E-learning Research Articles

Indonesia's Digital Literacy as a Challenge for Democracy in the Digital Age

In the era of digitalization, digital literacy plays a vital role in shaping active participation and the quality of democracy. There are still challenges in the level of digital literacy in Indonesia, which impacts blind trust in emerging issues. As a result, people are vulnerable to the spread of fake news, online fraud, harmful content, and privacy violations. This research uses a desk research method with a qualitative approach, collecting secondary data from journal articles, books, and related reports. Analyses were conducted using content analysis techniques to identify patterns and relationships between digital literacy and democracy. The results show that although Indonesia's digital literacy index has improved, digital crime and hoaxes are rising, indicating a gap between technological skills and digital ethics. The findings emphasize the need for a more comprehensive approach to digital literacy programs, including integrating digital literacy education into the formal curriculum and improved technological infrastructure, particularly in underdeveloped areas. The implications of this study suggest that improving digital literacy is essential for safe access to information and an important step toward strengthening more critical and responsible democratic participation in Indonesia.

Digital narratives and historical representation: A review - analyzing how digital mediums are revolutionizing the way history is taught and perceived

This study critically examines the transformative impact of digital narratives on historical representation, focusing on how digital mediums have revolutionized the way history is taught, perceived, and interacted with. Employing a systematic literature review and content analysis methodology, the research analyzes data from peer-reviewed articles, books, and digital platforms published between 2013 and 2023. The study's objectives include exploring the emergence and evolution of digital narratives in historical education, assessing their methodological approaches, and evaluating their educational, cultural, and technological impacts. Key findings reveal that digital narratives have significantly altered historical representation, introducing interactive storytelling techniques, democratizing historical knowledge, and integrating advanced technologies like AI and VR in historical education. These narratives have enhanced accessibility and engagement but also presented challenges such as the digital divide, the need for standardization, and potential biases in historical interpretation. The study concludes that the future landscape of historical representation in the digital age is poised to balance traditional and digital methodologies, emphasizing inclusivity and technological innovation. Recommendations are provided for educators, policy makers, and technologists to collaboratively create an accessible, accurate, and engaging digital historical landscape. Future research directions include investigating the long-term impacts of digital narratives on historical understanding, developing pedagogical strategies for digital history education, and exploring ethical considerations in digital historical representation. This study contributes to a deeper understanding of the dynamic role of digital narratives in shaping historical knowledge and education in the digital era.

A policy framework on AI usage in developing countries and its impact

The rapid growth of Artificial Intelligence (AI) presents both significant opportunities and challenges for developing countries. A well-structured policy framework is crucial to maximize the benefits of AI while mitigating its risks. This review proposes a comprehensive AI policy framework tailored to developing countries, emphasizing the need for robust infrastructure, capacity building, ethical governance, and economic incentives. Key elements include the development of digital infrastructure, education and training programs to enhance AI literacy, and ethical guidelines to ensure fairness and transparency in AI applications. Data governance and privacy protections are critical, particularly in countries where regulatory frameworks are underdeveloped. Furthermore, international cooperation is highlighted as a necessity for aligning local policies with global AI standards, facilitating cross-border data sharing, and ensuring equitable access to AI innovations. The potential impact of AI on economic growth, job creation, healthcare, education, and public service delivery is profound, yet challenges such as workforce displacement, increased inequality, and the digital divide must be carefully managed. The proposed framework addresses these challenges, providing strategies to overcome barriers to AI adoption, including financial constraints, governance issues, and unequal access to technology. Moreover, it stresses the importance of fostering public-private partnerships and ensuring that AI development is inclusive, benefiting all segments of society. By implementing a comprehensive AI policy framework, developing countries can harness AI’s transformative power to drive sustainable development, improve social outcomes, and strengthen their economic standing in the global landscape. This review concludes by recommending continuous policy evaluation and adaptation to keep pace with AI's rapid evolution.

