E-learning Research Articles

RADIOGRAPHY CLINICAL EDUCATION AMIDST THE COVID-19 PANDEMIC: PERSPECTIVE OF RADIOGRAPHY STUDENTS INTERNATIONALLY

Purpose: The COVID-19 pandemic has signifi cantly impacted clinical practice. This study explored the impact of the pandemic on diagnostic radiography clinical education from the perspective of radiography students internationally. Materials and methods: A qualitative approach was used to gain insight into students' experience of clinical placement during the pandemic. A total of sixteen radiography students from six countries were recruited from an international Radiography summer research school. Qualitative data was gathered via three semi-structured focus groups (5-6 students per focus group). Data was analysed using Braun and Clark’s phases of thematic analysis. Results: Five key themes emerged in relation to clinical education during the COVID-19 pandemic, (i) unequal student access to personal protective equipment (PPE) (ii) challenges in achieving clinical learning outcomes (iii) impact of online education on clinical readiness (iv) emotional impact, and (v) coping strategies. Students indicated that they were particularly afraid of transmitting COVID-19 to their family and friends. Some students reported that they felt under pressure to receive COVID-19 vaccinations prior to clinical practice. Others reported confusion with respect to infection control guidelines and application of PPE. Conclusion: Student radiographers identifi ed key challenges which require consideration by educators to ensure students are appropriately prepared for and supported on clinical placement during a pandemic. Implications for practice: • The COVID-19 pandemic has impacted clinical education internationally and this study identifi es the implications for radiography students in terms of clinical readiness and their clinical placement experience. • Simulation-based in-person learning in the X-ray lab and PPE training were perceived by students to be important factors impacting clinical readiness.

Exploration and practice of teaching mode of "one core and three combinations" in photography course

Photography is the art of expressing the instantaneous beauty. Photography teaching is hierarchical. With the rapid popularization of digital photography technology, Beijing Open University as a remote open, education university, in the photography professional photography teaching, on the basis of construction theory, adhering to the teaching design concept of quality education, explore with the characteristics of open education"One core and three combination" teaching mode, make full use of online education technology to cultivate students' innovation ability, improve artisticaccomplishment, and vigorously promote the deepening of teaching reform.

A comprehensive survey of artificial intelligence adoption in European laboratory medicine: current utilization and prospects.

As the healthcare sector evolves, Artificial Intelligence's (AI's) potential to enhance laboratory medicine is increasingly recognized. However, the adoption rates and attitudes towards AI across European laboratories have not been comprehensively analyzed. This study aims to fill this gap by surveying European laboratory professionals to assess their current use of AI, the digital infrastructure available, and their attitudes towards future implementations. We conducted a methodical survey during October 2023, distributed via EFLM mailing lists. The survey explored six key areas: general characteristics, digital equipment, access to health data, data management, AI advancements, and personal perspectives. We analyzed responses to quantify AI integration and identify barriers to its adoption. From 426 initial responses, 195 were considered after excluding incomplete and non-European entries. The findings revealed limited AI engagement, with significant gaps in necessary digital infrastructure and training. Only 25.6 % of laboratories reported ongoing AI projects. Major barriers included inadequate digital tools, restricted access to comprehensive data, and a lack of AI-related skills among personnel. Notably, a substantial interest in AI training was expressed, indicating a demand for educational initiatives. Despite the recognized potential of AI to revolutionize laboratory medicine by enhancing diagnostic accuracy and efficiency, European laboratories face substantial challenges. This survey highlights a critical need for strategic investments in educational programs and infrastructure improvements to support AI integration in laboratory medicine across Europe. Future efforts should focus on enhancing data accessibility, upgrading technological tools, and expanding AI training and literacy among professionals. In response, our working group plans to develop and make available online training materials to meet this growing educational demand.

