E-learning Research Articles

The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses

AbstractThe rapid growth of online education has created opportunities to integrate multimedia learning tools into complex scientific disciplines like food biotechnology. This study aimed to develop and evaluate supplementary online course modules on gene expression analysis, protein engineering tools, and fermentation genomics for undergraduate food biotechnology education. Based on cognitive load theory and multimedia learning principles, the modules incorporated focused visual media and interactive knowledge checks. The study involved 85 students in an introductory food microbiology course and 25 students in an upper‐level food biochemistry elective at a large public university. Module implementation included tracking student usage through learning management system analytics, collecting qualitative feedback, and assessing learning outcomes via exam performance. Results showed that 73%–76% of students voluntarily accessed the modules, with average engagement times of 5–8 min per module. Student feedback highlighted the modules' effectiveness in clarifying textbook content through replayable examples and real‐world scenarios. Comparison of exam scores revealed a 6%–10% improvement in performance on module‐related items compared to overall exam averages. Qualitative feedback indicated that students found the visual representations and interactive elements helpful for clarifying complex concepts. This study demonstrates the potential of well‐designed multimedia modules to support student learning in food biotechnology education, providing a model for expanding such resources in food science curricula.

Beyond Hemoglobin A1c—Outcomes That Matter to Individuals With Type 1 Diabetes in Adopting Digital Health Interventions for Self-Management Support: Qualitative Study

Background Type 1 diabetes is a demanding chronic condition that requires diligent blood glucose monitoring and timely insulin administration by patients who must integrate self-management into their daily lives. Objective This study aimed to better understand what outcome measures are important to individuals living with type 1 diabetes (T1D) in Ontario, Canada, to help inform the development of type 1 diabetes virtual self-management Education and support (T1ME) trial. Methods A qualitative approach was used, in which we conducted 6 focus groups with a total of 24 adult participants living with T1D (from age 18 to >65 years) in Ontario. Each focus group was semistructured in nature; participants were encouraged to talk openly about their experiences with T1D self-management and provide their perspectives on more focused topics such as technology and relationships with health care providers. Results An interpretive analysis helped us devise a framework for our results that centered around 6 main discussion themes: (1) adapting self-management to meet evolving needs, (2) looking “beyond A1c” toward more personalized indicators of glycemic management, (3) the benefits and challenges of adopting new T1D technology, (4) establishing trusting relationships with diabetes care providers, (5) perceived benefits of peer support, and (6) pre– and post–COVID-19 perspectives on virtual care. Conclusions Our goal is for these findings to help facilitate the development of patient-oriented outcome measures that are in line with the unique needs and preferences of T1D patients in this new, more virtual landscape of clinical care, education, and self-management support.

Students’ Challenges with Online Remote Teaching and Learning in South Africa

ABSTRACT Online remote teaching and learning strategies have become part of tertiary institutions worldwide. This knowledge delivery method became more profound during the COVID-19 era, forcing institutions to keep this method even after the COVID-19 pandemic. Most tertiary institutions in African countries, including South Africa, have also embraced online remote teaching and learning strategies. This study investigated the challenges of built environment tertiary students with online remote teaching and learning methods. A qualitative approach was adopted using open-ended interview questions to solicit the views of the built environment tertiary students regarding the challenges they experience with the online remote teaching and learning method. A thematic content analysis method was used to categorize the data into themes and sub-themes. The results show that students face several online remote teaching and learning challenges. These challenges were categorized into power, schedule, technology issues, lack of focus, communication, and cost-related issues. The tertiary institution authorities must address these challenges to ensure the sustainability of online remote learning and teaching as many students work and attend schools, thus relying on this method to acquire knowledge. The study used data from tertiary institutions in South Africa; hence, the findings may not be generalizable to other countries.

