Technology Versus E-learning: An Ubiquitous Relationship

International Journal of Educational Technology in Higher Education, 2004

Tapio Varis gives a speech in relation to the use and progress of e-learning in the European education system. He begins by expressing a need for the combination of new technologies and traditional working methods at university, despite the existence of theses new technologies in our everyday lives. He argues that this is important at a national and global level. However, professor Varis also argues that cultural identities and traditions must be maintained with the use of the new technologies in the European educational sphere, and yet unifying European educational standard. He continues by discussing the lack of e-learning not only at university level but also in the education system as a whole, and questions whether secondary education is providing students with the necessary skills required for today's society. As a consequence there also needs to be greater support for teachers and professors in order to deliver these changes. He concludes by saying that universities should lead the way in educating the new technologies as the providers of information at a national and local level, as e-learning has become the only method of sharing knowledge in modern society. Keywords e-learning, cultural identity, pedagogical philosophy, higher education, european progress Tapio Varis * Speech given within the framework of UNESCO Chair's International Workshop of e-Learning 'A Social Perspective of e-Learning in Higher Education: University and Development in the Information Age', held in Barcelona (29 May 2004).

SHS Web of Conferences, 2021

The article is dedicated to comprehension the process of technological education in relation to E-learning. The relevance of the study is determined by the situation connected with the COVID-19 coronavirus pandemic, which required various educational organizations complete transition to distance learning for an indefinite period. It is noted that various educational technologies have been gaining new implementations in the conditions of distance education. The trend towards the gradual rejection of traditional (explanatory and illustrative) teaching methods and the transition to innovative technologies that were being operated within the educational system over the past decades has undergone changes due to the widespread transition to distance learning. Traditional technology, which structure includes elements of interactivity and innovation, has proven its effectiveness in the circumstances of E-learning. The least effective ones, based on the authors’ university teaching experienc...

Turkish Online Journal of Educational Technology, 2021

This essay tries to trace the most important steps of Italian e-learning between 1995 and 2005, a crucial time for the success of the Distance Learning in Italy. From the first degree course entirely in e-learning (by the Politecnico di Milano) some excellence e-learning centers of research and experimentation were born until the institutionalization of the telematic universities, and in these years they laid the basis of the actual e-learning panorama. Despite the technologic, infrastructural and cultural gap with other European countries and in accordance with the evolution of pedagogical models between 1995 and 2005, e-learning became an increasingly high value option for almost all the University community. The decade 1995-2005 has been crucial in e-learning history in Italy and in the rest of Europe, thanks to the transition from distance learning second generation, the multimedia distance learning, to the third generation, i. e. e-learning: the way to benefit at the maximum level the ICT educational potential and that of broadband internet (Bontempelli, s.d.) The second distance learning generation came after the first one, that of distance learning by mail adopted since the late '800, before the spread of radio and television and afterwards with the invention of the first personal computers in the years '60, '70 and '80. The primitive form of distance learning by mail evolved in multimedia learning: on paper but also television broadcasts, videotapes, videorecords, the first IT programs on floppy disk and CD-roms. In Italy, just in the decade between the two centuries with the birth of e-learning the didactical and educational processes started to completely change from the technological and methodological as well as the structural point of view. The third generation of distance learning, namely e-learning, is in fact based not on the transmissive model but on the constructivist paradigm and, thanks to the net, allows to put at the centre of the learning process no longer the trainer but the trainee, seen as an interactive subject able to manage and build competences in a collaborative logic The digital infrastructure of the net and the information and communication technologies (ICT) play a fundamental role in the e-learning development since they allow also the asynchronous communication and the implementation of new tools such as that of chats, forum and the creation of communities, functional to the learning by doing. The arrival in Italy of the distance learning has been delayed and prevented by the academic tradition of the Bel Paese, in addition to a late technological development. At the beginning it was seen as a backup plan for working students or disable people but later e-learning became an educational reality not discriminated but able to project the University towards the challenges of the new millennium. The development of new technology, necessary base for the development of the e-learning, permeated and changed almost any field, starting from pedagogy where the IT revolution opened new teaching scenarios, improving new educational paradigms both in frontal teaching and distance learning.

words E-learning, educational technology, knowledge management.

Revista de Universidad y Sociedad del Conocimiento, …, 2004

Tapio Varis gives a speech in relation to the use and progress of e-learning in the European education system. He begins by expressing a need for the combination of new technologies and traditional working methods at university, despite the existence of theses new technologies in our everyday lives. He argues that this is important at a national and global level. However, professor Varis also argues that cultural identities and traditions must be maintained with the use of the new technologies in the European educational sphere, and yet unifying European educational standard. He continues by discussing the lack of e-learning not only at university level but also in the education system as a whole, and questions whether secondary education is providing students with the necessary skills required for today's society. As a consequence there also needs to be greater support for teachers and professors in order to deliver these changes. He concludes by saying that universities should lead the way in educating the new technologies as the providers of information at a national and local level, as e-learning has become the only method of sharing knowledge in modern society. Keywords e-learning, cultural identity, pedagogical philosophy, higher education, european progress Tapio Varis * Speech given within the framework of UNESCO Chair's International Workshop of e-Learning 'A Social Perspective of e-Learning in Higher Education: University and Development in the Information Age', held in Barcelona (29 May 2004).

Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2016

E-learning could be carried out with any theory of learning by applying electronic devices. Skinner, for example, introduced programmed instructions in the 50's by the aid of mechanical devices that made immediate reinforcement for the right answer possible. In the frame of cognitivism, students could use a computer as a device for experimenting and researching by using multimedia hypertexts. The question about meaning of learning and getting to know not only external reality, but also inner world of any student was pointed out by the constructivist and humanistic learning theory. However, e-learning should not be reduced to delivering programmed instructions or multimedia hypertexts, it should allow students to be creators of their knowledge (constructivism) and, what is more important, of the world they live in (activism). Modern learning management systems like Moodle, along with social networking systems, could be used for carrying out such e-learning.

RUSC: revista de …, 2008

This paper has strong links with the European Commission's statement on the initiative "E-learning: designing tomorrow's education", adopted on 24 May 2000. It tackles the question of how Higher Education Institutions (HEI) follow the development of and manage their e-learning activities. This emerged in work package no. 3 of the eLene-EE project (Economics of e-learning, 2006(Economics of e-learning, -2007, which examines the economic models of e-learning.

This study aims to provide a discussion of the e-learning and its challenges for the student as well as for the teachers. As the years go by, ways of learning are modified and adapted to suit the trends and the requirements of the era. Due to the rapid growth of Internet technology e-learning has become an increasingly popular approach to learning in higher education institutions. Internet is a perfect tool of learning that offers flexibility and feasibility to learners at the same time offering endless opportunities for innovative teaching. Technological development has changed people's lives on different dimensions including teaching and learning. The internet is one of the channels that open the door for students around the world to access education that too on low costs. Elearning is adopted by organizations to offer training for their employees. It requires a different approach to pedagogy especially in areas of individual or group interaction and online assessment. However these skills are not unknown to all, as borders become less meaningful, global competition strengthens. International expansion has led to larger and more complex corporations. Due to the introduction of different new techniques online learning has become easier and interesting. The present paper will explore the challenges which are faced in the higher education. Development of new technologies and software tools are providing real learning experience, which is helping in developing a true learning society based on technology. Academics are only good as much as they can adapt to the new technology, which is a challenge for most academics. The current challenge for academics in an e-learning is to understand the Learning styles, motivation, Time-management etc. of different students for better learning outcomes.

2017

Higher Education in Europe has undergone massive changes due to technological advancements and adjustments resulting from the Bologna Process, by which learning should be accessible for all regardless of social exclusion reasons, such as imprisonment. The resulting massification of access to Higher Education requires flexible and inclusive training provision focused on the student. These are the primary aims of Distance Learning at the Open University of Portugal. The aim of this paper is to understand the viewpoints of twenty-six respondents (students, applicants to courses and senior rehabilitation technicians) on the reality of Higher Education in Distance Learning and e-Learning in a Portuguese prison. This study occurs in a context of a non-positivist paradigm, placing the emphasis on the perception of individuals through a qualitative methodology. The results obtained from interviews show that the education process has many weaknesses and limitations mostly due to the lack of facilities, educational and technological resources, and support from teachers. The conclusion is that it is essential to provide better conditions for prisoners receiving this type of education, as it can be an opportunity for obtaining professional qualification and for personal development, thus increasing their prospects of success in the future. RESUMEN La enseñanza superior en Europa ha venido experimentando grandes transformaciones gracias a los avances tecnológicos y a los cambios derivados del proceso de Bolonia, que prevé la creación de condiciones para que todos tengan acceso al aprendizaje, independientemente de factores de exclusión social, como la reclusión. La subsiguiente masificación del acceso a la Enseñanza Superior exige una oferta educativa flexible, centrada en el estudiante e inclusiva: son estas las prioridades de la Educación a Distancia de la Universidad Abierta en Portugal. Este artículo tiene como objetivo conocer las impresiones de veintiséis individuos (estudiantes, candidatos a estudiantes y técnicos superiores de reeducación) sobre la realidad de la Enseñanza Superior en la modalidad de Educación a Distancia y aprendizaje virtual (e-Learning) en una cárcel portuguesa. Este estudio se encuadra en un paradigma no positivista y hace hincapié en la percepción de los individuos, recurriendo a una metodología de carácter cualitativo. Los resultados, obtenidos mediante entrevistas, revelan la existencia de enormes debilidades y limitaciones en el proceso educativo, debido, sobre todo, a la falta de instalaciones y medios, recursos pedagógicos y tecnológicos, y apoyo de los profesores. Se ha concluido que es fundamental crear mejores condiciones de asistencia a distancia en las cárceles, porque esta formación superior puede ser una oportunidad de cualificación profesional y desarrollo personal, que incrementa sus perspectivas de éxito en el futuro.