Digital Technologies in Primary Mathematics Education: Insights from Future Teachers’ Portfolios

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

Perspectives of Czech High School Students on Cheating in Remote Education

This study explores the perspectives of Czech high school students on using digital technologies for cheating during remote education, a phenomenon encouraged by the abrupt transition to online learning due to the COVID-19 pandemic. Through a mixed-methods research design, this study collected data via an online questionnaire with 24 questions completed by 316 students from secondary schools and conducted individual interviews with seven teachers. In their study, the authors focus on three questions: How much do high school students know which digital technology they can use for cheating in remote online education? What are their experiences with cheating in remote online education? What are the preventive solutions recommended by students and teachers to eliminate online cheating? The research findings indicate that students perceive online cheating as justifiable, primarily due to their disengagement with the course material and lack of interest in learning under the pandemic's extraordinary circumstances. Students frequently used technical means for cheating, with mobile phones and screen-sharing during online tests being the most popular methods. Additionally, the use of internet resources to find answers was the most commonly reported form of online cheating. To address this issue, students outlined various anti-cheating strategies, categorised into three perspectives: pessimistic, practical, and critical-realistic. The pessimistic perspective indicates scepticism about the feasibility of effectively combating cheating, whereas the practical perspective offers tangible, immediate solutions. The critical-realistic view provides a thoughtful and pragmatic approach to the problem, suggesting a balance between understanding the complexities of cheating and implementing realistic measures. The study highlights educators' critical role and emphasises the importance of aligning assessment methods with students' learning needs and expectations to reduce cheating tendencies naturally. The rise of AI technologies has introduced new dimensions to the problem of online cheating, as AI tools can facilitate academic dishonesty. However, AI can help detect and prevent cheating. The authors suggest using formative assessments and creating an engaging, supportive online learning environment to deter dishonesty and promote academic integrity.

The Concept of Flexible Learning for Teaching Art Disciplines in Elementary Schools for National Minorities in modern PR China

The concept of flexible learning is increasingly important in contemporary education systems, particularly for teaching art and aesthetic disciplines. In China, this approach is especially relevant in schools serving national minorities, where diverse cultural and linguistic backgrounds necessitate a more adaptable and inclusive educational framework. This article aims to explore the implementation of flexible learning for teaching art and aesthetic disciplines in modern elementary schools in China, focusing on the experiences and strategies used to organise the educational process for representatives of national minorities. When writing the article, the methods typical for researching papers in the field of general education and pedagogical comparative studies were used, in particular: literature review, case studies, document analysis, comparative analysis, observation. The article results. Flexible learning refers to educational approaches that provide students with choices regarding how, what, when, and where they learn. It emphasises adaptability to individual learning needs, preferences, and cultural contexts. Implementing flexible learning in art and aesthetic disciplines involves several strategies to accommodate the unique needs of national minority students (such as cultural and artistic integration, use of technology, community involvement and flexible learning environments) and is widely used in PR China in regions with significant populations of national minorities, providing valuable results. However, implementing flexible learning for art and aesthetic disciplines in schools for national minorities comes with challenges, including resource limitations and the need for special programs of teacher training activities including cultural sensitivity, which are the point of constant attention of the Chinese government. The study concludes that the implementation of flexible learning for teaching art and aesthetic disciplines in modern elementary schools in China, particularly for national minorities, demonstrates a commitment to inclusivity and adaptability in education. By integrating bilingual education, technology, community involvement, and flexible learning environments, these schools can provide a more personalised and culturally relevant education for their students. Despite the challenges, the benefits of this approach are significant and include promoting cultural preservation, artistic expression, and social cohesion.

Online teaching and Learning post-Covid: An Analysis of LMS Usage and Student Outcomes Following the Pandemic

In 2020, the global higher education sector plunged into online teaching and learning within a very short timeframe with the onset of the Covid-19 pandemic. The Sri Lankan state higher education system was no exception. While the initial readiness of both students and teachers for this switch varied or, in many cases, was low, online instruction was the predominant form of teaching and learning for most of the subsequent two years. The Sri Lankan university sector resumed face-to-face teaching for undergraduates in mid-2022 but aspects of online teaching and learning remain, providing a valuable opportunity to take stock of the experiences gathered during the pandemic. This study aims to use data on undergraduate courses offered both during and after the pandemic period at the Faculty of Business in the University of Moratuwa in order to identify online teaching practices that persisted beyond the COVID-19 period and relate student interactions with these activities with academic outcomes. The dataset spans 473 students in five cohorts across six undergraduate courses and includes Moodle (the LMS used by the university) logs, data on academic outcomes, and features of the online course pages. The student level data for the selected courses are augmented with interviews with the corresponding lecturers to gain further insights into why certain learning activities were considered successful and others not. By doing so, the paper aims to identify effective learning tools and best practices that arose during the unplanned transition to online teaching from both lecturer and student perspectives. The results show that there is a continuity in the tools between the online mode during the pandemic and the post-pandemic return to face-to-face teaching with tools such as quizzes, assignment submissions, and videos/lecture recordings used noticeably more than in the pre-Covid period. The use of interactive tools increase the student engagement with the course Moodle pages, which in turn are positively associated with learning outcomes. The paper thus highlights some positive consequences of the pandemic period on education in terms of enhancing the adoption of digital tools for learning among both staff and students.