Emotional Intelligence and Study Habits as Predictors of Online Learning Motivation of Students in Filipino

The study aims to predict the level of emotional intelligence, study habits, and their significant influence on the online learning motivation of students in Filipino. Analysis was conducted on data collected from 251 STEM students in selected public Senior High Schools who still opted for online learning as delivery of instruction. The study used a quantitative research design and applied a descriptive-correlational technique. Meanwhile, the adopted survey questionnaire was validated and used to gather the data needed for the study. Results revealed through weighted mean that the level of emotional intelligence, study habits, and online learning motivation of students in Filipino were high. With the help of regression analysis, results proved that there was a significant relationship among variables. Thus, the study also showed that learners with high levels of emotional intelligence and study habits significantly influenced their motivation to learn in an online environment, which results in academic success. These findings indicate that a strong foundation in emotion and systematic study habits in learning plays a vital role in sustaining motivation and acquiring knowledge online. Therefore, students will be more engaged in an online learning environment and will be encouraged to learn intrinsically when their emotional intelligence and study habits are well-established. School management, teachers, and institutions can use these findings to understand, support, and make interventions for the development of motivation in the modern way of learning in the online world.

Characterizing practice-dependent motor learning after a stroke.

After stroke, patients must learn to use residual motor function correctly. Consistently, motor learning is crucial in stroke motor recovery. We assessed motor performance, practice-dependent on-line motor learning, and factors potentially affecting them in stroke patients. This is a cross-sectional observational study. Twenty-six patients with first brain stroke leading to upper limb motor deficit in the subacute or chronic timeframe were enrolled. They performed a Finger Tapping Task (FTT) with both the affected and unaffected limbs. We assessed how patients learn to perform motor tasks despite the motor deficit and the differences in performance between the unaffected and affected limbs. Furthermore, by randomizing the order, we evaluated the possible inter-limb transfer of motor learning (i.e. transfer of a motor skill learned in one limb to the opposite one). Moreover, sleep, attention, anxiety, and depression were assessed through specific tests and questionnaires. Improved FTT accuracy and completed sequences for the affected limb were observed, even if lower than for the unaffected one. Furthermore, when patients initially performed the FTT with the unaffected limb, they showed higher accuracy in subsequent task completion with the affected limb than subjects who started with the affected limb. Only anxiety and attentional abilities showed significant correlations with motor performance. This work provides relevant insights into motor learning in stroke. Practice-dependent on-line motor learning is preserved in stroke survivors, and an inter-limb transfer effect can be observed. Attentional abilities and anxiety can affect learning after stroke, even if the effect of other factors cannot be excluded.

Development of digital literacy model for college students in Minzu colleges and universities in Southwest China

Constructing a digital literacy model for college students in Minzu Colleges and Universities in Southwest China is crucial for advancing the implementation of the "Action Plan for Improving National Digital Literacy and Skills" and effectively conducting digital literacy education. By researching digital literacy models from abroad and employing bibliometric methods, an initial conceptual framework for the digital literacy model for college students was developed. A mixed-methods research approach, combining quantitative and qualitative research, was used. Confirmatory Factor Analysis (CFA) was employed to test the validity and reliability of the initial model, which was then refined based on CFA results and expert feedback. In-depth interviews with experts were conducted to further optimize the model. The resulting digital literacy model for college students in Minzu Colleges and Universities in Southwest China not only holds significant implications for digital literacy education in this region but also provides a reference for constructing digital literacy models for other educational stages and in different regions. This model-building approach can serve as a valuable reference for similar research and practice.

Antecedents and consequences of academic help-seeking in online STEM learning

IntroductionCollege students often encounter challenges or ambiguity in online learning, which they cannot overcome independently, and therefore, require help. However, relatively little is known about how academic help-seeking can be supported in online contexts and about its potential benefits. The present study investigated the role of academic help-seeking in online STEM learning and its contextual antecedents.MethodsA total of 213 college students, enrolled in an introductory Engineering course, completed an online survey. Their survey responses and academic record data were analyzed.ResultsResults of path analysis indicated that adaptive help-seeking was positively related to retention intention, whereas expedient help-seeking was negatively related to the choice of future courses. In addition, avoidant help-seeking was negatively related to retention intention and major declaration status and positively to disorganized studying. Results also showed that sense of belonging and environmental fixed mindset served as significant predictors of academic help-seeking.DiscussionFindings indicate that academic help-seeking is related to successful online STEM learning. Therefore, fostering online learning contexts in which students perceive more sense of belonging and less environmental fixed mindset is crucial.

