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<p><strong>Introduction: </strong>Along with the rapid spread of the World Wide Web, internet, and personal computers, e-learning has been increasingly adopted by higher educational institutions (<strong>HEIs</strong>). A serial of studies have been conducted in order to study the implementation of e-learning in HEIs.  This study is a comparative study of two Chinese universities and one Swedish university. It is trying to answer the following research questions:</p><ol><li>What are teachers’ attitudes towards e-learning and purpose for using it?</li><li>What are the driving factors and barriers of e-learning implementation?</li><li>How do national cultures influence the e-learning implementation? </li></ol><p><strong>Purpose:</strong> This study is conducted as an explorative study. It is seeking to find out driving factors and barriers of e-learning implementation in HEIs; Analyse the impact of national culture on e-learning implementation based on the findings and the analysis out of Hofstede´s culture dimension model.</p><p><strong>Method: </strong>The deductive approach will be adopted in this study. Therefore, a hypothesis has been built and tested by both primary and secondary data.  Primary data was collected through questionnaires and the secondary was collected from internet resources, books, published articles and conference papers.</p><p><strong>Conclusion: </strong>There are similarities and differences between universities from the two countries, however, the differences are relatively greater than the similarities. Taken into consideration the significant differences in culture of these two countries, the conclusion can be drawn that national culture is a significant ingredient of factors that can affect e-learning implementations in HEIs.</p>

The aim of this study is to present teacher and student views on, and usage of, digital learning tools in the Swedish upper secondary English language classroom, as well their views on a comparison between digital and traditional learning tools. Digital learning tools have seen an increase in both usage and development, something that began as early as the 1990’s, and has become a more common sight in Swedish upper secondary schools. Previous research conducted about digital learning tools and their application in both the general and the English language classroom is presented and used to both analyze and discuss empirical data; said data has been received through a qualitative methodology comprised of two focus group interviews with students and teachers. The empirical data is categorized according to each research question, with direct and translated quotes from the focus group interviews. The results of the study show that while digital learning tools viewed in a positive light and their usage is appreciated by some students, both groups primarily advocate variety in the English language classroom rather than relying exclusively on just one set of tools to create a learning environment that caters to all students rather than a select few.

Introduction: Along with the rapid spread of the World Wide Web, internet, and personal computers, e-learning has been increasingly adopted by higher educational institutions (HEIs). A serial of studies have been conducted in order to study the implementation of e-learning in HEIs.  This study is a comparative study of two Chinese universities and one Swedish university. It is trying to answer the following research questions: What are teachers’ attitudes towards e-learning and purpose for using it? What are the driving factors and barriers of e-learning implementation? How do national cultures influence the e-learning implementation? Purpose: This study is conducted as an explorative study. It is seeking to find out driving factors and barriers of e-learning implementation in HEIs; Analyse the impact of national culture on e-learning implementation based on the findings and the analysis out of Hofstede´s culture dimension model. Method: The deductive approach will be adopted in this study. Therefore, a hypothesis has been built and tested by both primary and secondary data.  Primary data was collected through questionnaires and the secondary was collected from internet resources, books, published articles and conference papers. Conclusion: There are similarities and differences between universities from the two countries, however, the differences are relatively greater than the similarities. Taken into consideration the significant differences in culture of these two countries, the conclusion can be drawn that national culture is a significant ingredient of factors that can affect e-learning implementations in HEIs.

