E-learning Research Articles

Navigating the digital classroom: a qualitative content analysis of MOOC discourses in Indian e-newspapers

Purpose This paper aims to explore and unravel the contents portrayed in online news discourses on massive open online courses (MOOCs). Considering sociological dimensions and journalistic strategies, this study examines how online news media reflects, shapes and informs narratives about the social acceptance and use of the MOOC model of learning. Design/methodology/approach Using the Gioia methodology as the overarching framework, this study adopted a two-staged qualitative content analysis of 1,162 online news items from the websites of the top seven online English newspapers of India, published between May 2012 and September 2023. In subsequent semi-structured interviews with subject matter experts, broad themes were identified. In addition, this study integrated Van Dijk’s ideological square model with media content theories to comprehensively analyze the intricate complexities in media depictions of MOOCs. Findings While manifest content analysis revealed the emergence of 25 categories, latent content analysis unveiled six broad themes: “announcements, user stages, characteristics, benefits, changing facets, and educational inequalities,” which are associated with the MOOC model. Application of Van Dijk’s model evidenced the usage of a positive self-representation strategy by Indian online news media until mid-2020. The application of media content theories underscored the predominant usage of reframing as a journalistic strategy to maintain reader interest in MOOC-related content in online news items, emphasizing the dynamic nature of media portrayals of social phenomena such as MOOCs. Practical implications The depth of MOOC-related coverage and the increasing number of news articles discussing MOOCs in Indian online media signify a growing acceptance of this educational innovation in society. Insights from emergent themes can aid administrators and platforms to effectively design and deliver future courses. In addition, understanding these themes can guide the development of media strategies to address contextual issues such as educational inequalities arising from MOOCs. This study also focuses on the necessity of upholding journalistic ethics in content dissemination. Originality/value This study provides a comprehensive synthesis of various themes and journalistic strategies adopted by online news media over the last decade in MOOC-based narratives in India. Given the distinctive Indian context, wherein MOOCs are growing rapidly amid widening digital inequalities, this research addresses calls within information systems literature to explore this phenomenon. It pioneers the integration of communication and mass media theories to analyze the complex sociological dynamics in news discourses on MOOCs, offering a novel perspective on the intersection of media representation and educational innovation.

Enhancing digital competence through story-based learning: a massive open online course (MOOC) approach

PurposeThis study investigated a story-based learning MOOC’s effectiveness in enhancing digital competence.Design/methodology/approachA quasi-experimental design with 5,501 participants enrolled in a developed MOOC course was assessed through pretests, formative assessments and posttests. K-means clustering, using the Self-Efficacy in Digital Competence Scale (SDCS), was employed to classify experimental and control groups and analyze differences in perceived competence across age groups (10s–60s).FindingsLearners’ digital competence significantly improved (p < 0.001) after the MOOC, demonstrating knowledge and skill gains across various domains. The highest SDCS domain was communication and collaboration, while the lowest was digital content creation. Additionally, the SDCS data showed higher self-efficacy in the 20–40s age group and lower in the 10, 50 and 60s.Research limitations/implicationsThe findings suggest a gap in learners’ digital content creation competence. Additional content could be incorporated to bridge this gap. This study supports story-based learning MOOCs for promoting digital competence.Originality/valueThis research contributes to the field by developing and evaluating a MOOC with story-based learning to explore learners’ digital competence and its relationship with age.

Parent autonomy support and undergraduates’ academic engagement in online learning: the mediate role of self-regulation

Abstract Background The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates. Main body The research used self-reported questionnaires to investigate the mediating effects of self-regulation in parent autonomy support and academic engagement (cognitive, behavioral, and emotional dimensions) within the online environment in the context of Chinese culture. Objective The present study recruited 1908 undergraduates in China. Methods The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement. Results The results indicated that parent autonomy support exerted a direct and significant effect on the three sub-dimensions of academic engagement in online learning. Self-regulation partially mediated the relations between parent autonomy support and three sub-dimensions of academic engagement. Conclusion These findings showed parents should autonomously support students to promote their cognitive, behavioral, and emotional engagement. Moreover, the partial mediation explained how parent autonomy support affected three sub-dimensions of academic engagement. Limitations and educational implications were also discussed.

Creating Opportunities From the Online Teaching and Learning Challenges of the Pandemic: Improving Teacher Education in a Post-Pandemic World

This article aims to understand students-teachers’ and programme leaders’ respective perceptions of the opportunities stemming from pandemic teaching and learning challenges for enhancing ITE in a post-pandemic world. The respondents viewed these opportunities mainly in terms of using digital tools to transform teaching and learning processes, and to build a community of learners. Tangible implications and recommendations are offered for improving teacher education in a post-pandemic world.

E-Learning and Teaching Methods: Towards New Innovative Practices

In recent years, due to the rapid development of information and communication technologies, online education has grown exponentially, opening up new perspectives in the field of education, but it faces many challenges related to learner engagement, retention and quality of learning. E-learning has become a widely adopted learning method worldwide. In this context, innovative pedagogical methods play an essential role, offering teaching methods adapted to the needs of today's learners. This study focuses on innovative pedagogical methods in the context of online education. In this study, we explore several innovative pedagogical methods using digital technologies (gamification, microlearning, personalization, machine learning, virtual reality integration, etc.). We explore how these approaches are implemented, their benefits and how they can overcome traditional barriers to online teaching. Our findings highlight the benefits of these approaches in terms of learner engagement, enhancing the overall learner experience.

