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Piloting the eBig3
A Triple-screen e-Learning Approach
Atis Kapenieks
1
, Bruno Zuga
1
, Ieva Vitolina
1
, Janis Kapenieks jr.
1
, Aleksandrs Gorbunovs
1
,
Merija Jirgensons
1
, Janis Kapenieks sr.
1
, Ieva Kudiņa
1
, Kristaps Kapenieks
1
,
Rudolfs Gulbis
1
and Antra Balode
2
1
Distance Education Study Centre, Riga Technical University, Azenes Iela 12, Riga, Latvia
2
Latvia University of Agriculture, Jelgava, Latvia
Keywords: e-Learning, t-Learning, m-Learning, eBig3 Learning.
Abstract: In this report / study we present our recent progress on multi-screen e-learning development entitled eBig3.
It is a new approach to technology supported education encouraging involvement in lifelong learning
education. The approach effectively integrates the popular technologies of television, Internet, and mobile
phones Here we present the results of ten course pilots offered in 2013 with the eBig3 media formats. The
target group for the courses was the general public. And the three-pronged approach worked; the response
showed a radical increase of registration for eBig3 courses compared to traditional registration for online
courses. The course delivery formats were also more successful than blended learning formats. Our results
showed that the new approach significantly increased the availability of eCourses and that users felt
encouraged to stay the duration of the course. Moreover, the results indicated that the approach helped to
close the gap between expectations and actual achievements for life-long-learning in general.
1 INTRODUCTION
Each big breakthrough in education technology has
announced and encouraged the creation of a new
type of learning (Pfeffer, 2012). TV-education was
inspired by the large scale penetration of television
into people’s homes; m-learning developed together
with smart phones (Ducey and Phalen, 2011), (ITU-
D, 2010), (ITU-D, 2009), (ITU, 2008), (Google,
2012), (Zaller, 2013), (Turrill, 2013), (Byers, 2013).
E-learning initially was regarded as a Personal
Computer technology for education. Nowadays we
usually refer to all digital education technologies as
learning. The new twist and challenge is when
learners are using all three technologies to suit their
style and convenience. Developers, however, design
separate approaches for each of the big three
learning technologies: e-learning, m-learning and t-
learning. To meet the challenge of applying all three
technologies at the same time and adjusting them to
the habits of users, we designed an approach that
was user sensitive and functioned with the three
approaches simultaneously. The eBig3 pilot
incorporates these adjustments and forges a new
path for technological learning (Kapenieks et al.,
2012b) .
With the eBig3 approach, we assign
complimentary applications for TV, Internet, and
mobile phone to ensure high quality user-friendly
learning. eBig3 has the capacity to respond to the
skills/habits of a large target group of users that
spans all age groups of life-long learners. eBig3
learning tends to reach, deliver content, and learning
support to a diverse group of users; nor does it
require continuous upgrade of technology and
special skills (Kapenieks et al., 2012c).
The project has been carried out in a cross-border
region of Latvia and Lithuania and included
universities from both nations. The target group for
the eBig3 courses was the general public. This paper
reports on the Latvian results. At the beginning of
the project researchers have used "Enterprise
Knowledge Development (EKD) method to capture
and systematize the experts’ and stakeholders’
knowledge about various learning approaches and
content delivery technologies. Each of three selected
technologies (computer, internet, mobile, and
television were tested for material qualities and
325
Kapenieks A., Zuga B., Vitolina I., Kapenieks jr. J., Gorbunovs A., Jirgensons M., Kapenieks sr. J., Kudina I., Kapenieks K., Gulbis R. and Balode A..
Piloting the eBig3 - A Triple-screen e-Learning Approach.
DOI: 10.5220/0004848603250329
In Proceedings of the 6th International Conference on Computer Supported Education (CSEDU-2014), pages 325-329
ISBN: 978-989-758-020-8
Copyright
c
2014 SCITEPRESS (Science and Technology Publications, Lda.)