E-Learning and iLearn2.0: Comparison
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Please note this is a comparison between Version 1 by Fu-Hsuan Chen and Version 4 by Fu-Hsuan Chen.

E-learning refers to using computer technology in a learning experience that has led to many changes in traditional learning. In the beginning, people who originally studied psychology talked about the use of artificial intelligence (電子學習是指在學習體驗中使用計算機技術，這導致傳統計算機的許多變化。一開始，學習基礎研究心理學的人使用人工智能（AI) as a teaching assistant but were unable or afraid to implement it. iLearn is an online assistant first launched in 2000. It was used in university courses to integrate technology with education in line with the SLE approach. In 2015, the iLearn system was upgraded and migrated to the iLearn 2.0 version. ）作為，但無法或無法實施。

  • E-learning
  • iLearn2.0
  • sustainability
  • Microsoft Teams

1. Introduction

一、簡介

Before 1970, the behavioral school’s programming teaching had to be carried out through a specific machine. Between 1985 and 1995, the emergence of multimedia and hypermedia made the transmission and acquisition of information easier. The teaching environment at this time was affected by cognitive constructivism, which emphasizes the learner’s initiative and interaction in the classroom. The uniqueness of E-learning research is that this type of research often introduces a technological tool that is relatively novel to the learning object [1].1970 年之前，行為學的編程必須通過特定的機器進行。1985 年至 1995 年間，多媒體和超媒體的出現傳遞信息派的傳輸和獲取變得越來越容易。此時的環境受到了接收教學的影響，傳遞學習者在上的主動性和互動性。電子學習研究的特別之處在於，這些對象研究會經常對學習提出一種介紹的技術工具[ 1 ]。
The other concept that accompanies E-learning is the Internet. From 1995 to 2005, the Internet was popularized, and a teaching environment designed based on the Internet began to emerge, which had a great deal of influence on the construction of computer-aided curricula. The new perspectives of learning emphasized the importance of learning communities, cooperative learning and the authenticity of learning activities or assignments as well as the computer-supported, intentional learning environment, which focused on problem, project, or inquiry-based learning activities [2]. After 2005, learning entered the era of mobile phones and wireless networks. iPads replaced computers in classrooms by and large; a specific example is a researcher who used smartphones to integrate problem-solving plots and led students to visit museums [3].伴隨電子學習的另一個概念是互聯網。1995年至2005年，隨著互聯網的普及，基於互聯網設計的教學環境開始出現，對計算機輔助課程建設產生了很大的影響。學習的新觀點強調學習社區、合作學習和學習活動或作業的真實性以及計算機支持的有意學習環境的重要性，這些環境側重於基於問題、項目或探究的學習活動[ 2 ]. 2005年後，學習進入了手機和無線網絡時代。iPad 基本上取代了教室裡的電腦；一個具體的例子是一位研究人員使用智能手機整合解決問題的情節並帶領學生參觀博物館[ 3 ]。
There are many forms of using virtual space as a platform to promote digital learning. Some online platforms used as online professional learning communities include Moodle, Wiki, Blog, Skype, and FB. A number of empirical studies on these platforms have been conducted with a similar research goal, i.e., the use of technology to break through the constraints of geography and time and support the collaborative learning of participating teachers and students in groups [4][5][6][7][8][9][10].使用虛擬空間作為促進數字學習的平台有多種形式。一些用作在線專業學習社區的在線平台包括 Moodle、Wiki、Blog、Skype 和 FB。在這些平台上進行了多項實證研究，研究目標相似，即利用技術突破地域和時間的限制，支持參與的師生分組協作學習[ 4 ] [ 5 ] [ 6 ] [ 7 ] [ 8 ] [ 9 ] [ 10 ]。
The changes in E-learning theory can be divided into three stages: the behaviorist/empiricist view as the first stage was represented by the behaviorist school of thought. The second phase, known as the cognitive/empiricist view, was represented by the cognitive school, focused on information processing and cognitive constructivism. The third phase, the situational/pragmatic-pragmatic/socio-historical view, was represented by situational cognitive theory and social constructivism [11].E-learning理論的變化可以分為三個階段：行為主義/經驗主義觀點作為第一階段，以行為主義學派為代表。第二階段被稱為認知/經驗主義觀點，以認知學派為代表，側重於信息處理和認知建構主義。第三階段，情境/語用-語用/社會-歷史觀，以情境認知理論和社會建構主義為代表[ 11 ]。
Common variables in E-learning research include media and teaching materials, teaching methods and learning methods, and learner characteristics [4][5][6][7][8][11][12][13][14][15][16][17][18][19][20]. The traditional E-learning model uses book digitization and online platforms to transform traditional classroom learning into an online learning model that can be used to learn online anytime, anywhere. However, this model still uses lecturing, passive participation of users, and top-down content for teaching and learning [4][21][5][6][7][8][9][10][19][22][23][24][25]. E-learning 2.0, a coined term for collaborative learning through technologies, involves student-centered learning, active learning and participation, collaborative cooperation and discussion, bottom-up learning mode, learning content generated by users, and learning community generated by common learning interests and goals groups [20].電子學習研究中的常見變量包括媒體和教材、教學方法和學習方法、學習者特徵[ 4 ] [ 5 ] [ 6 ] [ 7 ] [ 8 ] [ 11 ] [ 12 ] [ 13 ] [ 14 ] [ 15 ] [ 16 ] [ 17 ] [ 18 ] [ 19 ] [ 20 ]. 傳統的E-learning模式利用圖書數字化和在線平台，將傳統課堂學習轉變為可隨時隨地在線學習的在線學習模式。然而，這種模式仍然採用講授、用戶被動參與、自上而下的內容進行教與學[ 4 ] [ 21 ] [ 5 ] [ 6 ] [ 7 ] [ 8 ] [ 9 ] [ 10 ] [ 19 ] [ 22 ] [ 23 ] [ 24 ][ 25 ]。E-learning 2.0是技術協同學習的新名詞，涉及以學生為中心的學習、主動學習與參與、協同合作與討論、自下而上的學習模式、用戶生成的學習內容、共同學習興趣生成的學習社區和目標組[ 20 ]。