Impact of pandemic-driven online education on student evaluation scores: A comparative study in natural sciences

ABSTRACT The COVID-19 pandemic necessitated the adoption of online systems by educational institutions for infection control. The widespread implementation of online systems presented an opportunity to assess the impact of online education. However, research into the perceptions of students who directly experienced these changes remained relatively underexplored. This study conducted a comparative analysis of student evaluation of teaching scores (SET) before and after the pandemic to examine the impact of accelerated online system adoption on student satisfaction. This study employed a quantitative research design, utilising Ordinary Least Squares regression for the analysis. The analysis utilised SET data from 49,201 students enrolled in the College of Natural Sciences of a top-ranking university in South Korea from 2018 to 2020. The results showed that theory courses that emphasised information delivery demonstrated minimal changes in evaluation scores. By contrast, laboratory courses requiring direct student engagement and controlled environments demonstrated decreased scores. Notably, mathematics, with a conducive online learning environment for laboratory courses, exhibited improved post-pandemic evaluations. Furthermore, the student evaluation of teaching scores decreased in chemistry classes that require restricted laboratory settings. These findings highlight the importance of considering instructional characteristics when integrating modern technologies into educational systems to effectively replace traditional lectures.

Higher education for sustainable development in the digital era: Mapping the bibliometric analysis

Modern higher education institutions in developed countries are becoming active agents of permanent societal changes. The aim of the study is to map the scientific landscape on the topic of higher education for sustainable development in the context of digitalization. In the research process, bibliometric analysis, an in-built Scopus instrument, and VOSviewer were used. The findings proved that the severe restrictions faced by universities during the COVID-19 pandemic became a powerful impulse to intensify the attention of scientists to the mentioned topic. Visualization maps of keywords and scientific publications showed the existing interdisciplinary nature and the main thematic directions of research on higher education for sustainable development in the digital era. They demonstrated a direct connection between the basic principles of the sustainable development concept, sustainable development goals, higher education, universities, digitization, and digital technologies. The largest number of works on the specified subject belong to scientists from China, Spain, the Czech Republic, Germany, and Ukraine. The study concluded that future publications in the analyzed field would cover the effectiveness of digital technologies in higher education, the development of competencies for the digital economy, inclusiveness, cybersecurity, as well as ethical aspects of the use of technologies to achieve the global sustainable development goals. AcknowledgmentThis analysis is carried out within the framework of the scientific project “Model of the Post-War Recovery of Border Universities of Ukraine in the Digitalization Era Under the Sustainable Development Concept” with the support of the Ministry of Education and Science of Ukraine (Order No 1190 dated 30.12.2022).

Veterinary medicine under COVID-19: a mixed-methods analysis of student and practitioner experiences in Austria

BackgroundThis study aimed to provide a detailed analysis of the pandemic’s impact on the veterinary profession and education in Austria.MethodsTwo online surveys were conducted from November 2022 to January 2023, inviting all veterinarians and veterinary students in Austria to share their experiences on the impact of the pandemic on their veterinarian work and education in a free text question.ResultsA total of n = 289 veterinarians and n = 272 veterinary students provided an answer. In summary, 39.8% of veterinarians reported no impact by the pandemic, while others experienced changes in workload (19.7%), changes in client behavior (14.9%), implementation of safety measures (13.1%), and organizational changes (13.1%). Additional impacts included effects on mental health, private life, finances, as well as physical health. Changes were more frequently mentioned in veterinarians working with pets compared to those working with livestock. In the student panel, only a minority reported no significant impact (8.1%) but 44.9% reporting changes due to online and hybrid learning. Key issues included impaired learning conditions (34.9%), and social distancing (34.6%) leading to social isolation. Some students appreciated increased flexibility and reduced commuting (10.7%), while others experienced mental health challenges (10.7%). Further impacts were related to the implementation of safety measures (5.5%), organizational changes (4.8%) and impaired physical health due to infection (1.1%). Negative changes related to distance learning were mainly reported by students in the final study phase, whereas those in the first study phase reported more positive aspects related to online/hybrid learning.ConclusionOverall, this study highlights the significant impact of the COVID-19 pandemic on veterinary education and professional practice in Austria, revealing diverse challenges for students and relatively lower but still notable effects on practicing veterinarians. Future research should monitor these impacts longitudinally and explore the integration of beneficial practices into standard veterinary education and care, such as effective digital learning platforms and appointment-based systems.

