EDU522 Theory And Practice Of E-Learning

EDU522 Theory And Practice Of  E-Learning

The location in relation to the above said module or coursework can be said to be Strayer University. The study level in relation to the above said module or coursework can be said to be graduate level. The unit code in relation to the above said module or coursework can be said to be EDU522 Solution.

The above said module or coursework actually focuses or emphasizes upon the design, the development as well as the implementation of the e-Learning(EDU522 Assignment Answers). The specific topics include the learning platforms for the purposed of the educational as well as the corporate environments, the online learning communities, the content design for the online delivery as well as the preparation of the learners for the online learning. The students and the learners shall be able to know the manner in which the e-Learning could be used in the form of a teaching tool or equipment in any traditional classroom or any training environment. The above said module or coursework actually explores the theories in relation to the learning in order to better understand the different conceptions in relation to the manner in which the people actually learn, the contexts in relation to the learning, the mechanisms with the help of which the people learn, the manner in which the learning is outwardly manifested, as well as the political, the ideological, as well as the cultural dimensions in relation to the research on the learning. The above said module or coursework looks at an excess of the theories that are actually designed in order to inform or else describe the learning (for instance, the individual cognitive, the socially constructed, the reproductive, the domain-specific, and others.) with the help of the course readings. The above said module or the coursework actually provides the opportunities for the in-depth exploration as well as the critical analysis of the learning theories, which includes the historical, the cultural, the social, as well as the political influences upon their development as well as implementation. With the help of the careful reading, the dialogue, the writing, as well as the presentation, the course partakers actually develop the knowledge as well as the skills in the critical analysis of the learning theories, the bridging theory and the practice, as well as linking what one learns regarding their own specific practice in the role of the educators.

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The prerequisite and obligation to integrate the virtual environment as well as learning the framework into the specific web-based platform has given rise to a debate amongst the ICT engineers as well as the education specialists. Seemingly, e-learning started from the particular ‘learning-by-doing’ phase. It created the understanding that the e-learning actually means so much more than a mere computer-based learning program. Subsequent to a decade, the e-learning involved an interaction with the participants element. It should be noted that in the pick of the popularity of the concerned topic, e-learning has been known as the usage of the tools as well as the methods that are combined or amalgamated in the specific learning platform. The terminology of ‘e-learning’ had been launched in the year of 1999. Prior to that, certain investigations had been delivered: (i) the 1^st test instrument became available and accessible in the year of 1924; (ii) the 1^st learning instrument actually appeared in the year of 1954; (iii) the 1^st computer-based learning program had been examined in the year of 1960; (iv) distance learning launched at the Open University in the United Kingdom: the interaction with the participants had been created with the help of the emails in the year of 1970; (v) the 1^st e-courses had been given in distance manner in the year of 1990. Lastly, the companies or the business corporations started to utilize the e-learning methods as well as the tools for the purposes of teaching the employees in the year of 2000. Prior to the year of 2000, e-learning had been a more virtual or static environment. It should be stated that a lot more studies came in the year of 1999. The researchers actually started to focus or emphasize upon the e-learning platform functionalities, the hybrid e-learning methods as well as the models. The peak or the top of the studies had been reached in the year of 2012. In the particular literature, the concept or notion relating to the e-learning is also analyzed or evaluated by the authors such as this specific ensuing list: “Ayres, Marcus, Chan & Qian (2009)”, “Chou & Liu (2005)”, “Fallahkhair, Pemberton, & Griffiths (2007)”, “Hassan & Selim (2010)”, “Huang & Chiu (2014)”, “Klašnja-Milićević, Vesin, Ivanović & Budimac (2011)”, “Laurillard, Charlton, Craft, Dimakopoulos, Ljubojevic, Magoulas, Masterman, Pujadas, Whitley & Whittlestone (2011)”, “Lewalter (2003)”, “Letrud & Hernes (2015)”, “Monahan, McArdle & Bertolotto (2008)”, “Sander & Golas (2012)”, “Schuster & Holtbrügge (2012)”, “Soroush (2016)”, “Zhang (2005)”, and others.

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Following can be said to be the required references for the above said coursework or module: -

“Ayres P., Marcus N., Chan C. & Qian N. (2009). Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations. Computers in Human Behavior, (25), 348-353.”

“Begičević N., Divjak B. & Hunjak T. (2007). Prioritization of e-learning forms: a multicriteria methodology. Central European Journal of Operations Research, (15), 405-419.”

“Belacel N., Raval H. B. & Punnen A. P. (2007). Learning multicriteria fuzzy classification method PROAFTN from data. Computers & Operations Research, (34), 1885-1898.”

“Chou S-W. & Liu C.-H. (2005). Learning effectiveness in a Web-based virtual learning environment: a learner control perspective. Journal of Computer Assisted Learning, (21), 65-76.”

“Cobo A., Rocha R. & Rodríguez-Hoyos C. (2013). Evaluation of the interactivity of students in virtuallearning environments using a multicriteria approach and data mining. Behaviour & Information Technology, (33), 1000-1012.”

“Dombi J. & Zsiros A. (2005). Learning multicriteria classification models from examples: Decision rules in continuous space. European Journal of Operational Research, (160), 663-675.”

“Doumpos M. & Zopounidis C. (2011). Preference disaggregation and statistical learning for multicriteria decision support: A review. European Journal of Operational Research, (209), 203-214.”

“Fallahkhair S., Pemberton L. & Griffiths R. (2007). Development of a cross-platform ubiquitous language learning service via mobile phone and interactive television. Journal of Computer Assisted Learning, (23), 312-325.”

Weightage of the code EDU522 (EDU522 Assessment & Assignment Answers)-

The weightage shall be 100 per cent.

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