Innovative business models for E-learning entrepreneurs

Copyright © 2017, IGI Global. This paper reports a state of the art literature survey undertaken on innovative e-learning business models. A review of existing business models of e-learning providers is undertaken. Three business model classification approaches for e-learning businesses are adapted for the evaluation. The e-learning business models are classified into three main categories namely managerial classification, service oriented classification and economic classification. We have then classified the literature in this line and present a priori framework developed for evaluating the e-Learning business enterprises. The research concludes with a summary of classification approaches available in the existing e-learning business domain

Leadership Development in Technology Education

This research aims to create a methodology for the integration of leadership development in teaching Information Technology (IT) courses by using the Problem Based Learning method (PBL). The research objective was pursued through a review of important current and future leadership skills that IT students need to develop in order to meet IT job market challenges. A conceptual leadership model was developed. This research then investigated the alignment of this conceptual model with the skills requirements of the IT job market and the impact of employing the PBL approach. This study used a quantitative method of survey that was completed by undergraduate students enrolled in an IT web development course. Findings indicated that the use of PBL is an integral part of the process of daily leadership development in teaching IT courses. Students’ perceptions were studied and positive views were recorded

Factors Predisposing Academics towards the Use of Blended Strategies

Universities are investing considerable resources into blended learning as an institutional strategy to respond to pressures of uncertain economies, increasing globalisation, and the changing expectations of cohorts of digitally savvy students. However, the widespread adoption of effective blended teaching practices has generally not been achieved. A greater understanding of academics' blended teaching practices is needed to facilitate the uptake of effective blended practices on a larger scale. By exploring how various factors influence academics' use of technology with face-to-face teaching, the study makes a contribution to the understanding of academics' blended practices. The study described in this paper uses a mixed method, two phase methodology to develop a predictive model of blended strategy use. A major finding of the study is gender differences in factors predisposing academics towards blended strategy. Factors predisposing academics towards the use of blended in strategies in current practice were found to be: perceived usefulness (but only for male academics), higher education teaching experience, and self-efficacy (but only for females). Significant factors influencing academics' intentions for future blended practice were found to be: perceived usefulness, current use of blended strategies and, for female academics, perceived feasibility.Griffith Sciences, School of Information and Communication TechnologyNo Full Tex