Maintenance hemodialysis patients participate in a virtual reality rehabilitation training experience: a qualitative study

Maintenance hemodialysis patients’ psychology and physiology will have negative effects. Adherence to exercise can effectively enhance the physical function of maintenance hemodialysis patients and reduce the negative psychological emotions. In recent years, virtual reality technology has been gradually applied to the hemodialysis group, providing a new way for the rehabilitation training and healthy life of maintenance hemodialysis patients. Objectives To understand the real experience of maintenance hemodialysis patients participating in virtual reality rehabilitation training, and to make reference for the future clinical development of a more perfect virtual reality rehabilitation training program. Metchods Phenomenological research method was used to conduct semi-structured interviews with 10 maintenance hemodialysis patients, and the interview data were compiled and analyzed using Colaizzi’s seven-step analysis. Results Four themes were distilled: (1) Maintenance hemodialysis patients’ overall perceptual experience of the virtual reality rehabilitation system; (2) Physical and psychological improvement of maintenance hemodialysis patients with virtual reality rehabilitation system; (3) Individualized needs of maintenance hemodialysis patients during virtual reality rehabilitation training; (4) Future improvements and recommendations for the virtual reality rehabilitation system. Conclusion The results of the study suggest that virtual reality improves patients’ motivation to recover and shows positive results and potential benefits in improving physical functioning and negative emotions in maintenance hemodialysis patients.

Understanding the Effectiveness of Email Prompts to Online Asynchronous Course Participants

A persistent problem in asynchronous online courses is low user retention. Compared to conventional courses, participants require some form of reward or intrinsic motivation to complete these courses which do not have set deadlines or timetables. To remedy this, many online course platforms will send email reminders to participants registered in the course to prompt them to continue their participation. This study is focused on understanding the efficacy of such practices in motivating students to continue a course they would otherwise neglect or drop. This study focuses on selected courses on the online asynchronous learning platform open.uom.lk. The participants of an online asynchronous Project Management course who had enrolled but not completed the course were separated into two groups; students who enrolled but have not started the course and students who started the course but have stopped for over a month. The students of each group were divided into test and control groups, where the test group was sent prompts by email to continue the course which included a link to the course page Using user activity data from the platform the progress of students over the month prompts were sent, and the month after were analysed, and the efficacy of sending email prompts was calculated. 4.45% of the students from the test group began participating in the course again as compared to 2% of the students in the test group. 32 students (0.7%) completed the course in the weeks during and after the email prompts were sent while none of the students in the control group completed the course. This shows sending email prompts has a positive impact on increasing participation in the course.

Effectiveness of chatbots in improving learning experience in an online course

ABSTRACT This study analyzes the effectiveness of a chatbot in enhancing online learning, addressing the lack of support in traditional online courses. Two questionnaires were administered to participants, providing qualitative data on various aspects of the learning experience. The first questionnaire measured satisfaction, engagement, self-regulation and usefulness in three different groups of participants. The second questionnaire included open-ended questions and Likert scale items, gathering qualitative feedback and perceptions specifically from the group that used the chatbot. Additionally, this study incorporates quantitative analysis to evaluate the chatbot's impact on learning outcomes and student engagement. We used ANOVA to test whether there is a significant difference in learning outcomes among the three experimental groups. To determine which groups have significantly different means, we performed the Tukey post hoc test. Analysis of the data collected aims to measure the impact of chatbot integration on learner satisfaction, engagement, self-regulation, learning outcomes, usefulness and usability. The results contribute to the understanding of chatbots as support tools in e-learning environments, and indicate that the integration of chatbots within e-learning platforms aims to improve the learning experience and foster learner success.

