENTS

There is a big gap in implementation of e-learning in different universities across the world; however, to overcome the e-learning gap it is important, therefore, for university lecturers to articulate their personal theories and beliefs about teaching. Tanzania is an African country located in Eastern Africa, bordering the Indian Ocean, between Kenya and Mozambique, with the total area of: , sq km including the islands of Mafia, Pemba, and Zanzibar.

Bordering countries are: Burundi km, Kenya km, Malawi km, Mozambique km, Rwanda km, Uganda km, and Zambia km. Dar es Salaam is actually an administrative province within Tanzania, and consists of three local government areas or administrative districts: Kinondoni to the north, Ilala in the centre of the region, and Temeke to the south. The theoretical scope was based on Connectivism theory which was introduced as a theory of learning based on the premise that knowledge exists in the world rather than in the head of an individual. Connectivism proposes a perspective similar to the Activity theory of Vygotsky as it regards knowledge to exist within systems which are accessed through people participating in activities.

It also bears some similarity with the Social Learning Theory of Bandura that proposes that people learn through contact. The add-on "a learning theory for the digital age", that appears on Siemens paper indicates the special importance that is given to the effect technology has on how people live, how they communicate, and how they learn. The variables to be covered are the level of utilization of e-learning technology, challenges of e-learning technology and the opportunities.

The study looks at the utilization of e-learning technology amongst students at Kampala International University. Effects of e-learning technology are also covered in this study. The research would lead to the review of curriculum development that would involve the use of ICT for teaching and learning in education sector e-learning technology. The research can be used by the Government of the united Republic of Tanzania in its efforts to support the implementation of e-learning technologies and the related ICT infrastructure for teaching and learning in schools and universities.

The research could also be applicable in the government for research institutes in regards to the development of ICT facilities for use in education sector.

The Ministry of Education and sports could use the project as a tool to investigating the effects of e-learning technology of both private and public universities in the country. The study would also be used as the future reference for the evaluation of the status of ICT and e-learning technology implementation in universities across the globe.

In addition, universities can also use this research as a tool to acquire grants from donors to improve ICT infrastructure in Universities especially in the developing countries. The researchers looked at the implications faced by both students and lecturers when LMS was introduced. Methodology: Mixed methods research methodology was used for the study.

To understand the impact of the LMS on teaching and learning activities, the researchers found it necessary to establish the adoption rate of the LMS for the university and compare it to that of urban universities which have already implemented similar systems. The researchers went on to establish the factors influencing the poor implementation rate in rural universities. Factors such as the level of usage of the LMS and perceptions of users were identified to assist in reaching at the conclusion on failure or success of the e-learning program. Results: The results indicated some positive perception by both educators and students.

Conclusion: However, the results indicated that, lack of training, poor awareness program and poor infrastructure, were the contributing factors of the failure of the e-learning program. Reshaping the perceptions by learners and educators might also contribute to the success of e-learning implementation.

1. Background

The rapid development in information communication technologies had greatly influenced the teaching and learning in universities. More investment in technologies by higher educational institutions HEIs creates a novel teaching and learning environment which provides effective ways of delivering education and training through the web. Mason and Rennie 1 , stated that education and training is required to be placed at the forefront of the rural development to build skilled human capacity needed.

They went on to say that e-learning had the potential to bridge the educational gaps and improve the lives of millions of people in the developing world.

Definition of “Thesis” in the Swedish higher education system

It was asserted that one of the urgent needs of developing countries was to utilize e-learning facilities in tertiary institutes 2. Biehl and Prescott 3 defined e-learning as part of a broader category to the learning environment which compliments conventional learning that has been digitalized supporting online multimedia and computer technologies.

E-learning can also be defined as virtual learning, virtual campus, distance learning, tele-learning, online courses, online training and many others 4. E-learning has a much greater potential than just delivery of content online. It connects individuals and builds a learning network by supporting knowledge sharing and collaborative learning articulated 5.

Weng 6 differentiates e-learning and conventional learning by stating that conventional learning was a teacher-centered approach in which the learners and educators communicate at the same time and placed the learners acquire knowledge passively. Whereas e-learning was a student-centred approach where the educator and learners can communicate at any time any place giving emphasis to a virtual and collaborative community and the learners acquire knowledge actively.

This approach had brought a break-through in education, overcoming the limitations of conventional learning by offering a personalized and independent learning environment. E-learning platforms: Guenaneche and Radigales 7 , stated that e-learning platforms integrate different tools including management tools, evaluation, monitoring, communication tools and others. The software application provides technological support for learners and academics to enhance teaching and learning activities.

goabedpimal.cf The platforms can facilitate e-learning activities or a combined mode of both conventional and e-learning activities for teaching and learning. According to Costa et al. According to Piotrowski 9 , e-learning platforms provide a consolidated support system for communication, delivery, creation, collaboration, assessment and organization for teaching and learning activities. University of Pretoria had a service called e-education 10 for the academic staff to be able to communicate and integrate with a variety of other technologies such as i.

Benefits and challenges of e-learning platform: Social equity, economic competitiveness, multimedia-rich content, accessibility, financial benefits, avoiding the commute to campus, improved access to information, lifelong learning and convenience of time and place and flexibility are outlined as benefits of e-learning Arkorful and Abaidoo 12 concluded by suggesting that e-learning increases the level of user satisfaction and decreases level of stress for the learners.

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