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Collaborative digital learning (CDL) has been a trend since the 4.0 era and has grown in popularity in the aftermath of the COVID-19 outbreak. This study is a literature review that aims to examine the existing literature on CDL and virtual learning environments (VLEs), with a specific focus on their application in mathematics classes. The data was collected by compiling all published articles from the past five years and then analyzing the information to draw conclusions. Content analysis approaches were utilized for descriptive and thematic data analysis. The findings of this study indicate that the use of computer-based learning (CBL) as a VLE has been successfully adopted and is quite useful in remote learning, particularly during the COVID-19 pandemic. Based on these findings, it is recommended to develop a CBL VLE to assess its impact on mathematics education in schools, especially on metacognitive abilities in problem-solving. [ABSTRACT FROM AUTHOR]

The German initiative "New Media in Education—the Higher Education Sector" is well documented. The present volume describes the project's evaluation concepts and preliminary results. In four chapters about goals, methodology, and possible future directions of evaluation research as well as some presentations of e-learning projects, this book offers a rich overview of appropriate evaluation models from fields such as psychology, the social sciences and quality management. This compilation encompasses theoretical works on the concepts of evaluation as well as presentations of actual evaluation studies. The reader thus gains insight into the extent of the requests and expectations an evaluation team has to satisfy as well as the process of implementing e-learning in a university context. The articles in this book contain thought-provoking ideas like Sigmar-Olaf TERGAN's assertion that there is no automatic relationship between the quality of an e-learning program and students' learning outcomes. This could lead us to conclude that we have to put more emphasis on situational parameters and that we have to use methods that are capable of capturing the different perspectives of those involved. While many authors accentuate the need to triangulate data sources, methods, theories and observers, the empirical method used most often in the context of e-learning is surveys, if possible online. This difference leads to questions about the function evaluation studies fulfill for e-learning programs. Karin HAUBRICH's demand that e-learning programs must be allowed to fail seems especially important here in order to make evaluation appear less as a control instrument and more as a way to get reliable feedback and to provide a catalyst for new developments. After reading this book, one might have the impression—and one might ask why this is the case—that e-learning requires evaluation in greater depth than "traditional" forms of teaching. An argument put forward by Sascha SCHANZE points to the novelty of this approach. While this view is shared by other e-learning professionals, today's students often use computers from childhood on. They communicate regularly via e-mail and are used to searching for information on the Internet. The enduring novelty of e-learning thus cannot fully explain this situation. We may instead assume that this "need for evaluation" is rather a side effect of changes in the production mode of higher education. While "traditional" lectures often are, or at least could be, a one-person affair, e-learning represents a form of higher education in the age of a new division of labor—e-learning can only be delivered at a professional level when the production process is distributed over several specialized units, which of course requires a greater management effort. When considering this change in conjunction with prevalent ideas of collecting content or rather learning objects that are tagged with standardized metadata in shareable repositories, we might wonder whether the current impetus of implementing e-learning at university level will cumulate in the use of unified administration and communication platforms, or whether this journey continues towards a "codification" of higher education URN: urn:nbn:de:0114-fqs0501254

Nurse educators function in a post-industrial, information and communication technology driven world. They are required to equip student nurses with the competencies to render healthcare in technologically advanced healthcare settings. Modern developments in information-communication and educational technologies compel nurse educators to make a paradigm shift by redirecting the emphasis from traditional methods of instruction to computer-assisted instruction (CAI) and computer-based learning. This study investigated the nature of student nurses' exposure to CAI and computer-based learning, the perceived benefits of this exposure, as well as the challenges encountered. A quantitative, non-experimental, univariate, descriptive survey research design was utilised. The respondents comprised 172 second year and 119 third year student nurses. Although the respondents preferred CAI to traditional modes of teaching, evidence of ineffective CAI was portrayed in the findings. It is recommended that various educational computer packages that support mastery of subject content and the development of higher cognitive skills be accessed and utilised. [ABSTRACT FROM AUTHOR]

Multimedia learning occurs when students build mental representations from words and pictures that are presented to them (e.g., printed text and illustrations or narration and animation). The promise of multimedia learning is that students can learn more deeply from well-designed multimedia messages consisting of words and pictures than from more traditional modes of communication involving words alone. This article explores a program of research aimed at determining (a) research-based principles for the design of multimedia explanations—which can be called methods, and (b) the extent to which methods are effective across different learning environments—which can be called media. A review of research on the design of multimedia explanations conducted in our lab at Santa Barbara shows (a) a multimedia effect—in which students learn more deeply from words and pictures than from words alone—in both book-based and computer-based environments, (b) a coherence effect—in which students learn more deeply when extraneous material is excluded rather than included—in both book-based and computer-based environments, (c) a spatial contiguity effect—in which students learn more deeply when printed words are placed near rather than far from corresponding pictures—in both book-based and computer-based environments, and (d) a personalization effect—in which students learn more deeply when words are presented in conversational rather than formal style—both in computer-based environments containing spoken words and those using printed words. Overall, our results provide four examples in which the same instructional design methods are effective across different media. [Copyright &y& Elsevier]