Master's thesis contains basic informations about e-learning and describe it by many criteria. It also describes progress and current trends in e-learning and what is needed to create interactive study materials and courses. I analyse most important advantages and disadvantages of these courses. I designed Web-based training system (WBT) for driving school, which is implemented as a program prototype of e-learning system.

No description available.

No description available.

The ongoing shift in demographics, marked by declining birth and mortality rates and a shrinking qualified workforce, necessitates that organizations promote health, motivation, organizational commitment, and workability to maintain (older) employees (Chand & Tung, 2014; He et al., 2016; Hertel & Zacher, 2018; Ilmarinen & Tempel, 2002; United Nations Department of Economic and Social Affairs: Population Division, 2022). Thus, the probability of age-diverse teams and the share of older employees in organizations rises (Hertel & Zacher, 2018; Wegge & Schmidt, 2015). While this development can favor employee performance and health (Hertel & Zacher, 2018), managing an age-diverse workforce poses severe challenges for organizations, including suitable ergonomic and personnel measures (Beier, 2015; Deller et al., 2008; Hertel & Zacher, 2018). However, age-diverse teams can negatively impact health and performance if appropriate techniques are not implemented (Joshi & Roh, 2009; van Dijk et al., 2012), such as age-differentiated leadership (Jungmann & Wegge, 2023; J. Wegge et al., 2012). Moreover, the Job-Demand Resources theory (Bakker & Demerouti, 2017; Bakker et al., 2023) describes how demands and resources can affect exhaustion and work motivation. Supervisors may influence these demands and resources on several pathways, such as designing work, performing as a buffer for demands, and acting as a resource for employees, promoting job crafting, and hindering self-undermining (Tummers & Bakker, 2021). In addition, recovery as a self-regulation technique poses another critical factor in the JD-R model (Bakker & de Vries, 2021; Dolce et al., 2020). This dissertation aims to contribute a scientific-based and empirical-examined training approach to improve supervisors' general and age-differentiated leadership behavior as well as the recovery (behavior) of employees and supervisors in various field settings. Furthermore, it adds to training research regarding different contents, target groups, and methods. Studies 1 and 2 had the goal of promoting age-differentiated leadership and positive age-diversity mindsets. However, the age-differentiated training programs used in these studies varied in terms of the target group (large-scale vs. small-scale, one organization vs. various organizations), methods used (web-based vs. face-to-face, trainer vs. no trainer), and length of the training (one-and-a-half vs. two-and-a-half-days vs. required amount to complete the training within 42 weeks). Study 1 was aimed at training supervisors of small- and medium-sized enterprises. The study consisted of Study 1A, which was a one-and-a-half-day face-to-face training (Supervisor sample: N = 74 (warm-up), N = 68 (one-day-training) and N = 47 (booster), subordinates: N = 366 (pre-measurement), N = 115 (post-measurement), N = 55 (matching pre-post measurements), and Study 1B, which was a self-guided web-based training (supervisors: N = 44 (matching pre-post measurement), subordinates: N = 57 (matching pre-post measurements). Based on the beneficial results of Study 1A that displayed, for an example, self-reported increase in subjective knowledge of the training topics, age-differentiated leadership, and age-diversity appreciation, the web-based training was developed. The web-based training also indicated a self-reported increase in subjective knowledge, age-differentiated leadership and age-diversity appreciation. Furthermore, assessments of employees of the trained supervisors showed beneficial tendencies. Based on the supervisor's assessment, several team interaction processes (e.g., team reflexivity) significantly increased, including innovation and team reflection. Thus, findings supported enhanced performance through age-differentiated leadership. Unfortunately, the results were not replicated on the employee or the team level. Nevertheless, non-significant increases in overall age-differentiated leadership and goal-setting were also detected at these levels of analysis. Regarding health, employees also showed non-significant beneficial tendencies. The comparison between the web-based and the face-to-face training yielded no significant differences. However, the web-based version displayed a stronger non-significant increase regarding the measured outcomes (e.g., age-differentiated leadership, age-diversity appreciation). Study 2 conveyed age-differentiated leadership and a positive age-diversity mindset within a two-and-a-half-day training program in a large-scale car manufacturing company. The longitudinal study involved 123 supervisors, and over 800 employees in 90 teams at each of the three measurement times (t1:989, t2: 838, t3: 937). It also looked into the correlation between age-differentiated leadership and break behavior, recovery experiences, and absenteeism. Results indicated a significant self-reported and externally assessed (individual employee level) increase in age-differentiated leadership in the training group compared to the waiting-control group. Effects for age-diversity appreciation and team interaction processes (team identification, conflicts) were not significant. Nevertheless, the training group displayed a more beneficial development. The latter beneficial effects were only detected for innovation on the individual employee level. The study also confirmed the association between age-differentiated leadership with break behavior, recovery after breaks, and recovery behavior. It also supported the expected negative association between age-differentiated leadership and absenteeism. Study 3 investigated a new web-based training for improving break behavior at work and recovery behavior after work in the care sector (N = 17 (pre-post comparison), N = 9 pre- follow-up comparison) over three times of measurement. The training content was derived from a literature review, interviews with care experts, and workshops with care professionals. Supervisors and employees were investigated as one group. Recovery behavior, including recovery planning and behavior, significantly increased. Similarly, a significant improvement in overall recovery experience was detected. In addition, training had a significant positive effect (decrease) on the need for recovery and burnout. Training is a promising approach to improving age-differentiated leadership and recovery in organizations and, consequently, health and performance. In addition, the dissertation extended findings of age-differentiated leadership towards additional sectors (e.g., car manufacturing), perspectives (individual, team, and supervisor) SMEs, and associations with recovery and absenteeism. It also showed that training could deliver age-differentiated leadership and recovery. Furthermore, the dissertation fulfilled Bell et al. (2017)`s request for further comparison between web-based and face-to-face training programs, while also incorporating the web-based attendance (adherence perspective). With respect to the JD-R model underlying the tested hypotheses in the three studies it can be concluded that both age-differentiated leadership and recovery can be integrated into this framework. Moreover, an association between these two added components was confirmed. Future research should investigate this interaction in more detail. In addition, training is an approach to improving these components.

