Advent Of E-learning Research Articles

The Impact of eLearning on Self-Directed Learning and Critical Thinking Ability Development of Students’

The advent of eLearning has transformed traditional educational paradigms, offering new opportunities for Self-Directed Learning and the development of critical thinking abilities among students. This research paper explores the impact of eLearning on these educational outcomes. It investigates how eLearning environments support Self-Directed Learning (SDL) by providing flexible, accessible, and personalized learning experiences. Additionally, it examines the role of eLearning in fostering critical thinking skills through interactive, problem-based, and collaborative learning strategies. The findings are based on a review of existing literature and an analysis of primary data collected from students and educators. The study concludes that eLearning significantly enhances both SDL and critical thinking, though challenges such as digital literacy and access disparities must be addressed to maximize these benefits.

Computer Vision for E-learning Student Face Reaction Detection for Improving Learning Rate

In the advent of e-learning, understanding student engagement and reaction is crucial for improving the quality of education and enhancing the learning rate. With the advancement of computer vision technologies, there is a significant opportunity to analyze and interpret student reactions in a non-intrusive manner. This study proposes a novel framework employing Faster R-CNN integrated with DenseNet architecture for real-time detection of student facial reactions during e-learning sessions. The proposed method leverages the strengths of Faster R-CNN in generating high-quality region proposals for object detection tasks, coupled with the DenseNet’s efficiency in feature propagation and reduction in the number of parameters, which is well-suited for processing the intricate patterns in facial expressions. Our approach begins with the application of Faster R-CNN to extract potential facial regions with high accuracy and reduced computational cost. The integration of DenseNet as a backbone for feature extraction within Faster R-CNN capitalizes on its densely connected convolutional networks, ensuring maximum information flow between layers in the network. By doing so, the system becomes exceptionally adept at recognizing subtle changes in facial features that indicate various student reactions, such as confusion, engagement, or boredom. We conducted a series of experiments using a diverse dataset of e-learning interactions, collected under various lighting conditions and involving multiple ethnicities to ensure robustness and generalizability. The model was trained and validated on this dataset, and the results demonstrate a significant improvement in detection rates of student reactions compared to existing methods.

A RESEARCH PAPER ON ENHANCING ELEARNING EXPERIENCES: A NOVEL DISTRIBUTED MANAGEMENT SYSTEM WITH PRACTICE QUIZ, NOTES PDF, CODE EDITOR, AND DISCUSSION FORUM INTEGRATION

The advent of e-learning has revolutionized education by providing flexible and accessible learning opportunities. However, many existing e-learning platforms lack certain key features that can enhance the learning experience for students. In this research paper, we present a novel distributed management system for elearning platforms that integrates practice quizzes, notes PDF, code editor, and discussion forums. Our system aims to address the limitations of traditional e-learning platforms such as Udemy, Great Learning, Coursera, W3School, Tutorials Point, E-Council and etc. by offering additional interactive features. We describe the design and implementation of our distributed management system and discuss its potential benefits in terms of student engagement, knowledge retention, and collaborative learning. Furthermore, we conduct a comparative analysis to assess the effectiveness and user satisfaction of our system compared to existing platforms. The results demonstrate the value of our distributed management system in providing a comprehensive e-learning environment that promotes active learning, fosters collaboration, and enhances the overall learning experience. This research contributes to the advancement of e-learning technologies by offering innovative features that bridge the gap between traditional e-learning platforms and the evolving needs of modern learners.

Self-assessed Online Listening Tests as an OER: The Senior English Educators’ Perspectives Based on UTAUT Model

With the advent of e-learning, in which instruction is done remotely and on digital platforms, education has experienced a profound upheaval as the sole means of ensuring the continuation of academic activities due to the disruption caused by the COVID-19 outbreak. This crisis appears to have created a perfect environment for creating freely available, publicly licenced course materials known as open educational resources, or OER. Boon Yih Mah initiated the self-assessed online listening tests (SAOLT) as one of the OER to provide English as a second language (ESL) learners with a platform with relevant and supporting content to practise their listening skills in a test format. Therefore, the main objective of this study is to measure the perceptions of senior English teachers from different education sectors about the usefulness, ease of use, attitude toward use, and behavioural intention to use SAOLT in their teaching of listening skills. A survey was conducted using a purposive sampling method comprising ten English educators from different types of institutions with 16–40 years of teaching experience. The items in the questionnaire were adapted based on the Unified Theory of Acceptance and Use of Technology or UTAUT to suit the study’s objectives using five Likert scales for measuring the perceptions. Based on the findings after performing the descriptive data analysis, this survey has shown positive responses among the senior English teachers from different education sectors about their perceptions of the usefulness, ease of use, attitude toward use, and behavioural intention to use SAOLT in their teaching, particularly for listening skills.