Technology-Enhanced Approaches for Teaching English to Law Students: Innovations and Best Practices

This research paper summarizes an investigation into technology-enhanced English language teaching for law students in Medellín, Colombia. It briefly outlines the study's objectives, methodologies, and key findings, focusing on the improved English language proficiency, legal communication skills, and increased student engagement and autonomy due to technology-enhanced learning. Background: The study addresses the importance of English language proficiency for law students in a global legal context and the challenges in teaching English to this group. It reviews relevant literature on technology in language learning, particularly in legal education, establishing the theoretical basis for the research. Materials and Methods: The paper describes a mixed-methods approach involving 40 law students in Medellín. It explains the use of questionnaires for quantitative data and interviews and observations for qualitative data, alongside the methods of data analysis and ethical considerations of the research. Results: Findings from questionnaires indicate positive student perceptions of technology in learning and improvements in language proficiency. Qualitative data from interviews and observations highlight enhanced legal communication skills and increased engagement and autonomy in learning due to technology use. Conclusions: The conclusion synthesizes the study's findings, underscoring the positive impact of technology in legal English education. It discusses the implications for educators and suggests integrating technology into the curriculum. The paper concludes with recommendations for future research, particularly in exploring effective technology-enhanced teaching strategies.

Exploring Challenges Influencing the Discontinued Utilisation of the Flipped Classroom Pedagogy: A Case of South Africa Underprivileged High School and Organic Chemistry

The COVID-19 pandemic accelerated technological advancements in education. However, when the threat of COVID-19 subsided some schools discontinued the use of technology-enhanced flipped classroom. This study reports on challenges that could have influenced the discontinued utilisation of technology-mediated flipped classroom model that supported some of the underprivileged high schools of South Africa during the COVID-19 era. While acknowledging that the final decision on whether to discontinue rests with the teachers, learner challenges are equally important as they can contribute to the teachers’ decisions. Hence, this study, anchored by the TPACK framework and Maslow’s hierarchy of needs theory, explored both learner and teacher challenges that influence discontinuation of the use of the flipped learning model. This entailed using semi-structured interviews of purposively selected teachers and learners (N=8) to close this gap in the literature on the use of flipped classroom in the post-COVID-19 era focusing on organic chemistry. Using deductive thematic analysis, the key challenges that could have contributed to the discontinuation of the use of this teaching model were identified as lack of access to Internet services, stable Wi-Fi and ability to navigate the online learning system, competence, motivation, effect of lack of support from the educational institutions and teacher overloading. These findings contribute to the literature on the continued use of this teaching model beyond emergencies such as COVID-19 by highlighting challenges that educational practitioners should be wary of. Additionally, the study has implications for the need to fast-track infrastructure and teacher professional development in underprivileged high schools.

Barriers and facilitators for students with disabilities: Results of semi-structured interviews in Swiss universities

Purpose: This paper investigates the following two research questions: What are the barriers and facilitators for students with disabilities while studying at Swiss universities? When do these barriers and facilitators occur for students with disabilities? Research on barriers and facilitators encountered by students with disabilities at higher education institutions in Switzerland is still scarce. Identifying when and how to include persons with disabilities could enable Swiss universities to uphold their commitment to the inclusion of people with impairments. Methods: 31 qualitative semi-structured interviews were conducted with students with diverse impairments who were enrolled in French- and German-speaking Swiss universities. Interviews were analyzed thematically in a deductive and inductive manner. Results: The study demonstrates that students with disabilities experience many barriers before and throughout the term, as well as during examinations. Awareness of disability and accessibility among staff and peers was revealed to be a key issue, both as a major barrier where awareness was lacking and as an important facilitator where awareness was high. Awareness levels were also shown to be connected to other aspects of accessibility. Factors such as access to accommodations for exams, advanced access to study materials, and digital accessibility, arose as important issues for students with disabilities. Key Message: This study underscores the crucial role of awareness, both as a barrier when lacking and as a facilitator when present. Exam accommodations also emerged as a critical issue, again both as a barrier where experiences were unsatisfactory and as a facilitator where accommodations were received. The interviews emphasize the importance of providing study materials in advance, as well as the impact of course formats on inclusion, particularly the positive effect of online learning. The presence of barriers and facilitators before the start of lectures suggests that support should be offered even before the start of the semester.

