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Usability of e-learning Resources in Teacher Education in India

Usability of e-learning Resources in Teacher Education in India. Dr. K.NACHIMUTHU Asst. Prof of Education PERIYAR UNIVERSITY SALEM, Tamilnadu,India dr _ knmuthu@yahoo.com. Presentation at. Assumption University, Suvarnabhumi Campus, Bangkok, Thailand

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Usability of e-learning Resources in Teacher Education in India

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  1. Usability of e-learning Resources in Teacher Education in India Dr. K.NACHIMUTHU Asst. Prof of Education PERIYAR UNIVERSITY SALEM, Tamilnadu,India dr_knmuthu@yahoo.com

  2. Presentation at Assumption University,Suvarnabhumi Campus, Bangkok, Thailand “eLearning 2010” Seventh International Conference 16-17 Dec 2010

  3. TEACHER EDUCATION IN INDIA Now there are more than 23 Central Universities, 60 Deemed Universities and 279 university-level institutions (AIU, Sep 2010) in India who have been putting their might to promote educational research in Education.

  4. Accreditation of Teacher Education NCTE- (National Council of Teacher Education) ------------------------------------------------------Accrediting & Inspect the Teacher Education institutions including Univ. depts. in INDIAto check the quality in teacher education

  5. Today teachers  Tomorrow’s society • The demand for B.Ed- has increased • -the need for trained Trs. • -upgrade number of schools, colleges • Formal institutions in the Country can not cope-up with such a demand.

  6. E-learning as a key factor Information is a key factor in the generation of wealth. E-learning can be used as a core to the teacher training process. E-learning is a form of technology that are used to transmit, store, create, share or exchange information in any classrooms.

  7. Objectives of the study • to determine how far the e-learning resources utilized effectively; • to check the awareness of e-books, e-journals for their research and Professional development.

  8. Hypotheses of the study • Awareness and intentions to act regarding elearning resources is inadequate • there were in sufficient e-learning devices with regards to the Government & Private Colleges for their research utility

  9. Tools for the Study • E-learning Utility Checklist (ELUC) • Concepts – 7 types • Ratings - 4 Columns • accepted, 2) already used, • 3) consider being used, 4) not interested.

  10. Sample for the Study 17 B.Ed College of Education lecturers (n=115) in Salem District of Tamilnadu state (India) – Sep 2010

  11. Findings of the Study % of B.Ed lectures based on their levels of understanding regarding e-leaning

  12. Findings of the Study B.Ed lectures awareness & Interaction of some common e-learning technology

  13. Findings of the Study B.Ed lectures awareness & Interaction of some common e-learning technology (contd…)

  14. E-learning barriers in India • time management issues which impact on the length & depth of the materials; • confusion around the purpose of learning due to their multiple users in other areas of interests; • lack of confidence to participate in attention for some learners who are unfamiliar with online env. • not accept - new innovations in their classrooms.

  15. Findings of the Study Self-financed Colleges were found to have high ICT facilities with very good audio visual aids & computer systems with 100% internet connections. There was an e-library with Information Library Network (INFLIBNET) in all the institutions.

  16. Findings of the Study Contd.. There were no interactive video teleconferencing (ITV) facilities available in any of the Colleges. But for CAI, e-mail & Video programmes, Fax machines were more available

  17. Findings of the Study Contd.. Hy-1: “Awareness and intentions to act regarding e-learning resources is inadequate”- ACCEPTED Hy-2: “There were insufficient e-learning devices with regards to the Government & Private Colleges for their research utility” - REJECTED

  18. Findings of the Study Contd.. Under-utilization of ETV programmes was electricity failure, lack of awareness & non-payment to personnel on time. Some claimed that the content - programmes - little above their level of knowledge, & syntax used also somewhat difficult.

  19. Recommendations -more formative evaluation -especially for e-Learning, in the testing area for; content accuracy; content sequencing; interaction & feedback adequacy; look & feel; site navigation ; broken links & interactions.

  20. Recommendations • Each and every one needs to notice, three paradigms viz., • the perceptual user interface (PUI) that allows to infer the user’s inten­tions from the observation of his/her explicit and implicit behaviour; • the attentive user interface (AUI), conceived for deducting and managing, the user’s attention; • the affective user interface (AFUI), which analyzes the user’s emotional state for better adaptation.

  21. Conclusion To ensure their success in educational institutions pay as much- as attention to engaging students, motivating lecturers, and energizing their institutions towards e-learning. In order to create more teachers’ professional development and to enhance the research experience we need in e-journals and e-books in India.

  22. dr_knmuthu @ yahoo.com Thank You +91 09842726987 Dr.K.NACHIMUTHU, Asst. Prof, Dept. of Education, Periyar University, Salem - 11, Tamilnadu. India

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