Enhancing Reusability Practices in Massive Online Open Courses

Over the past decade, the emergence of Massive Online Open Courses (MOOCs) has profoundly transformed the distance learning landscape, capturing the attention of both higher education and professional institutions. This surge of interest has not only spurred the development of innovative teaching and learning methods but has also led to a re-evaluation of content production and reuse strategies. In fact, when producing MOOCs, multiple resources and efforts are dedicated to creating a considerable amount of learning material. This is often housed within the learning environment, which serves as a sort of repository and it is accessible by learners throughout the course. However, due to a lack of management support or internal organisational structure, the use of this material sometimes remains limited to the existence of the MOOC, causing it not to be actively employed and exploited after the course has ended. Lately, issues regarding MOOCs’ content management have raised critical questions about the long-term sustainability, reusability and management of the created online learning material even after the end of the online course. By using as a case study the three interlinked MOOCs on European History, Law and Governance developed in the framework of the KU Leuven programme in European Studies and the effort invested in both the planning and afterlife of the MOOC, this paper provides an overview of the formulas adopted to enhance learning content reusability. Drawing from KU Leuven’s extensive experience in creating humanities-focused MOOCs, this collection of interconnected online courses represents a novel attempt at offering a series of educational courses that are designed to complement each other not only in terms of content but also in terms of content management. Also, by contributing to the discussion on MOOCs' reusability this paper intends to emphasise the importance of establishing clear guidelines to enhance educational content reuse, ultimately contributing to the long-term educational value of MOOCs.

Tapping into Gen Z Ways to Enhance E-learning and Meaningful Connections

Generation-Z born 2000-2009 (Australian Bureau of Statistics 2024) are comfortable with digital technology and connecting with one another using social media platforms. Regardless of this proficiency they may still experience challenges engaging with online learning especially around social cohesion, wellbeing and learning success. Other challenges they may encounter are communicating and interacting face-to-face in the workplace, which is a vital 21st Century graduate attribute. A growing societal concern is staff shortages and unfilled vacancies within the health sector. There are many factors influencing health care workforce shortages, but Generation-Z may be a good fit due to their growing awareness of societal concerns and willingness to upskill. This study seeks to investigate the enablers and barriers impacting Generation-Z nursing students’ ability to successfully engage with e-learning and to communicate effectively in face-to-face interactions within the workplace environment. Furthermore, this study seeks to explore the ways Generation- Z nursing students communicate and interact with each other on social media. The study will use a qualitative, social constructionism (making meaning in a social context) methodology. Methods include three focus group discussions with students aged 18-24 years, enrolled external/online in an undergraduate nursing program, with a minimum of one clinical placement completed or attempted. Data will be analysed using thematic analysis process proposed by Braun and Clarke (2022). Findings will inform e-learning design strategies that address the identified barriers and use the enablers to help Generation-Z successfully transfer their social media communication knowledge and skills to better engage with online learning, leading to higher satisfaction and completion rates. These strategies include supporting the transference of their fluent online social media communication skills to build and use meaningful connections relevant to the healthcare workplace that further supports the enablement of the graduate attribute, effective communicator.

Web-based training and certification of clinical staff during the randomised clinical trial SafeBoosC-III

BackgroundSafeBoosC-III is a pragmatic, multinational clinical trial evaluating cerebral oximetry-guided treatment for extremely preterm infants. In total, 1601 infants were randomised across 70 sites in Asia, Europe, and USA. To enhance data quality and patient care, a web-based training program was implemented for staff. We now report on the processes.MethodsAll training modules consisted of initial learning material followed by a case-based quiz, with elaborate responses to correct as well as to wrong answers. Modules covered trial introduction, cerebral oximetry monitoring, treatment guidelines, cerebral ultrasound, and Good Clinical Practice. The introduction module was accessible in eight languages on an online platform, while language versions varied for other modules, due to different needs. Certification was earned upon module completion, relevant to the staff category. The training was not mandatory, but for motivational purposes, principal investigators continuously received local certification rate reports.ResultsA total of 926 out of 2347 staff (39%) obtained certification. Amongst 295 staff who completed the evaluation, 83% rated the program as overall good and 94% found it relevant to clinical practice. Sites exhibited varying certification rates, with 10 at 0%, 43 between 0.1 and 79.9%, and 17 exceeding 80%. There was no correlation between the rate of certification in individual sites and how often the clinical management was changed due to cerebral hypoxia nor a correlation to site-specific estimates of the intervention effect.ConclusionDespite language barriers and a low budget, our web-based training and certification program proved feasible. Only a minority of sites reached 80% certification of staff and an impact on the trial could not be detected.Trial registrationThe SafeBoosC-III trial is registered at ClinicalTrials.gov NCT03770741. The first participant was randomised in June 2019 and recruitment was completed in December 2021.