Students invest a great deal of time, effort, and capital to obtain the MBA credential that they believe will provide them with the skills necessary to succeed in business. They expect such skills to position them for better job opportunities, salary increases, and a faster track to promotion up the corporate ladder. It is an investment that should yield rewards. However, the value of an MBA is open to skepticism by some. Critics have questioned the appropriateness of the skills that have become part of the typical curriculum and the ability of business programs to keep pace with a changing business environment. While students continue to believe in the value of the MBA, there is little current evidence to determine if the perception of employers toward its value has changed. Historical evidence demonstrates negative bias by some employers toward non-traditional degrees, such as those offered by online programs, due to a perception of student isolation and lack of collaboration in the online learning community. As technology advances and some of these perception issues are addressed, the lines between traditional and non-traditional program formats have become blurred. Consequently, demand for online programs, and the flexibility that they offer, has been strong. There is recent evidence that the public is more accepting of the non-traditional programs. This investigation was designed to expand the learning environment knowledge base. Employers and MBA graduates were queried on the importance and mastery of skills necessary in the workplace, the environment, traditional and non-traditional, and the rewards. The goal was to ascertain how the MBA is currently valued, and how the choice of program has met expectations. Using a cross-sectional survey design employing a questionnaire, alumni of MBA programs and employers were surveyed. Both groups identified problem solving, communication, and decision-making as the most essential skills that MBAs should bring to the workplace, and mastery of those skills was generally viewed as positive. Online learning was viewed positively, although employers continue to prefer on-campus learning. The role of technology was viewed by alumni as enhancing the online experience by facilitating interactivity. Overall, most were positive about the MBA experience and its rewards, but were less enthusiastic about the cost-benefit.

Although varying models of blended learning are being adopted in schools, research on the effect of blended learning on students in different subjects and grade levels has not been examined. This naturalistic, quasi-experimental study examined the effect of the rotation model of blended learning at the middle school level on students' language arts performance to determine how the rotation model of blended learning compares to the traditional model of learning. The study's theoretical framework consisted of Mayer's cognitive theory of multimedia learning and Bloom's theory of mastery learning. The population consisted of 979 non-Title 1, Georgia public middle school students within the same middle school in a metropolitan school district during the 2013-2014 school year. The sample size was 237 sixth graders, 255 seventh graders, and 272 eighth graders. The specific data collected were Criteria Referenced Competency Test (CRCT) scores for all sample students. Data analysis consisted of both stepwise multiple regression and two-way ANOVA. The study found no significant difference in academic achievement of special education or regular education students. However, gifted students who participated in the blended model of instruction performed at a lower level than those who participated in the traditional model of instruction. Educational stakeholders may use this study, and others like it, to make decisions on the adoption of educational models at the middle school level that are beneficial, as well as to avoid models for subgroups that might be harmful.

This study examines the ratio between ability to learn and confidence in students in the online learning environment within two learning styles, Question-Based Learning (QBL) and Traditional Learning (TL), to be able to gain more insights of the phenomenon ‘Imposter Syndrome’. There isn't any previous research that analyzes the ability-confidence ratio for QBL or Traditional Learning in online learning environments so current insight of this is currently lacking. Also important to note that this study mainly only concerns itself with one of the Question-Based Learning strategies, namely that of repeated or regular self testing. In this study, both confidence and ability were measured across 4 subscales each in students at KTH in order to perform a correlation analysis between the subscales of the two learning styles. The aim is to gain insight into the relationship between confidence and abilities, which could be useful for teachers in assisting their students’ utilization of QBL and how it affects ‘imposter syndrome’. Data was gathered through a survey which was published on several forums for KTH students. The survey received 97 responses. The data was analyzed using Spearman’s rank correlation analysis, which revealed a significant correlation between the subscales within confidence and ability for TL and QBL. The results show that a student’s ability to learn is strongly associated with their confidence in more Traditional Learning settings than with the QBL approach of self-testing. / Denna studie undersöker förhållandet mellan förmåga at lära sig och förtroende hos elever i online-lärmiljön inom två inlärningsstilar, Question-Based Learning (QBL) och Traditional Learning (TL), för att kunna få fler insikter om fenomenet "Imposter Syndrome". Det finns ingen tidigare forskning som analyserar ability-confidence ration för QBL eller Traditional Learning i online-inlärningsmiljöer så aktuell insikt om detta saknas för närvarande. Det är också viktigt att notera att denna studie huvudsakligen bara handlar om ett av QBL lärandestrategierna, nämligen upprepade eller regelbundna självtestningar. I denna studie mättes både confidence och ability över 4 delskalor vardera hos studenter vid KTH för att kunna utföra en korrelationsanalys mellan delskalorna för de två inlärningsstilarna. Syftet är att få insikt i sambandet mellan självförtroende och förmågor, vilket kan vara användbart för lärare för att hjälpa sina elever att använda QBL och hur det påverkar "imposter syndrome". Data samlades in genom en undersökning som publicerades på flera forum för KTH-studenter. Enkäten fick 97 svar. Data analyserades med Spearmans rangkorrelationsanalys, som visade en signifikant korrelation mellan delskalorna inom förtroende och kunskap för Traditional Learning och QBL. Resultaten visar att en students förmåga att lära sig är starkt förknippad med deras förtroende för mer Traditional Learning än med QBL-metoden för självtestning.