Online Instructional Supervision in an Advanced Higher Education

The continuity of learning in graduate and post-graduate education was ensured through online instructional supervision during the COVID-19 pandemic. This initiative aligns with the fourth Sustainable Development Goal (SDG 4), emphasizing the preservation of quality education amidst unprecedented challenges. The pandemic-induced shift to online learning environments underscored the critical need for robust supervisory practices that promote equitable and inclusive education for all students in the graduate studies. Employing a phenomenological approach, this study explored the experiences of 15 internal stakeholders involved in online instructional delivery at a state-funded university. The thematic analysis yielded five key insights: the lived experiences of internal stakeholders during the pandemic, transformative shifts in work and learning dynamics, perceptions of the internal stakeholders on online supervision, strategies for effective online supervision, and the opportunities and challenges inherent in this modality. Despite inherent limitations, online instructional supervision in advanced higher education during the pandemic proved to be both complex and transformative. The study recommends ongoing investment in human capital and technological infrastructure by educational institutions to secure sustainable educational outcomes for graduate and post-graduate students in the long term.

The effectiveness of Google Forms in assessing and evaluating online learning outcomes: Meta-analysis study

The use of Google Forms as a learning tool in certain subjects is massively used in several schools because of its efficiency. This research aims to identify, classify, and observe literature, synthesize several studies that have been carried out, analyze the contributions that have been made, and propose related research updates. This study uses a methodology supported by a research approach, documentation, and procedural models from systematic literature review and data analysis using quantitative and qualitative descriptive analysis techniques. The results of this study show the effectiveness of Google Forms on the assessment and eval_uation of student learning outcomes, which from the table has proven that there are 36 studies (90%) that agree that the use of Google Forms has a positive or effective influence on success in assessing and eval_uating learning outcomes. This conclusion underscores the importance of digital marketing in the modern technology era. Digital marketing allows businesses to effectively reach global audiences through social media, SEO, and content. In this study, it was seen that a good digital strategy can increase brand awareness and customer loyalty. By utilizing proper data analysis, companies can optimize their digital marketing campaigns for better results. In conclusion, digital marketing is the key to winning the competition in an increasingly competitive market.

The interplay of job embeddedness, collective efficacy, and work meaningfulness on teacher well-being: a mixed-methods study with digital ethnography in China

IntroductionThis study examines the influence of teacher job embeddedness, collective efficacy, and work meaningfulness on the psychological well-being of Chinese teachers. The focus is on understanding how these constructs contribute to teacher well-being through a mixed-methods approach.MethodsA two-stage structural equation modeling (SEM) analysis was conducted using quantitative data collected from 406 in-service Chinese teachers. The study also incorporated a qualitative phase involving digital ethnography within online teaching communities to provide deeper insights into teachers’ experiences.ResultsThe quantitative analysis revealed significant positive direct effects of job embeddedness, collective efficacy, and work meaningfulness on psychological well-being, with work meaningfulness showing the strongest effect. The mediating role of work meaningfulness partially explained the relationships between job embeddedness, collective efficacy, and teacher well-being. The qualitative findings supported and expanded upon these results, emphasizing the role of a supportive school community and strong administrative leadership.DiscussionThe results suggest that enhancing job embeddedness, collective efficacy, and work meaningfulness can significantly contribute to teachers’ psychological well-being. These findings provide actionable insights for school leaders and policymakers in the Chinese educational system to foster environments that promote teacher well-being.