Made available in DSpace on 2014-06-11T19:22:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-03-28Bitstream added on 2014-06-13T19:27:56Z : No. of bitstreams: 1 ralha_jlfs_me_ia.pdf: 4593338 bytes, checksum: eb5cc0fb4a2864d102a098931929ade3 (MD5) / The idea of this paper is to propose an art study possibility helped by the computer connected to the web, using communication technologies and virtual reality simulation, checking on VRML language as a tool for creation, by simulation, of environments in 3D virtual reality to study some particular art aspects such as the 3D perception and putting together the main results, obtained from many different researches on the usage of VRML and its educational application, aiming to achieve the dimension of this possibility. I intend, as the main objective of the research, to study the VRML language as a support tool to optimize the construction on the art knowlegment. This proposal has, as the idea of an application, the development of a bigger concept comprehension in art's studies and still the learning of arts, on distance learning, through the experiences in art appreciation and sensorial involvement using virtual reality by the VRML language to promote the simulation e reproduction of visual master pieces in virtual reality and so on. This proposal doesn't intend to be an idea on the replacement of teachers and tutors on teaching and learning of virtual arts, quite the opposite, the idea is to offer access to materials in a different way and to a bigger number of people, through the anytime / anywhere possibilities of learning that are available on the distance learning digital technologies by the using of computers connected to the web, called e-learning. Basically, the paper is divided in three parts. 1. To propose the art study couting n the computer, communication techonologies and virtual reality simulation, 2. To research the VRML language as a tool to create the environment in virtual reality to study the 3D representation, and. 3. To put together the results already otained in many researches about the usage of VRML language its educational applicability, to get tlhe dimension of this proposal.

This project is dealing with creating of system for e-learning support. It describes problematics of e-learning, explains meaning of this term and describes its advantages and disadvantages. The objectives were to create an application suitable for electronic learning, which could illustrate specifications of restrictions of the system objects. This means to create an application, where is explained the problem of OCL in that kind of format, which reacts the structure and the form of application used for e-learning. I meet the program languages of OCL and UML 2.0. I read over the CASE Rational Rose environment and meet the e-learning problem, too. These are the knowledges, which I used while I was creating my e-learning application.