The purpose of this quasi-experimental study was to compare three types of instruction: online synchronous, online asynchronous, and traditional, and assess which would yield more learner achievement. Participants for the online groups volunteered then were randomly assigned to either the online synchronous or the online asynchronous. Participants for the traditional group were also voluntary but were not randomly assigned; all that volunteered for the traditional group were accepted. In the final sample, a total of 96 Mississippi child care professionals completed the course Early Learning Guidelines: Lesson Plans and Thematic Units for Three Year Old Children: 31 in the online synchronous group, 32 in the online asynchronous group, and 33 in the traditional group. The dependent variable was learner achievement and the independent variable was type of instruction. The design of the study was pretest-posttest control group. Two hypotheses guided the study: (1) Participants in the synchronous online class will exhibit higher achievement than participants in the asynchronous class and (2) Participants in the asynchronous or the synchronous online class would exhibit achievement equal to or higher than the traditional group. Synchronous participants provided with instruction did perform higher than did the traditional participants. The synchronous and asynchronous groups were not statistically different, nor were the asynchronous and the traditional group.

<p>Abstract</p><p>The aim of this paper is to, through interviews, examine what opinions teachers connected to "Ung Företagsamhet" (Young Enterprise, UF) have on the work of UF compared to contractual and traditional learning. The reason for this is to find out if UF´s way of working is successful in a world, where the definition of knowledge constantly changes. Through qualitative interviews the views of four UF teachers are scrutinised. The results of the interviews indicate that UF works in a way, which contains both contractual and traditional learning, where both directions complement each other in different stages of the learning process.</p><p>Key words: Contractual learning, pedagogical perspective, Young Enterprise, traditional learning</p> / <p>Sammanfattning</p><p>Uppsatsens syfte är att, genom en intervjuundersökning, klarlägga vilken uppfattning lärare</p><p>inom Ung Företagsamhet (UF) har om UF:s arbetssätt jämfört med traditionell respektive entreprenöriell</p><p>undervisning. Detta för att se om UF:s arbetssätt är bra i en värld där kunskapskraven</p><p>är i ständig förändring. Metoden som valts är att genom kvalitativa intervjuer undersöka</p><p>hur fyra UF-lärare ser på arbetssättet inom UF. Resultatet visar att Ung Företagsamhet</p><p>tillämpar ett arbetssätt med både entreprenöriella och traditionella undervisningsinslag, där</p><p>båda utgör ett komplement till varandra i olika kunskapsstadier.</p>

Abstract The aim of this paper is to, through interviews, examine what opinions teachers connected to "Ung Företagsamhet" (Young Enterprise, UF) have on the work of UF compared to contractual and traditional learning. The reason for this is to find out if UF´s way of working is successful in a world, where the definition of knowledge constantly changes. Through qualitative interviews the views of four UF teachers are scrutinised. The results of the interviews indicate that UF works in a way, which contains both contractual and traditional learning, where both directions complement each other in different stages of the learning process. Key words: Contractual learning, pedagogical perspective, Young Enterprise, traditional learning / Sammanfattning Uppsatsens syfte är att, genom en intervjuundersökning, klarlägga vilken uppfattning lärare inom Ung Företagsamhet (UF) har om UF:s arbetssätt jämfört med traditionell respektive entreprenöriell undervisning. Detta för att se om UF:s arbetssätt är bra i en värld där kunskapskraven är i ständig förändring. Metoden som valts är att genom kvalitativa intervjuer undersöka hur fyra UF-lärare ser på arbetssättet inom UF. Resultatet visar att Ung Företagsamhet tillämpar ett arbetssätt med både entreprenöriella och traditionella undervisningsinslag, där båda utgör ett komplement till varandra i olika kunskapsstadier.