E-Learning course design and implementation in fuzzy logic

The goal of e-learning in fuzzy logic courses is to assist students in the learning process, create menu structures and simple operation techniques, and create prototypes for e-learning in fuzzy logic courses. The difficulty of students in implementing what they have learned stems from the fact that the advent of e-learning can make it simpler for students to access material that they do not comprehend. In this study, an analytic learning prototype was used as the research approach. The outcomes of e-learning products based on online apps in this fuzzy logic course can be used as learning material. The menu structure developed in this e-learning is a home page with an introduction to e-learning, a site page with participants, calendars, and notes. Pages that can be used to grow the network and courses are the most significant aspects of e-learning. E-learning includes material, discussion, forums, quizzes, and other activities. The findings of the validation by media specialists on this e-learning application are pretty good, indicating that it is suitable for use. According to the results of material expert validation, the material used is excellent, suggesting that it is ideal for use in fuzzy logic courses. The limited test results for Informatics study program students were in the very good category, indicating that this e-learning tool was simple to use.

AN IMPLEMENTATION OF THAIR AND SHAIWA E-LEARNING KNOWLEDGE MANAGEMENT SYSTEM WITHOUT KNOWLEDGE ORGANIZER

The advent of e-learning has made unlimited source of knowledge available to us all. Recent research reveals great interest to introduce Knowledge Management (KM) ideas to e-Learning systems. It is argued that KM can facilitate an eLearning system. The joint studies of KM and eLearning point out the same fundamental goal: facilitating organizational learning. Researchers try to analyze the similarity of the goals, methods of assessment, and some knowledge sharing processes both in KM and eLearning. An eLearning system within KM is traditionally analyzed as a knowledge resource repository, where the KM methods can be implemented to increase the effectiveness of knowledge dissemination. Researchers have designed many models for integrating knowledge management into e-learning system. Some are practically implemented while some are not practically implemented. Despite these various models, researchers are still working for more interactive, efficiency and effective model that can be used to quickly identify the most relevant information (knowledge) and distribute it to meet specific needs. This work investigates the integration of e-Learning systems and Knowledge Management technology to improve, capture, organize and deliver large amounts of knowledge. First, a model is proposed for the phases of knowledge management. The model is then enhanced with concepts and technology from e-Learning. The model is then used to illustrate real world scenarios that add increasing amounts of knowledge management to an e-Learning environment. The system, AMID promises high interactivity, efficiency and effectiveness of integration of knowledge management and e-learning. In addition, the developed system will enhance technical learning process.

Perceptions and experiences of students on the use of interactive online learning technologies in Mauritius

<p>With the advent of e-learning, advocates use the term interactivity instead of interaction among students, and between the teacher and the students. Many universities use Moodle for online teaching and learning. This paper explores the perceptions and experiences of students in three Higher Education Institutions (HEIs) in Mauritius. A mixed-methods approach was used, with an online survey questionnaire administered to 600 students and focus group discussions were conducted with 15 students from these institutions. It was found that 68.4% of respondents used WhatsApp compared to only 23.6% of them who used the e-learning platform, Moodle. There were no associations between the use or frequency of using WhatsApp or Facebook and the types of HEI to which the students belonged. Students preferred WhatsApp due to its facility for knowledge sharing and construction, its interactivity, its usability, respect for privacy and instant communication. From the findings, it is recommended that HEIs bring a shift in their approaches to teaching and learning from cognitivism to socio-constructivism, connectivism and heutagogy.</p>

Impact of Digital Media and E-Learning Solutions on Contemporary Management Education