Attitudes toward mathematics and virtual teaching of students in the context of COVID-19: validation and reliability of instruments

BackgroundThere are few instruments to assess attitudes toward mathematics and virtual teaching; Likewise, there are methodological limitations to study this phenomenon in high school students. The present study aims to evaluate the psychometric properties of the instruments of attitudes toward mathematics and the perception of virtual teaching during COVID-19 in high school students in Peru.MethodsA total of 400 students participated. The research utilized exploratory and confirmatory factor analyses to evaluate the attitudes mathematics and the perception of virtual teaching instruments’ structure, and assessed reliability through Cronbach’s Alpha (α), Ordinal Alpha (ordinal α), and Omega (Ω) indicators.ResultsExploratory factor analysis showed that Model 2, with factor loadings above 0.40, was the most suitable for both instruments. This model demonstrated acceptable fit indices (CFI and TLI > 0.90; RMSEA and SRMR <0.08) and internal consistency (α, ordinal α, and Ω > 0.60). Furthermore, confirmatory factor analysis validated a five-dimensional structure for attitudes toward mathematics and a six-dimensional structure for perceptions of virtual teaching.ConclusionBoth instruments are valid and reliable for assessing these attitudes and perceptions within the context of virtual education during the COVID-19 pandemic. Strengthening mathematical skills through targeted research and interventions is essential to addressing pandemic-induced gaps.

Innovative Research on the Application of Flexible Learning in Classroom Teaching at Suan Sunandha Rajabhat University in Thailand

This article aims to introduce an innovative approach to classroom student participation and academic performance in a flexible learning environment at Suan Sunandha Rajabhat University in Thailand. To achieve this goal, a series of theories, concepts, and related research were reviewed and a comprehensive model of relevant factors was constructed. The research design adopted a mixed methods approach, utilizing quantitative research to test the relationships between variables in the model, followed by qualitative research to gain a deeper understanding of how these factors affect students’ grades. Combining the results of quantitative and qualitative research can provide guidance for improving the performance of Suan Sunandha Rajabhat University students in flexible learning systems in Thailand.

Technology Integration as a Spectrum: integrating technology in early childhood classrooms

ABSTRACT This study explores how early childhood preservice teachers use technology in PreK-3 classrooms, focusing on the alignment between their intentions and actual practices. Using the ‘Technology Integration as a Spectrum (TIS)’ model, the study identifies four types of technology use. Findings reveal that preservice teachers primarily use technology for adult- or software-driven goals, which often contradict their pedagogical beliefs. Although they advocate for child-centred learning approaches, their technology use predominantly reflects these more structured methods, resulting in misalignments between intended purposes and actual practices. This study highlights the need for diverse technology use, including Free Use, and recommends critical reflection on technology practices to ensure alignment with pedagogical goals for effective implementation.

A Model for Collaborative Immersive Classroom Management Development Using Multi-user Virtual Reality

Classroom management has been ­­identified as a key challenge in becoming a teacher, as newly qualified teachers are overwhelmed by the complexity of professional teaching practice. This paper explores the transformative potential of immersive technologies in fostering a collaborative reflection and problem-solving space for the continued development of newly qualified teachers’ classroom management competencies – allowing newly qualified teachers to become better prepared for facing the unexpected, local, and situated challenges of becoming a teaching professional. Through iterative cycles of design-based research, we have developed a model of immersive collaborative classroom management training using multi-user Virtual Reality. The model consists of four phases: (1) 360-degree video recording, creating an immersive version of the classroom and the complex interactions that occur within it. (2) clip selection, giving teachers the ability to select clips that are relevant for them and their practice. (3) Multi-user Virtual Reality training, allowing teachers to get feedback on their selected clips and construct actionable knowledge together with local teaching supervisors (4) Debriefing, for ensuring the joint understanding and transfer of knowledge to practice. Through analysing teacher’s and supervisors’ meaning making processes of 18 selected video clips across five multi-user Virtual Reality training sessions, we uncover three main phases: Analysis, Abstraction, and Actionability. By being able to collaboratively watch, re-watch, and discuss selected video clips and moving between these three main phases, teachers and supervisors co-create actionable knowledge, creating an improved understanding of current practices, and supporting the ability to transform future practices. These findings contribute both theoretical insights and practical implications for educators and learning designers, emphasising the importance of creating social immersive reflective spaces in which real situations may be revisited in order to examine the intricacies of classroom practices, allowing newly qualified teachers to better engage with their profession.