ANALISIS MANAJEMEN PELATIHAN DI RUMAH SAKIT

Training management is crucial to ensure that the training process runs smoothly and meets both organizational and employee goals. At Hermina Hospital Bogor, 22.5% of employees have not met the minimum required training hours. The training process faces challenges, including limited space, incomplete attendance, and scheduling issues. This study aimed to analyze the gaps in training at Hermina Hospital Bogor, using both quantitative and qualitative methods from March to May 2023. Qualitative data were gathered through interviews with three key informants, selected via purposive sampling, and observations of the training process. Quantitative data were obtained from implementation surveys and pre-post tests for the Isolation Awareness training, involving 31 participants. Qualitative analysis used content analysis, while the Wilcoxon test was applied for quantitative data. The training process includes needs assessment, planning, implementation, and evaluation. Training needs are identified through gap analysis, covering issues raised in morning meetings, unit evaluation results, and proposals from stakeholders, competencies performance gaps. Implementation challenges include rescheduling and participant absence. Online training faces additional barriers, such as a lack of computers and poor internet connectivity. Improvements in training management can be achieved by developing training facilities, enhancing online tools and e-learning modules, and increasing participant involvement through the Documentation System application.

Design of an Inclusive Digital Platform for Training and Distribution of Human Resources in Improving Accessibility and Opportunities for Persons with Disabilities

This study addresses the challenges faced by individuals with disabilities in accessing employment opportunities in Indonesia, focusing on the creation of a digital platform that enhances their employability. The research was conducted at Sentra Budi Perkasa in Palembang City, a center that already utilizes an online training registration system but struggles with effective distribution of resources to its trainees. The primary objective was to develop a web-based platform that facilitates registration and improves access to job vacancies for persons with disabilities capable of using electronic devices. Through a combination of observations, interviews, and literature reviews, this study explored the needs and barriers encountered by this demographic, particularly those affected by conditions such as amputation, stroke, and congenital disorders. The Rapid Application Development (RAD) methodology was employed, ensuring a swift development process and involving users actively to reduce errors and enhance system relevance. The resulting platform not only simplifies the process of finding training and job opportunities for persons with disabilities but also serves as a model for similar initiatives aiming to integrate disabled individuals into the workforce more effectively. This study contributes to the field by providing a practical solution to a significant societal issue and outlining a framework for future enhancements in digital accessibility for disabled populations.

Understanding the support dynamics for LGBTI+ youth in Spain during and after the COVID‐19 pandemic

AbstractThis qualitative study explores the experiences of LGBTI+ youth in Spain during the COVID‐19 pandemic, focusing on family, social, educational and healthcare support mechanisms. The findings, based on five focus groups, highlight the pivotal role of family support during the pandemic, increased isolation and a reliance on online connections, the challenge of transitioning to online school platforms and insufficient understanding amongst healthcare professionals. The study examines adult and institutional support structures in relation to the complexities of LGBTI+ youth experiences beyond heteronormative and cisgender paradigms. It advocates applying a child‐centric approach to policies and services tailored to LGBTI+ youth needs.

Validating an Online Learning Dexterity Survey of University Students’ Online Learning Competence

AbstractCompetent online learners have dexterity as they can manoeuvre a wide range of learning technologies and online learning strategies to learn successfully. In this study, we approach university students’ online learning competence as ‘online learning dexterity’ or an ability to manage different aspects of online learning with appropriate technological and pedagogical strategies. Aligning with emerging visions of more individualised, flexible, multi-modal, and community-driven experiences through online learning in universities, we operationalised an Online Learning Dexterity Survey instrument that assesses online learning competence through six dimensions: (1) asynchronous learning dexterity (2) synchronous learning dexterity (3) self-directed learning dexterity (4) online collaboration dexterity (5) learning technologies dexterity, and (6) learning access dexterity. Construct validity was established through confirmatory factor analysis of responses from 273 university students and discriminant validity was established through cluster analysis. The three-cluster solution show that learning technologies dexterity and learning access dexterity can be used to identify student profiles with lower confidence in their technical competencies but the other dimensions reveal students’ pedagogical challenges with managing learning, online collaboration, and different online learning modalities. The contributions of online learning dexterity factors to improving the assessment and development of university students’ online learning competency are discussed.

