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... The present work evaluates the performance of e-learning suit WebGuru. WebGuru [11] is used for teaching learning in Devi Ahilya University for enhancing the teaching learning skills. Comparative examination of e-learning suit WebGuru with traditional teaching methods namely Black-Board teaching, explanation of the topic, student understanding and classroom interaction is also performed. ...
E-learning based methods provide vital teaching methods for more than a decade. E-learning provides learners to have interactive e-content that is full of multimedia. It has been confirmed that it has a tremendous impact on the process of learning. The present work focuses upon a comparative examination of e-learning based methods with traditional teaching methods. The comparative examination performed on different user groups shows the preference of e-learning based methods over traditional teaching methods. The feedback regarding the two methods is collected from various user groups viz. students, researchers, instructors and staff. E-learning based methods provided outstanding feedback as compared to traditional teaching methods.
... This education sector changed its learning and teaching methods into an online system, and some closed their services, such as the library and labs (UNESCO, 2020). Before the pandemic, online learning received positive feedback and was expected by many people to be the future method of education rather than traditional education (Gaur et al., 2015). Nevertheless, several reports indicated that online learning was not showing a good prospect as expected. ...
COVID-19 has disrupted all aspects of human life. To mitigate the impact of the pandemic, several efforts have been taken, including by Indonesian scholars abroad. This book entitled Indonesia Post-Pandemic Outlook: Environment and Technology Role for Indonesia Development explores environment and technology issues and topics related to the COVID-19 pandemic and discusses post-pandemic recovery efforts in Indonesia. Comprising of 19 chapters, this book is divided into four sections. The first section, disaster and greening management development, discusses insights for a better solution in disaster prevention and development of greening management. Second, waste and pollution management development, explores options in development of waste and pollution management such as potentials uses of membrane technology, remediation of textile dyes, biochar industry, and also discussion on persistent organic pollution and microplastics. Third, food defense and security development, explores the potentials of food security and management in utilizing the potential of coastal sand marginal land resources, IoT and smart packaging, and smart food supply chain. The last part, human resource and public service development, discuses developments on management of education system, public transportation, e-government, and health information system. We hope that this book can be a valuable reference for stakeholders, policymakers, as well as society to recover from the pandemic crisis and find better solutions to benefit future generations.
... This approach aims to prevent and contain the spread of Covid-19. This condition necessitates the responsiveness of several educational institutions at the basic, secondary, and university levels to this phenomena (Gaur et al., 2015). A significant effort has been made to promote the use of ODL approaches as a means of overcoming the challenges inherent in the requirement to support in the transfer of knowledge to students especially during Pandemic Covid-19. ...
... Bangladesh has started following online education practicing in unplanned way with little preparation, no training and limited resources. Before COVID-19 pandemic, a study survey got positive result in [15] that analyzed, all academic staffs highly responded to new emerging e-learning policy rather than being used to study only using traditional education techniques. Figure 5 shows comparative and graphical view of e-learning responses for students and teachers category. ...
... E-learning has been evolving rapidly, from purely Web-based to mobile and ubiquitous learning experiences, thus providing even more personalized solutions that better suit each individual need. For that reason, institutions, teachers and learners seemingly embrace e-learning [2] and consider it among the most innovative learning mediums [3]. In fact, within the past ten years, we witness a strong ongoing growth of research interests in e-learning [4], [5] and the emergence of technologies that better support user interactivity [6] and content sharing [7]. ...
Student monitoring, the most common practice in Learning Analytics (LA), has become easier and more efficient thanks to the use of tracking approach that consists of collecting data of users and of their interactions throughout learning platforms. While LA gives considerable assistance to the tutors in the tasks of monitoring online learning, it also creates major drawbacks for the learners. For instance, tracking approach in LA raises many privacy questions. As for the learners, knowing that their personal data are being used, even for educational purposes, they could radically change their perception on e-learning technologies. Not to mention that these concerns would have a strong impact, sometimes very negatively, on not only their behaviors but also their learning outcomes. To better understand the side effect of LA, more particularly the privacy issues in e-learning, the research effort presented in this paper covers two main aspects. First, it outlines various tracking approaches in e-learning. Second, it analyzes how the learners perceive the use of their personal data and the related privacy issues. To do so, an experiment has been carried out with the participation of students from three different universities in France and one university in Germany. The major contribution of this paper is the awareness-raising of privacy concerns in exploiting tracking data in e-learning, which are often overlooked by researchers and learning content providers.
... E-learning has been evolving rapidly, from purely Web-based to mobile and ubiquitous learning experiences, thus providing even more personalized solutions that better suit each individual need. For that reason, institutions, teachers and learners seemingly embrace e-learning [2] and consider it among the most innovative learning mediums [3]. In fact, within the past ten years, we witness a strong ongoing growth of research interests in e-learning [4], [5] and the emergence of technologies that better support user interactivity [6] and content sharing [7]. ...
... experiences, thus providing even more personalized solutions that better suit each individual needs. For that reason, institutions, teachers and learners seemingly embrace e-learning (Popovici and Mironov, 2015) and consider it among the most innovative learning mediums (Gaur et al., 2015). In fact, within the past ten years, we witness a strong ongoing growth of research interests in e-learning (Scott and Vanoirbeek, 2007) and an emergence of technologies that better support user interaction (Gamage et al., 2014) and content sharing (Lau et al., 2013). ...
The paper explores the effectiveness of traditional versus digital teaching and learning methods as perceived by university students. As digital technologies are fundamentally changing the ways of teaching, learning and teacher-student interaction, the impact of digitalization on students’ learning styles remains underresearched. The aim of the study is to determine to what extent teaching and learning methods need to be adapted to reflect the current needs of students in the digital era. An online questionnaire about evaluation of teaching and learning methods was used to collect data amongst students of Faculty of Electrical Engineering and Information Technology of the Slovak University of Technology in Bratislava. The conducted quantitative survey research and subsequent comparative analysis showed students’ preference for high hybridization of teaching and learning methods, i.e., blending of traditional and digital methods. In particular, the students require input that is primarily visual. The research also shows that the role of the teacher’s explanation continues to play a significant role in higher education.
Background: We are living in an era of technology where smart phones and hence social media have entered into many aspects of our life. Social media tools are gaining attention in medical education as well. Therefore, this study was done to find out the effect of M-learning via WhatsApp over the traditional method and also to know the students’ perception towards M-learning via WhatsApp.Methods: The study included 60 sixth semester students and they were divided into two groups of 30 each. 4 sessions were conducted on nutrition and occupational health. For the first 2 sessions, group I was intervention group (TL method was WhatsApp) and group II was control group (TL method was lecture). For the next 2 sessions, group II was interventional group (TL method was WhatsApp) and group I was control group (TL method was lecture). To assess the effectiveness of WhatsApp intervention, a test was conducted using 60 MCQs. To evaluate the participant’s perception towards M-learning via WhatsApp, a feedback questionnaire was used. Data was analyzed using SPSS 20.Results: There was a statistically significant difference between the 2 groups of students. Interventional-group perceived WhatsApp sessions to be effective than traditional lecture.Conclusions: In our study we found a significant difference between gains of knowledge from WhatsApp compared to didactic lectures. Students were favourably inclined to use the WhatsApp and welcome its role in enhancing their learning experience.