Effectiveness of AR-Based Formative Peer Assessment on Chinese Writing Performance of Students with Different Cognitive Styles

The ability to communicate effectively in writing and produce clear and cohesive text is a necessary skill in both educational settings and the workplace, yet many young students struggle to organize their thoughts and engage in deep thinking. To address these challenges, an augmented reality (AR) application titled “Explore Wild Animals” has been used to help students organize information; however, it may not accommodate different cognitive styles. Integrating formative peer assessment (FPA) strategy into AR-based instruction can enhance knowledge construction and address diverse cognitive needs. This study, conducted from May to June 2023, empirically investigates the effects of FPA in an AR environment on the writing performance of learners with field-independent (FI) and field-dependent (FD) cognitive styles. A total of 89 fifth-grade pupils from China were randomly assigned to two groups: one group adopting FPA in an AR environment (AR-FPA), and the other group adopting FPA in a conventional PowerPoint (PPT) version 2410 environment (FPA). The results of a two-way analysis of covariance (ANCOVA) indicate that the AR-FPA group outperformed the FPA group in writing performance. Specifically, FI learners benefitted more from the AR-FPA approach, while FD learners performed better with the FPA approach. However, multiple linear regression analysis reveals that the peer feedback quality and features showed little to no significant correlation with feedback providers’ writing performance, regardless of cognitive style. These results highlight the effectiveness of integrating AR and FPA in enhancing educational outcomes, providing practical insights for promoting the sustainability of technology-enhanced learning and teaching practices.

Effectiveness and Durability of a Workplace Sedentary Behavior Intervention Based on the Total Worker Health® Approach

We used the Total Worker Health® approach to develop a multi-component workplace sedentary behavior intervention and tested intervention effectiveness in a cluster randomized trial. Participants (n = 198; 75% female) were recruited from three call-centers (two intervention and one usual practice control). All worksites received pedal stand active workstations. The usual practice site received no additional support, while the intervention group completed a six-month program of activities including computer-based training, behavioral self-monitoring, health and safety discussions, and pedaling competitions. Data collection included a survey, a physical health assessment, and accelerometer measures of sedentary behavior, physical activity, and sitting/standing time. Primary analyses were generalized estimating equations comparing changes between intervention and usual practice conditions over time, along with analyses of changes in both groups combined over time. Six-month results revealed less prolonged sitting and reductions in musculoskeletal pain in both groups (all p < 0.05), while the intervention group showed additional improvements in moderate physical activity (p < 0.001) and use of pedal stands (p < 0.01). At 12-months, the additional physical activity and pedal stand use in the intervention group regressed to baseline levels, while reductions in prolonged sitting in both groups were durable (p < 0.01). This study adds to previous research showing the effectiveness of the Total Worker Health® approach for workplace health and safety. Results also show that, while providing employees with health and safety resources is beneficial, providing ongoing support for the adoption and use of resources is more effective.

L2 Grit and Its Association with Online Learning Engagement and Interaction Strategies: A Structural Equation Model

L2 Grit and Its Association with Online Learning Engagement and Interaction Strategies: A Structural Equation Model

Core Concept Identification in Educational Resources via Knowledge Graphs and Large Language Models

AbstractThe growing demand for online education raises the question of which learning resources should be included in online programs to ensure students achieve their desired learning outcomes. By automatically identifying the core concepts in educational materials, teachers can select coherent and relevant resources for their courses. This work explores the use of Large Language Models (LLMs) to identify core concepts in educational resources. We propose three different pipelines for building knowledge graphs from lecture transcripts using LLMs and ontologies such as DBpedia. These knowledge graphs are then utilized to determine the central concepts (nodes) within the educational resources. Results show that LLM-constructed knowledge graphs when guided by ontologies, achieve state-of-the-art performance in core concept identification.