Nepalese Students’ Perception Towards the Online Learning During Covid-19 Lockdown Phase

The research study "Nepalese Students’ Perception towards the online learning during Covid-19 lockdown phase" has conducted during the period of Covid-19, in 2021 to examine the Nepalese students' perception and satisfaction towards on line classes. Also, it has assessed the impact and relationship between perception statements of students on their satisfaction with online classes. Total 205 students of different programs (MBS, MBA, BBA, BIM BSC-CSIT) of five constituent’s campuses of Kathmandu Valley of Tribhuvan University of Nepal is taken for sample. This study has used descriptive research design. Random sampling method has used to get the responses of respondents. Well-structured questionnaire with five likert scale (1= strongly disagree to 5= strongly agree) is used to get respondents' responses. Cronbach’s Alpha of perception and satisfaction of are found 0.63 and 0.74 respectively. In aggregate, students' perception toward the online classes are fond "moderate and agree", However, their perception found strongly disagree and disagree for practical subject and also found "disagree and moderate" regarding the interaction between faculties and students. Regarding the students' satisfaction, they are satisfied towards online classes during the Covid-19. The regression model has revealed that statement x9 (Online Faculty provide good quality Feedback) has given highest impact on students’ satisfaction with online classes and found significant relationship at both 95% and 99% confidence level.

Rest the brain to learn new gait patterns after stroke

BackgroundThe ability to relearn a lost skill is critical to motor recovery after a stroke. Previous studies indicate that stroke typically affects the processes underlying motor control and execution but not the learning of those skills. However, these studies could be confounded by the presence of significant motor impairments. Furthermore, prior research involving the upper extremity indicates that stroke survivors have an advantage in offline motor learning when compared with controls. However, this has not been examined using motor acuity tasks (i.e., tasks focusing on the quality of executed actions) that have direct functional relevance to rehabilitation.ObjectiveInvestigate how stroke affects leg motor skill learning during walking in stroke survivors.MethodsTwenty-five participants (10 stroke; 15 controls) were recruited for this prospective, case-control study. Participants learned a novel foot-trajectory tracking task on two consecutive days while walking on a treadmill. The task necessitated greater hip and knee flexion during the swing phase of the gait. Online learning was measured by comparing tracking error at the beginning and end of each practice session, offline (rest-driven) learning was measured by comparing the end of the first practice session to the beginning of the second, and retention was measured by comparing the beginning of the first practice session to the beginning of the second. Online learning, offline learning, and retention were compared between the stroke survivors and uninjured controls.ResultsStroke survivors improved their tracking performance on the first day (p = 0.033); however, the amount of learning in stroke survivors was lower in comparison with the control group on both days (p ≤ 0.05). Interestingly, stroke survivors showed higher offline learning gains when compared with uninjured controls (p = 0.011).ConclusionsEven stroke survivors with no perceivable motor impairments have difficulty acquiring new motor skills related to walking, which may be related to the underlying neural damage caused at the time of stroke. Furthermore, stroke survivors may require longer training with adequate rest to acquire new motor skills.

“Does Digital Education Bridge the Urban-Rural Divide in STEM Education in China? Analyzing Accessibility, Engagement, and Outcomes”

This paper examines the role of digital education in bridging the urban-rural divide in STEM education across China, focusing on accessibility, engagement, and educational outcomes. Despite significant advances in digital infrastructure and educational platforms, rural areas continue to face challenges in access to high-quality STEM education, primarily due to disparities in teacher training, resource availability, and community support. The study highlights the importance of targeted interventions, including improved teacher training, increased parental and community engagement, and tailored educational programs to address these challenges. By analyzing both short-term outcomes and long-term aspirations, this paper provides a comprehensive overview of how digital education can contribute to reducing educational inequities between urban and rural regions in China.