Τα σύγχρονα πληροφοριακά συστήματα μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση, επιτρέπουν τη συστηματική διαχείριση του εκπαιδευτικού υλικού και υποστηρίζουν τις εκπαιδευτικές διαδικασίες των μαθημάτων. Τα συστήματα αυτά έχουν λειτουργικότητες όπως: η ανάρτηση ψηφιακού υλικού, η διεξαγωγή συζητήσεων, η ανάρτηση ασκήσεων-εργασιών, η πραγματοποίηση εξετάσεων και πολλές άλλες. Στόχος της συγκεκριμένης εργασίας είναι η διερεύνηση του χώρου των συστημάτων μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση καθώς επίσης και η παρουσίαση και η εφαρμογή μεθόδου αξιολόγησης τους, αξιολογώντας τα συστήματα σύμφωνα με μια λίστα λειτουργικών απαιτήσεων. Στο 1ο κεφάλαιο της διπλωματικής εργασίας γίνεται μια περιγραφή των βασικών εννοιών της εξ’αποστάσεως εκπαίδευσης καθώς επίσης και έννοιες που αφορούν τα συστήματα υποστήριξης μάθησης όπως:CBT, VLE, LMS, LCMS, CMS, Mobile Learning. Στο 2ο κεφάλαιο γίνεται μια επισκόπηση του χώρου των Συστημάτων Μάθησης Learning Course Management Systems (LCMS). Συγκεκριμένα γίνεται μία καταγραφή των χαρακτηριστικών των πιο δημοφιλών συστημάτων τόσο των εμπορικών όσο και των συστημάτων ανοικτού κώδικα με τη χρήση ενός κοινού template όπου καταγράφονται τα εξής στοιχεία: Κατασκευαστής, Σύντομη περιγραφή Λογισμικού, Πλεονεκτήματα (Δυνατά Σημεία ), Μειονεκτήματα (Αδυναμίες, Ελλείψεις), Πελατολόγιο, Τρέχουσα Έκδοση έτσι ώστε να μπορεί κάποιος εύκολα να τα συγκρίνει και να τα αξιολογήσει. Στο 3ο κεφάλαιο πραγματοποιείται ανάλυση απαιτήσεων ενός σύγχρονου συστήματος μάθησης έτσι ώστε να μπορεί να εφαρμοστεί η μεθοδολογία αξιολόγησης σε μια λίστα από χαρακτηριστικά-απαιτήσεις για τα συστήματα που παρουσιάζονται στο κεφάλαιο 2. Στο 4ο κεφάλαιο παρουσιάζεται η μεθοδολογία Αξιολόγησης των συστημάτων μάθησης η οποία στηρίζεται στη θεωρία της ασαφούς λογικής. Η συγκεκριμένη μεθοδολογία εφαρμόστηκε σαν μελέτη περίπτωσης για την αξιολόγηση συστημάτων εκπαιδευτικών δραστηριοτήτων προκειμένου να βρεθεί το πλέον κατάλληλο σύστημα για τις ανάγκες του Ελληνικού Ανοικτού Πανεπιστημίου. Τέλος στο κεφάλαιο 5 πραγματοποιείται η εφαρμογή της μεθοδολογίας αξιολόγησης μεταξύ των συστημάτων μάθησης και παρουσιάζονται τα αποτελέσματα- συμπεράσματα που εξάγονται από την εφαρμογή της μεθόδου ενώ στο τελευταίο κεφάλαιο (6ο ) παρουσιάζονται τα συμπεράσματα της εργασίας. / Modern learning information systems are designed to support distance education and have many features to support learning sequence such as: management of educational material, tools for uploading projects in several kinds (documents, multimedia files), many kinds of quizzes, grades management, forums, reports wiz and many others. The aim of this master thesis is the investigation of available learning course management systems(LCMS), requirements analysis for LCMS and presentation and implementation of an evaluation methodology for LCMS based on a requirements list. In the first chapter of this thesis, we describe the basic concepts and definitions of e-Learning, as well as concepts relating to learning support systems such as: CBT(Computer Based Training), VLE(Virtual Learning Environment), LMS(Learning Management Systems), LCMS(Learning Course Management Systems), CMS (Course Management Systems), Mobile Learning etc. The second chapter contains an investigation in the area of Learning Course Management Systems (LCMS). We used a common template in order to describe the features of the most popular LCMS (either Open Source or Commercial). The template contains features like: Small Description of any LCMS (Software Manufacturer and History, Active Users and Installations, Database Requirements, Web Server, Manufacturer Clients, Current Stable Version), Strengths of the Software, Weaknesses of the Software, Available Mobile Version. This features have been chosen in order to become easy the comparison and after that the evaluation of the systems. The third chapter contains requirements analysis of a modern learning course management system so that the evaluation methodology can be applied to a specified list of features-requirements for the systems presented in chapter 2. In the fourth chapter there is the presentation of the evaluation methodology which uses a multicriteria technical analysis which belongs to the field of methods of Multi-Criteria Group-based Decision Making Techniques, while uses methods of (intuitionistic) fuzzy logic. This method exports the results using a technique TOPSIS(Technique for Order Preference by Similarity to Ideal Solution). In this chapter there is the theoretical description of the methodology which has been implemented as a case study for evaluating learning management systems in order to find the most suitable system for the needs of the Hellenic Open University(HOU). In Chapter 5 we will find the implementation steps of the methodology in order to exclude the most suitable LCMS for HOU and the final results(list of Systems). We will also find the conclusions of the implementation of this method. Finally the last chapter (6th) presents the final conclusions of the whole thesis and the added value this thesis offers in this field of research .