Improving hospital-based opioid substitution therapy (iHOST): protocol for a mixed-methods evaluation

Background Opioid substitution therapy (also known as ‘opioid agonist therapy’ or ‘medication treatment of opioid use disorder’) is associated with improved health and social outcomes for people who use heroin and other illicit opioids. It is typically managed in the community and is not always continued when people are admitted to hospital. This causes opioid withdrawal, patient-directed discharge, and increased costs. We are establishing a project called iHOST (improving hospital opioid substitution therapy) to address these problems. This is an applied health research project in which we will develop and evaluate an intervention that aims to improve opioid substitution therapy in three acute hospitals in England. The intervention was developed in collaboration with stakeholders including people who use opioids, hospital staff, and other professionals who work with this group. It includes five components: (1) a card that patients can use to help hospital clinicians confirm their opioid substitution therapy, (2) a helpline for patients and staff, (3) an online training module for staff, (4) a clinical guideline for managing opioid withdrawal in hospital, and (5) ‘champion’ roles at each hospital. Methods We will do a mixed-methods study including a quasi-experimental quantitative study and a qualitative process evaluation. The primary outcomes for the quantitative study are patient-directed discharge and emergency readmission within 28 days. We will do a difference-in-difference analysis comparing changes in these outcomes for patients at iHOST sites with changes for patients at control hospitals. The process evaluation will use in-depth interviews, focus groups, and site observations with people who use opioids and staff. We will assess acceptability of the intervention, barriers and facilitators to implementation, and contextual factors impacting outcomes. Impact We anticipate that iHOST will improve care for hospital patients who use illicit opioids and/or are receiving community-based opioid substitution therapy. Depending on the results, we will promote the intervention at hospitals across the UK. Dissemination, including through publication, will inform hospital-based services for people who use drugs both in the UK and other countries.

A survey of the effect of an information-motivation-behavioral model-based intervention on university students’ osteoporosis knowledge, health beliefs, and self-efficacy

ABSTRACT This randomized controlled trial investigated the effectiveness of a Healthy Living Awareness Program for the Prevention of Osteoporosis based on the Information-Motivation-Behavioral Skills Model (HLAPPO-IMB) in university students [intervention group (n = 43), control group (n = 44)]. The intervention group completed the online training to prevent osteoporosis in the information stage of the IMB. In the motivation stage, the researchers texted (WhatsApp) the intervention group spot and reminder notifications concerning the prevention of osteoporosis. They also provided them with telephone counseling. In the final stage, the researchers evaluated whether the intervention group participants developed target behavioral skills. The intervention group had significantly higher mean posttest and follow-up Osteoporosis Knowledge Test scores than the control group (respectively, r = .519, r = .513, p < .001), indicating a large effect size in the posttest and follow-up test. There was no significant difference in pretest and follow-up Osteoporosis Health Belief Scale, Osteoporosis Self-Effective Scale, and International Physical Activity Questionnaire-Short Form scores between the groups (p > .05). The results showed that the HLAPPO-IMB helped the intervention group participants expand their knowledge of osteoporosis. However, it did not improve their self-efficacy in doing weight-bearing exercises, taking calcium, and engaging in physical activity.

