Researchers had recently begun to investigate various techniques to help teachers improve e-learning systems.
Web-based protocols have been developed to improve e-learning systems' interoperability and capability to perform meaningful analytics.
The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning behaviors to perform self-regulated learning and in turn improve e-Learning effectiveness.
Several recommendations are made to improve e-learning programs that will produce self-directed, lifelong learners who can be productive in an information-based economy.
The Work of this research currently underway, (S.EL HARRASSI, P.LAUDATI. 2012) to improve e-learning dispositive in the field of sport, we conducted a field study to the Faculty STAPS FSMS learner's of the University of Valenciennes UVHC in France.
In addition, findings show that the majority of experts believe it is highly probable and highly desirable that social technologies may improve e-learning experience as they create an atmosphere of cooperation and easy interaction among users and that mobile technologies emphasize the convenience and flexibility of e-learning offered by the "anytime, anywhere" concept.
The general objective aims to improve the e-learning interactive methods and the activity with the disabled in order to use them also within the didactic activity, to improve the results of the educational process as well as to increase the disabled access to education.
Thus, rather than trying to cram yet more content into courses, educators need to consider carefully how various types of content can be integrated to improve learning (e.g., Labov and Huddleston, 2008), contributing to the broad range of learning goals for a course (e.g., Handelsman et al., 2007).
First, it reinforces information currently only noted in the accompanying text, and integrating textual and diagrammatic information has been found to improve learning (e.g., Sweller et al. [1998]).
First, we need to build a better understanding of what makes active-learning exercises effective by rigorously exploring which elements are necessary and sufficient to improve learning (e.g., see Crouch et al., 2004; Smith et al., 2009, 2011; Perez et al., 2010).
Many studies have shown the effectiveness of this technique in improving student learning (e.g., Udovic et al., 2002; Knight and Wood, 2005; Armstrong et al., 2007; Carmichael, 2009).