2. 教育技術和電子學習

2. Educational Technology and E-Learning

電子學習的一個重要方面是可持續的教育技術。自 2020 年以來，COVID-19 已經影響了世界各地許多人的生活。為了學生的健康和安全，全球多所學校的教育工作者和教職員工都採取了嚴格的防疫措施，甚至暫時停課。在這方面，學校正在尋找使學生能夠持續參與學習的方法。聯合國倡議的最佳定義是學習的可持續性，該倡議旨在為個人和組織[ 6 ] [ 8 ] [ 22 ] [ 26 ]提供有關可持續發展主題的相關和精心策劃的學習解決方案。. 通過聯合國、多邊組織以及來自大學、民間社會、學術界和私營部門的可持續發展夥伴的合作，聯合國可持續發展目標提供了一個獨特的門戶，通過在眾多可持續發展目標中進行選擇時做出明智的決定，賦予個人和組織權力- 當前可用的相關學習產品和服務。可持續教育是不斷自我更新的正規和非正規教育和專業發展，在設計和交付中融入可持續發展的原則和願望，並以促進可持續學習的方式進行教育。” 與傳統教育相比，它的結構性和“固定性”更少，並且運作更有機且反應靈敏[ 27 ]。
An important aspect to E-learning is sustainable educational technology. Since 2020, COVID-19 has affected the lives of many people all over the world. For the health and safety of students, the educators and faculty staff of many schools around the world have taken strict measures for epidemic prevention or even temporary close-downs. In this regard, schools are looking for ways to enable students to continue to participate in learning sustainably. Sustainability in learning can best be defined by the United Nations initiative that aims to bring relevant and curated learning solutions on sustainable development topics to individuals and organizations [6][8][22][26]. Through the cooperation of the United Nations, multilateral organizations, and sustainable development partners from universities, civil society, academia, and the private sector, UN SDG provides a unique gateway that empowers individuals and organizations through an informed decision when selecting among a wealth of SDG-related learning products and services that are currently available. Sustainable education is formal and informal education and professional development that continually renews itself, incorporating principles and aspirations of sustainability in design and delivery, and educating in ways that promote sustainable learning.” It is less structured and “fixed” than conventional education and operates more organically and responsive [27].

