Implementing E-Learning Designed Courses in General Education
Keywords:e-learning, general education, instructional practice, satisfaction
The aim of this study is to implement e-learning designed course for general education. The study employed 3 phases for developing e-learning course: contextual study, designing, and implementing. Two courses general education, 217 undergraduate students are participated the study. Research tool consisted of interview about e-learning form and learning satisfaction questionnaire. The findings revealed that e-learning courses should not be used alone, but it should be mixed between face to face and e-learning in the appropriate solution. After students had learned through e-learning, they express learning satisfaction at high level and need to be continued e-learning courses in other courses.
Edelson D.C., Gordin, D.N. & Pea, R.D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences, 8(3&4), 391-450.
Callaghan, N. & Bower, M. (2012). Learning through social networking sites- the critical role of the teacher. Educational Media International, 49(1), 1-17.
Herreid, C.F. & Schiller, N.A. (2013). Case studies and the Flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Meijer, A., Grimmelikhuijsen, S. & Brandsma, G.J. (2012). Communities of public service support: citizens engage in social learning in peer-to-peer networks. Government Information Quarterly, 29(1), 21-29.
Pascarella, E.T. & Terenzini, P.T. (1991). How college affects students. San Francisco: Jossey-Bass.
Nawaz, A. (2013). Using e-learning as a tool for â€˜education for allâ€™ in developing states. International Journal of Science and Technology Educational Research, 4(3), 38-46.
Ezziane Z (2007). Information technology literacy: Implications on teaching and learning. Journal of Educational Technology & Society, 10(3), 175-191.
Brandi, K. (2005). Are you ready to â€œMoodle"? Language Learning & Technology, 9(2), 16-23.
MÃ¶dritscher, F. (2006). E-learning theories in practice: A comparison of three methods. Journal of Universal Science and Technology of Learning, 3-18.
Anderson, T. (2008). Towards a theory of online learning. Theory and practice of online learning, 45-74.
Paechter, M., Maier, B. & Macher, D. (2010). Studentsâ€™ expectations of and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54(1), 222-229.
Lin, C. (2013). Using Moodle in a general education English as a second language program: Taiwanese college student experiences and perspectives. Journal of Educational and Social Research, 3(3), 97-104.
Reeves, T.D. & Pedulla, J.J. (2011). Predictors of teacher satisfaction with online professional development: evidence from the USAâ€™s eâ€Learning for Educators initiative. Professional Development in Education, 37(4), 591-611.
Escobar-Rodriguez, T. & Monge-Lozano, P. (2012). The acceptance of Moodle technology by business administration students. Computers & Education, 58(4), 1085-1093.
Bell, B.S. & Federman, J.E. (2013). E-Learning in postsecondary education. Future for Children, 23(1), 165-185.
How to Cite
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.