E-Learning becomes a latent transfer medium for education in India. the discrimination between rural and urban education is eroded with the advent of e-learning in our country. Digital devices like Smartphone, Tab etc. and digital media are functioning as catalyst between the Students and the Instructors. Recent years, Government has taken massive initiatives by introducing NPTEL, SWAYAM and so on to impart the quality education across the nation, especially in Higher Education. Objectives: To make objective and subjective assessment of the impact of digital tool and e-learning methodologies on the quality and the outcome of MBA programmes, to study the extent of practising e-learning methodologies by educational institutions in delivering quality management education, to understand the attitude of stakeholders in implementing digital tools and e-learning technologies. Methodology: The questionnaire is divided into six parts. First part includes demographic variables, second part includes devices and internet usage, third part includes e-learning components, fourth part includes attitude of stakeholders, fifth part includes intention to use digital media and e-learning and sixth part includes the impact of digital media and e-learning on students knowledge and career growth. Sampling method adopted for this study is multi stage random sampling method. In total 180 responses were collected using structured questionnaire in Tamil Nadu state. Results and Conclusion: The students’ attitude is positive towards the digital media and e-learning methods. Attitude and Infrastructure of the institution are not independent to each other. The factors like e-assignment, perception towards e-learning, Intention to use digital media, and attitude of the stakeholders are influencing the impact of digital media and e-learning solution on contemporary management education.

Best Practice Focused Occupationally-Directed Education, Training and Development Practice Prospects Linked to Workplace E-learning

<p><span lang="EN-US">Currently, South Africa offers learning that is credit bearing and directly linked to workplace based learning programmes and qualifications. However, e-learning in South Africa is under-developed, and information is not readily available on how universities and colleges are dealing with the advent of e-learning, and how it is linked to occupational learning based qualifications. </span></p><p><span lang="EN-US">Learning has changed over the years, but it is assumed that the e-learning model is aimed at people who are technologically more knowledgeable, and who wish to interact electronically with the learning experience.</span></p><p><span lang="EN-US">Considering the various challenges linked to all types of learning, providing critical research on the success of implementing an e-learning approach is required. In addition to this, it is necessary to identify the efficacy of such a model in specific industries.</span></p><p><span lang="EN-US"> Challenges are identified but not limited to:</span></p><p><span lang="EN-US">a) The profile of the learner</span></p><p><span lang="EN-US">b) Computer literacy of learners</span></p><p><span lang="EN-US">c) Socio-economic status of learners</span></p><p><span lang="EN-US">d) Collecting evidence from workplace </span></p><p><span lang="EN-US">e) Learner motivation and its management</span></p><p><span lang="EN-US">Occupationally Directed Education Training and Development Practice is an innovative opportunity to create e-learning opportunities that are contextualized to industry specific needs. In addition to this, e-learning is no longer linked to a computer but all forms of devices that enable user interaction. Enabling learning to be shared through phones and tablets provides continuous opportunities for improvement of education and access to such education.</span></p><p><span lang="EN-US">In response to these needs, the e-learning model will attempt to offer learners support specifically for those in an industry where there are time constraints.</span></p><p><span lang="EN-US">This research attempts to clarify the debates that industry and academia are engaged with surrounding the efficacy of e-learning and how to create opportunities that are linked to the socio-economic status of a country. Furthermore, it provides a practical analysis of a learning intervention in which skills and knowledge are conventionally passed through workplace-based specific e-learning opportunities.</span></p>

A Technique to Measure Students’ Mental Approach using Web and Game Based E-Learning Application

With the advent of E-Learning (Electronic Learning) and M-Learning (Mobile Learning), many educational software or tools have been developed, a major part of which are game-based applications. Even though, most of which are freely available on the web, there are only few intuitions make practical and effective use of these learning applications. Because these applications utilises various elements of multimedia such as audio, video, image and animation, they help visualise the learning materials and hence have higher span of at attention. To investigate the effect of web and game based E-Learning and M-Learning, an experiment was conducted amongst the students of three different schools in Pakistan and the results were analysed. The results of our research reveal that utilisation of such web and game based learning tools are much more effective compared to the traditional teaching methods without applying any ICT (Information and Communication Technology) tools.

E-Learning System of Asia Through Open Courseware (OCW) and Educational Resources (OER) for Universal Access to Knowledge and Information

One of the most impressive uses of information and communication technology is the advent of e-learning. The current E-learning system mainly plays a role of learning assistance such as providing learning content or learning information, and sometime it provides channels or platform in the learning environment for discussion and interaction. In recent years E-learning has changed sophisticatedly in teaching method in higher education of Asian countries. The success of E-learning depends on the some circumstance like learning effectiveness, cost effectiveness, institutional commitment, access, faculty satisfaction, and student's satisfaction. Accessing has become more widely permitted through the open courseware. Open Courseware is one of the effective new types of E-learning system raised in recent years. This paper discusses the importance of e-learning system in higher education, and universal access to knowledge and information in the network and digital environment through Open Courseware. Some of the major initiatives and the targets segments covered by the online education have also been studied in this article.