A Probability-Based Model for Course Completion Prediction in Online Asynchronous Learning

The sheer scale of Massive Open Online Courses (MOOCs), presents a significant challenge in delivering personalized learning experiences and effective student support. With vast participation numbers, it becomes difficult for instructors to track individual progress, pinpoint specific areas where students struggle, and understand the underlying reasons for failure to complete the course. This lack of individualized attention can lead to disengagement and higher dropout rates. A probability-based analysis offers a solution by generating student-specific predictions about their likelihood of completion. This empowers educators to proactively identify those at risk, tailor interventions, optimize resource allocation, and potentially improve the overall learning experience within the MOOC environment. This study focuses on developing a robust predictive framework to accurately estimate the probability of students completing an introductory programming course offered on the Open Learning Platform of the University of Moratuwa, Sri Lanka. The approach began with a classification model to determine the likelihood of course completion. Building upon this, a regression model was developed to generate a specific probability percentage representing the chance of a student successfully completing the course within a designated time frame. Initial findings suggested that predictions from the classification model achieved the highest accuracy when students have completed approximately 42.8% of the course materials. It is anticipated that further refinements to the methodology will improve the reliability of the predictions. A crucial aspect of this research involves determining the optimal percentage of course progress needed to yield reliable probability predictions. This is investigated through systematic analysis and experimentations including incremental model testing. The dataset encompasses diverse demographic and educational variables, enabling the identification of influential factors affecting course completion. This study provides insights on developing personalized learning strategies, intervention tactics and academic planning within online asynchronous education.

Examining the Views of non-e-Tutoring Students on Potential Benefits and Drawbacks of Incorporating e-Tutoring into Their Learning Experience

In recent years, technology integration in education has transformed the learning environment in online institutions. One technological advancement that has gained popularity is e-tutoring which offers personalised academic support to students through online platforms. While e-tutoring has become well-known and has been adopted to promote collaborative learning, there are still students who do not use these services for various reasons. This study explored the perspectives of students who do not utilize e-tutoring services in online education settings, shedding light on their perceptions. A quantitative research approach with a descriptive design was adopted to gather and analyse data on the perspectives of non-e-tutoring students. Online questionnaires were employed as the primary data collection method, allowing for the efficient collection of data from many respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS). Ethical concepts such as informed consent, anonymity of responses and protection of respondents against harm were maintained. Findings indicate that non-e-tutoring students perceive a sense of control over their own pace of learning, suggesting a preference for self-directed learning and the ability to tailor their educational experience to their individual needs and learning styles. They also perceive a lack of clarity in the roles of e-tutors, leading to uncertainty about their responsibilities. In terms of communication, students feel overwhelmed by the volume of announcements and find repetitive information frustrating. Additionally, some students face challenges with their internet connection and associated cost, which can hinder their participation in online activities. Notably, a desire for peer interactions, teamwork, and a sense of belonging in a community highlights the importance of social aspects in online learning. This study recommends that students seek alternate support systems by contacting academics and facilitators for guidance and clarification. Developing self-directed learning skills is essential, empowering students to take charge of their learning through setting objectives, creating their study plans, and utilising resources. For higher education institutions (HEIs), it was recommended that they ensure that a variety of support services are available to cater to the needs of all students, including non-e-tutoring students.

The Application of Cooperative Principle in Classroom Language between Teachers and Students

The Cooperative Principle, as proposed by H.P. Grice, has been increasingly applied in educational settings to enhance communication between teachers and students. This paper reviews the application of the Cooperative Principle in various educational contexts, highlighting its significance in fostering effective classroom interactions. The principle, which emphasizes the importance of cooperation in conversation, is analyzed through different studies focusing on questionnaires, childhood education, online education, and language instruction. The paper, using case studies on the application of the maxims of quantity and quality in language instruction. It suggests that teachers should provide concise instructions and offer corrective feedback to enhance student engagement and language acquisition. In conclusion, the Cooperative Principle plays a vital role in educational communication, yet its effectiveness is influenced by individual and regional differences. Teachers are encouraged to adapt their lesson plans to incorporate the principle, ensuring more effective and supportive learning environments.