FINDING SILVER LININGS: UNDERSTANDING THE CHALLENGES FACED BY NON-SPECIAL NEEDS EDUCATION TEACHERS IN THE ERA OF INCLUSIVE EDUCATION

This qualitative phenomenological study aimed to uncover the lived experiences of twelve (12) non-special needs education (non-SNed) teachers at New Corella National High School, focusing on the challenges they faced in the era of inclusive education. Additionally, the study described how these teachers coped with these challenges and the insights they gained from their experiences. In-depth interviews (IDI) were conducted with twelve (12) participants selected through purposive sampling. Results indicated that non-SNed teachers encountered various challenges, including managing diverse learning needs, lacking proper training and resources, and difficulties with integration and inclusion. Participants coped with these struggles by receiving comprehensive training, creating an inclusive atmosphere, enhancing student engagement and participation, achieving academic progress, and employing flexible learning strategies. The insights drawn from their experiences emphasized the importance of cultivating patience and adaptability, enriching understanding and empathy, navigating professional growth and challenges in inclusive education, and embracing and loving their students. Future researchers should adopt a mixed-methods approach with more participants to comprehensively grasp inclusive education processes. KEYWORDS- Non-Special Needs Education Teachers, Lived Experience, Challenges, Inclusive Education, Qualitative, Phenomenology, Philippines

Teacher Educators’ Mental Stress towards Online Teaching in West Bengal, India

The study aimed to find out the mental stress of teacher educators towards online teaching in respect to their gender and type of institutions. Descriptive survey method was employed for the study. 200 teacher educators were selected as sample by random sampling from 29 different universities and colleges of West Bengal, including government and private institutions. Among the selected samples, 120 were male and 80 were female, while 103 teacher educators were from government institutions and 97 from self-financed institutions. Data were collected using “ICT Scale on Mental Stress”. Data were analyzed by percentage analysis and independent samples t-test. Results revealed that 40% teacher educators faced high mental stress towards using ICT in online teaching. Further the results revealed that female teacher educators faced more mental stress than their male counterparts. Teacher educators of private colleges showed more mental stress than the teacher educators of government institutions. Therefore, rigorous training on online teaching can be recommended for teacher educators.

The Effectiveness of Online Courses in Building Nemeth Code Within UEB Contexts Skills and Increasing Knowledge of Strategies to Support Prekindergarten Through Eighth-Grade Students in Their Mathematics Learning

Introduction Professional development can assist individuals in learning a variety of new skills and refining their teaching practice. The purpose of this study was to explore the effectiveness of asynchronous online courses designed to assist individuals in building their Nemeth Code within Unified English Braille (UEB) Contexts skills and strategies for teaching the code to prekindergarten through eighth-grade students. Methods Four teachers of students with visual impairments designed five asynchronous online courses. The courses provided multiple opportunities for participants to actively complete course content as well as learn about strategies and resources for teaching the Nemeth Code within UEB Contexts to children and youths. Each course included an initial survey, pretest, seven self-paced lessons, and posttest. Participants were also invited to complete a follow-up survey. Results Between spring 2020 and spring 2023, 452 participants completed between 1 and 5 of the courses for a total of 620 courses completed. Almost all completers ( n = 598) scored higher on the posttest. Of the 227 individuals who completed the follow-up survey, 223 reported that what they learned in the course had positively impacted how they support or will support students who read braille in their math classes. Discussion Effective professional development goes beyond learning. When individuals actively consume content and reflect upon their learning, their professional practice is transformed. Implications for Practitioners Well-designed asynchronous instructional modules allow professionals to increase their knowledge and skills. Opportunities to practice skills and check one's work, access to instructional videos, and the availability of downloadable slides and resources are helpful to professionals.

The texture of parental experiences with online learning: the interplay of norms, relationships, and emotions

This article reports findings from a mixed-method study investigating parents’ perspectives and experiences in navigating their children’s online learning during the COVID-19 pandemic. The study involved surveys of parents (n = 775) and interviews (n = 32) conducted in eight primary schools in Hong Kong. Statistical analyses revealed that parents’ perceptions of online learning (PPOL) were positively affected by their self-efficacy in providing online learning support, their expectations for parent-teacher communication, and their satisfaction with schools’ support. Conversely, increased levels of parental engagement and stress, and the need for regular school updates negatively affected PPOL. Qualitative findings showed that parents’ perspectives were influenced by experiences tied to their normative role expectations and their perceptions of teachers and schools, which subsequently shaped their emotional responses to online learning. These findings offer nuanced insights for developing policies and practices aimed at better supporting parents’ engagement in the digital era.