Cultivating Critical Thinking Through E-learning Environment and Tools: A Review

Critical thinking is one of the main goals of higher education to train dependant and reasonable thinker as an efficient citizenship in modern society. Researchers and instructors in the world attempt to assess the level of students’ critical thinking in order to foster it as a vital ability. Also, researchers use different learning approaches and theories along with the technological progress to nurture critical thinking of students. On the other hand, the advent of e-learning in education facilitates the difficulties through the learning and teaching paths. Researchers provided models and strategies for developing critical thinking by e-learning tools with their specific characteristic and applications. This paper presents a review on e-learning approaches and models which are used to cultivate critical thinking with the aim of highlighting the importance of critical thinking and the role of e-learning. We also present a taxonomy of existing e-learning models based on their applications and efficiencies as well as presenting similarities and differences in such approaches and discuss open research issues.

Bilingual asynchronous online discussion groups: Design and delivery of an eLearning distance study module for nurse academics in a developing country

The advent of eLearning has seen online discussion forums widely used in both undergraduate and postgraduate nursing education. This paper reports an Australian university experience of design, delivery and redevelopment of a distance education module developed for Vietnamese nurse academics. The teaching experience of Vietnamese nurse academics is mixed and frequently limited. It was decided that the distance module should attempt to utilise the experience of senior Vietnamese nurse academics - asynchronous online discussion groups were used to facilitate this. Online discussion occurred in both Vietnamese and English and was moderated by an Australian academic working alongside a Vietnamese translator. This paper will discuss the design of an online learning environment for foreign correspondents, the resources and translation required to maximise the success of asynchronous online discussion groups, as well as the rationale of delivering complex content in a foreign language. While specifically addressing the first iteration of the first distance module designed, this paper will also address subsequent changes made for the second iteration of the module and comment on their success. While a translator is clearly a key component of success, the elements of simplicity and clarity combined with supportive online moderation must not be overlooked.

SELF-ASESMENT IN TRANSLATOR TRAINING

Self-assessment is a process that enables students to assess their own performance and greatly facilitates their acquisition of increased responsibility for their learning and performance. The advent of e-learning in the Spanish university system has provided opportunities to reorient translator training and accept new challenges that enhance the quality of undergraduate studies. The present study demonstrates that the benefits of this new mode of instruction are especially appropriate to translator training. We describe the results of centring e-learning course design on self- and peer-assessment combined with tutor-moderation through the application of a rating scale of criterion-referenced descriptors. Our data demonstrate that the quantitative outcomes of learning remain constant. Furthermore, we include a range of qualitative data which indicate that students have a positive perception of the new learning and assessment processes, suggesting that these are responsible for increasing their awareness of important aspects of the translation process.

An investigation into copyright concerns as a barrier to the widespread development of e-learning practice within scottish further education colleges

Electronic learning has the potential to transform the way teaching is both designed and delivered. Government at local, national and international levels have heralded the advent of e-Learning as a positive contribution towards the achievement of a wider lifelong learning agenda. In actuality, the adoption of online learning practices by public education providers has been much slower than anticipated. Frustrated by limited progress to date, educational agencies have recently sought to identify major factors impinging development. Variables such as access to technology, adequate funding strategies and increased awareness of initiatives at senior level within educational institutions have all become the focus of further research. The issues of cultural change among academic communities and re-engineering of operational procedures within schools, colleges and universities can be seen as the key determinants of successful widespread adoption and development of e-Learning practice. This article reports the findings of research carried out within the Scottish further education community. The primary research conducted investigated academics' copyright concerns as a barrier to the widespread adoption of e-Learning practice. The study surveyed Scottish further education academic staff regarding levels of usage of existing e-Learning environments and found copyright concerns to be the legal area of most concern, even greater than data protection or freedom of information. Copyright was the most frequent area of request for legal awareness training among teaching practitioners. The survey and report takes account of major initiatives in e-Learning development including JISC studies, funding council reports and governmental strategic planning. Detailed consideration of the impact of these initiatives form a major part of the secondary research along with an analysis of staff development support to date. A need for coherent training and guidance focused on practitioners' needs was highlighted by the research. Reflections were that this had not yet been made available in a form recognised by the practitioners. Following the adoption of the European Union Copyright Directive into British law in 2003, the exemptions afforded to education have been radically altered. The article also contains an in-depth analysis of these changes and a review of existing literature on the subject. It makes recommendations for future support and highlights the need for a strategic approach to e-Learning development with clear guidance information available to all.

Learning and teaching

Learning and teaching