Digital Media and EdTech-Based Instruction for Students and Teachers with Disabilities in Jordan

There is a need for evaluations to help us understand the associations found in research on special education and new media. The researcher in this study explores the role of digital media in public education, with a specific emphasis on the role of digital media in the education of students with special needs and other types of disabilities. We used qualitative studies for our investigation. Under this pedagogical framework, it will provide helpful materials for digital media teachers and students who may not be fully aware of the benefits and significance of special education in the context of digital media instruction and education. Because there aren't enough studies on the subject, the sample size for this article is 12. The special edition on digital media and educational technology-based education for children with impairments. Initially, the selected pieces were dispersed in 2020 and 2022. Information required for the review's assessment was assembled by classifying the collected data according to the review's rubric. The review is the most useful tool for this assessment since it provides the best method for arranging both large amounts of data and personal judgments. In addition to describing how instructors and library media workers may work together to address the needs of children with disabilities, this article gives an overview of both physical and digital access to the library's resources. Research conducted by specialists has shown a positive correlation between all of these biomarkers.

Norwegian Public Health Nursing Students’ Experiences with the Transition from Classroom to Online Lectures: Benefits and Challenges

The integration of technology in higher education increased online courses available to students, although traditional face-to-face interaction remains dominant. The COVID-19 pandemic forced a rapid transition to emergency remote teaching (ERT), impacting public health nursing (PHN) education in Norway, which primarily consists of adult learners. The impact of the transition to online-only lectures on these students remains largely unexplored. The aim of this study is to examine how Norwegian PHN students experienced the transition from traditional classroom lectures to online-only lectures during the global pandemic. It also identifies the self-reported advantages and challenges associated with online-only lectures and whether this transition affected their perceived learning outcome. A cross-sectional sample of public health nursing (PHN) students (n = 275) participated in a survey in from May to November 2020. The questionnaire was specifically developed for this study and covers student motivation, perceived benefits and challenges of transitioning to online lectures, peer collaboration, and self-assessed learning outcomes. It was distributed to the PHN students via their respective education’s LMS system. Most PHN students managed the technical aspects of the abrupt transition to online-only lectures effectively. They reported high digital competence, found the transition relatively easy, and remained motivated to continue their studies. Despite these positives, students reported a reduction in learning outcomes compared to classroom lectures. Challenges included the missing face-to-face interaction with peers, difficulties in managing childcare, and issues with structuring their studies.

Research and Practice on the Design of Online Learning Activities for Distance Education Oriented Towards Deep Learning

Based on Five-stage model, Deeper Learning Cycle (DELC), and other related theories, This study focused on the design of online learning activities. It explored and implemented a framework for designing online learning activities aimed at deep learning. The learning process was divided into four stages: preparation, information exchange, knowledge construction, and knowledge development. The activity design was driven by tasks, problems, or projects, with difficulty progressing in stages. It emphasized feedback and reflection, providing necessary learning support to help students in distance education optimize their learning experience, gain a deep understanding of knowledge, and improve higher-order thinking skills. Ultimately, this could enhance the teaching quality of online courses.

Peer instruction in chemistry classes: systematic review on contributions and possibilities

This work provides a mapping of studies concerning Peer Instruction (PI) in the teaching of chemistry. To this end, a systematic review was undertaken of how PI has been implemented and investigated in chemistry classes, as well as the impact of PI on the learning outcomes of students. The review covers the period from 1991 to 2022. The reported studies were mainly conducted at higher education institutions, at public universities in England, Turkey, the USA, and Brazil. In chemistry courses, the PI method was implemented in subareas such as general chemistry, physical chemistry, and analytical chemistry. Some studies adapted PI to online courses, while others compared different types of peer groups and investigated the influence of different factors on PI, such as pre-class reading and showing live voting results. The effectiveness of PI varied depending on the way it was implemented, such as in peer grouping, online activities, or presential classes. The outcomes of PI in chemistry classes have mainly been monitored by means of the perceptions of the students, with performance in answering conceptual questions frequently being used as an assessment tool. This review found only a few studies concerning PI in chemistry, particularly in high school chemistry classes. Additionally, pre-class activities were not widely employed. Most of the articles utilized quantitative analysis and indicated positive outcomes for the learning process.