2.1. Sustainable Learning in Education and Education Transformation2.1. 教育和教育轉型中的可持續學習

Sustainable learning in education (hereafter SLE) is a learning and teaching philosophy based on sustainability principles, especially in the concept of “learning to learn,” which is similar to lifelong learning [18]. Sustainability as a key element in today’s pedagogical paradigms has many implications for teaching methodologies and materials. Online courses in the post-epidemic era should have four key components of SLE: renewal and re-learning, independent and collaborative learning, active learning, and transferability [28]. However, there are various reasons why current pedagogical models cannot keep up with the non-lasting nature of technological and social changes, emphasizing the need for new learning and teaching paradigms. As a result, education is being transformed to different learning contexts with the aid of technology. The new technologies are changing our thoughts, concepts, and educational goals, not just our methodology [29].教育中的可持續學習（以下簡稱 SLE）是一種基於可持續原則的學與教理念，特別是“學會學習”的概念，類似於終身學習[ 18 ]。可持續性作為當今教學範式中的一個關鍵要素，對教學方法和材料具有許多影響。後疫情時代的網絡課程應具備SLE的四個關鍵組成部分：更新再學習、自主與協作學習、主動學習、可遷移性[ 28 ]. 然而，當前的教學模式無法跟上技術和社會變革的非持久性的原因有多種，強調需要新的學習和教學範式。因此，教育正在藉助技術轉變為不同的學習環境。新技術正在改變我們的思想、概念和教育目標，而不僅僅是我們的方法[ 29 ]。
In face-to-face learning, students are completely assessed by teachers. Teachers are their main source of information. As a result, the quality of learning depends to a large extent on them. There is a prevailing tendency for teachers to assume control over learning processes and view students as passive receivers of knowledge [30]. For sustainability, however, student engagement and leadership is of paramount importance. The curriculum and teaching practice of higher education institutions must improve students’ critical and reflective thinking skills through interdisciplinary ways and even making substantial changes to the curriculum, including providing more effective and socially fair higher education for sustainable development [31].在面對面的學習中，學生完全由教師進行評估。教師是他們的主要信息來源。因此，學習的質量在很大程度上取決於他們。教師普遍傾向於控制學習過程，並將學生視為知識的被動接受者[ 30 ]。然而，對於可持續性而言，學生的參與和領導能力至關重要。高等教育機構的課程和教學實踐必須通過跨學科的方式甚至對課程進行實質性的改變來提高學生的批判性和反思性思維能力，包括為可持續發展提供更有效和社會公平的高等教育[ 31 ].
For sustainable development, E-learning has been used in education especially in the context of lifelong learning and adult education, and some studies have been conducted to evaluate the results of E-learning for sustainable development in higher education. Scholars analyze students’ motivation, satisfaction, results, abilities, and attitudes and believe that E-learning in higher education is very effective for lifelong learning in education for sustainable development [32].為了可持續發展，電子學習已被用於教育，特別是在終身學習和成人教育的背景下，並且已經進行了一些研究來評估電子學習對高等教育可持續發展的結果。學者們分析了學生的動機、滿意度、成果、能力和態度，並認為高等教育中的電子學習對於可持續發展教育中的終身學習非常有效[ 32 ]。
In E-learning, teachers mostly use an online platform and many technological advancements that have improved the role of students and enhanced student activities, resulting in relevant learning [33][34][35]. The oriented and transformative learning approaches should be situated in higher education institutions because they generate relevant learning for students [36][37][38][39][40][41][42]. Students’ assessment can also be carried out more conveniently using technology tools. The quality of learning depends to a large extent on the teacher’s digital training level and teaching style [12].在電子學習中，教師大多使用在線平台和許多技術進步，這些進步提高了學生的作用，增強了學生的活動，從而產生了相關的學習[ 33 ] [ 34 ] [ 35 ]。定向和變革性學習方法應位於高等教育機構中，因為它們為學生提供相關學習[ 36 ] [ 37 ] [ 38 ] [ 39 ] [ 40 ] [ 41 ] [ 42 ]. 學生的評估也可以更方便地使用技術工具進行。學習質量在很大程度上取決於教師的數字化培訓水平和教學風格[ 12 ]。

2.2. iLearn 2.0

iLearn is an online assistant first launched in 2000. It was used in university courses to integrate technology with education in line with the SLE approach [22]. In 2015, the iLearn system was upgraded and migrated to the iLearn 2.0 version. The upgraded platform continues to use “Internet Classroom”. The platform has been also used by businesses for distance learning and for conferencing, the same as Kahoot [43]. The system of iLearn 2.0 module is Moodle. The main change of iLearn2.0 is that teachers can design the teaching plan more flexibly, and the new platform presents a single page. The method is closer to social network models, increasing the affinity of students [44]. In this platform, to meet the users’ demands, the teaching resource center re-examines and plans the functional blocks, resource classification and layout of the online classroom, re-courses, university class tools, and other modules so that users can find the resources they need to use more easily. In the iLearn2.0 operation interface, the basic functions include (see Figure 1).

2.2. iLearn 2.0

iLearn 被用於大學課程，以按照 SLE 方法將技術與教育相結合[ 22 ]。2015年iLearn系統升級遷移至iLearn 2.0版本。升級後的平台繼續使用“互聯網課堂”。該平台也被企業用於遠程學習和會議，與 Kahoot [ 43 ]相同。iLearn 2.0 模塊的系統是Moodle。iLearn2.0的主要變化是教師可以更靈活地設計教案，新平台呈現單一頁面。該方法更接近社交網絡模型，增加學生的親和力[ 44 ]. 在該平台上，教學資源中心針對用戶需求，對網絡課堂的功能塊、資源分類與佈局、再課程、大學課堂工具等模塊進行了重新審視和規劃，使用戶能夠找到他們需要更輕鬆地使用的資源。在iLearn2.0操作界面中，基本功能包括（見圖1）。 偏13 10186 g001
Figure 1. The Functions of iLearn2.0.圖 1. iLearn2.0 的功能。
Due to the difference in the core architecture of the iLearn system, the user’s operation method changed slightly compared to the previous version. The online classroom (iLearn2.0) system also introduces “Learning Guidance” and “Learning Portfolio”. It helps teachers and students in class to use the iLearn2.0 easily. The iLearn2.0 live video streaming software is easy to operate, allowing teachers to grasp the learning status of each student in real time. In addition, the live video software supports functions, such as “recording”, “screen sharing”, “whiteboard” and “chat interaction”. The content of the lectures can be imported into iLearn2.0 regularly. During the video process, students are also able to ask teachers about the points they do not understand, to ensure that the right of every student (i.e., to be taught) is saved. 由於iLearn系統核心架構的不同，用戶的操作方式較之前版本略有變化。在線課堂（iLearn2.0）系統還引入了“學習指導”和“學習組合”。它可以幫助課堂上的老師和學生輕鬆使用 iLearn2.0。iLearn2.0視頻直播軟件操作簡單，讓教師實時掌握每個學生的學習狀態。此外，視頻直播軟件支持“錄製”、“屏幕共享”、“白板”、“聊天互動”等功能。講座內容可定期導入iLearn2.0。在視頻過程中，學生還可以向老師提出他們不明白的地方，以確保每個學生的權利（即被教）得到保存。

3. Conclusions3. 結論

The unprecedented situation of the COVID-19 pandemic caused a fundamental transformation in the education system. From a teaching perspective, E-learning is an effective, sustainable learning solution under current and future conditions [8]. One of the main sustainability goals of the United Nations 2030 Agenda for Sustainable Development (Goal 4) focuses on the equal right of all people to receive fair and quality education. In this regard, teachers play a vital role because sustainable education involves “teacher participation and authorization, motivation, and support in a system with sufficient resources and efficient and effective management” [45]. Content is disseminated through the education process so that we can talk about the sustainability of the education. In the Internet industry and education scene in the post-pandemic era, the keyword born is E-learning [26]. Many teachers believe that online teaching provides them with ideas to change traditional classroom teaching. As a learning mode that is not limited by time or space, E-learning allows teachers to have a flexible and convenient learning environment to expand their professional knowledge [1].COVID-19 大流行的空前形勢教育系統發生根本性的轉變。從教學的角度來看，電子學習是當前的學習和解決方案下有效、可持續的學習和解決方案[ 8 ]。聯合國2030年可持續發展議程（目標4）的主要可持續性目標之一側重於所有人接受公平和優質教育的平等權利。在這方面，教師發揮著至關重要的作用，因為可持續教育涉及“教師參與和授權，激勵和支持，系統具有充足的資源和有效的管理” [ 45 ] .通過教育傳播過程，以便我們可以宣傳教育的時間。在以後疫情時代的互聯網行業和教育場景中，誕生的關鍵詞是E-learning [ 26 ]。許多教師認為，作為一種在線教學，他們提供了改變傳統課堂教學的思路。專業知識[ 1 ]。

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