Perspectives of teachers and concerns raised by parents regarding online classes

Perspectives of teachers and concerns raised by parents regarding online classes

A Systematic Review of Working Memory Applications for Children with Learning Difficulties: Transfer Outcomes and Design Principles

Working memory (WM) is a crucial cognitive function, and a deficit in this function is a critical factor in learning difficulties (LDs). As a result, there is growing interest in exploring different approaches to training WM to support students with LDs. Following the PRISMA 2020 guidelines, this systematic review aims to identify current computer-based WM training applications and their theoretical foundations, explore their effects on improving WM capacity and other cognitive/academic abilities, and extract design principles for creating an effective WM application for children with LDs. The 22 studies selected for this review provide strong evidence that children with LDs have low WM capacity and that their WM functions can be trained. The findings revealed four commercial WM training applications—COGMED, Jungle, BrainWare Safari, and N-back—that were utilized in 16 studies. However, these studies focused on suggesting different types of WM tasks and examining their effects rather than making those tasks user-friendly or providing practical guidelines for the end-user. To address this gap, the principles of the Human–Computer Interaction, with a focus on usability and user experience as well as relevant cognitive theories, and the design recommendations from the selected studies have been reviewed to extract a set of proposed guidelines. A total of 15 guidelines have been extracted that can be utilized to design WM training programs specifically for children with LDs.

Virtual Behavioral Skills Training for Parents: Generalization of Parent Behavior and Child Learning

Virtual Behavioral Skills Training for Parents: Generalization of Parent Behavior and Child Learning

Strategic use of machine translation

Abstract The development of generative artificial intelligence (AI) and its associated tools has revolutionised the learning and use of foreign languages (L2). One such tool is machine translation (MT), which has become increasingly popular among university students worldwide, spurring research on MT use in L2 writing. However, previous research has primarily focused on the writing products of intermediate or advanced L2 learners, neglecting the writing process with MT of students with limited L2 proficiency. Therefore, this case study aimed to qualitatively explore how the Common European Framework of Reference for Languages (CEFR) A2 university students employ strategies for L2 writing with MT and how their strategies change after strategy instruction. Seven participants completed writing tasks on a PC before, immediately after, and four weeks after three one-hour out-of-class instruction sessions based on the Strategic Content Learning (SCL) approach. Their writing process was screen-recorded, followed by stimulated recall interviews to elicit their strategies, which were coded and categorised using a framework by O’Malley and Chamot (1990). The results showed an increase in students’ elaborate use of strategies after instruction. In particular, strategy clusters were observed for all participants, demonstrating their cognitive engagement in the writing process. Furthermore, first-language (L1)-related strategies were used more frequently post-instruction, indicating learners’ efforts to create translation-friendly L1 input for MT. The findings suggest that teaching MT-use strategies is crucial to fostering learners’ active engagement in the L2 writing process in a technology-enhanced learning environment.

Validation of a survey instrument for understanding online teaching dexterity in higher education

Validation of a survey instrument for understanding online teaching dexterity in higher education

Online Linearized Confidence‐Weighted Learning on a Budget

Online learning aims to solve a sequence of consecutive prediction tasks by leveraging the knowledge gained from previous tasks. Linearized confidence‐weighted (LCW) learning is the first online learning algorithm introducing the concept of weight confidence into the prediction model through distributions over weights. It provides the flexibility for weights to update their values at different scales. The kernel trick in machine learning can be applied to LCW for a better prediction performance. However, the kernel‐based LCW algorithm is subject to the curse of kernelization which makes it vulnerable to the unlimited growth of the prediction model in runtime and memory consumption. In this study, we present the budgeted LCW (BLCW) algorithm which puts a limit on the growth by a predefined budget with optimization. Consequently, BLCW performs the LCW update and then reduces the information loss by projection. Based on the resource perspective that reinterprets LCW in terms of resources and utilization degrees, we demonstrated that BLCW approximates the kernel‐based LCW algorithm. We evaluate four budget maintenance strategies and suggest that the mean removal is the most stable. By various numerical experiments on real datasets, we demonstrate that BLCW performs competitively and effectively when compared to leading budgeted online algorithms.

Unit Teaching Design for English Interpretation Course Based on POA with the Assistance of a Virtual Reality Interpretation Training System

This study introduces the application of virtual reality technology in English interpretation course, as well as the unit teaching design for the course based on the POA. The study first reviews the development history of virtual reality technology and highlights its significant role in driving structural changes in language teaching. Then, this study analyzes the problems existing in current English interpretation course, such as the lack of timeliness in teaching materials, monotonous teaching methods, and single evaluation methods. To address these issues, this study constructs a POA-based unit teaching design for the English Interpretation Course with the assistance of a virtual reality interpretation system.

Characterization of approaches to online teaching in distance education courses

Characterization of approaches to online teaching in distance education courses

Factors that influence students to turn on their cameras in synchronous classes

The purpose of the present study was to explore how students use webcams in a synchronous virtual learning environment. This study focuses on self-presentation and the multiple factors influencing students' decisions about turning their cameras either on or off while engaging in online classes. A survey was conducted in order to gather information regarding students' use of webcams and their self-presentation strategies. This approach enables the collection of quantitative information about students' use and preferences of webcams in online learning environments. The results indicated that only 6% of students regularly turned on their cameras during virtual classes. This very low percentage indicates either a strong disinclination or a failure of capability to engage in visual aspects of learning. Some factors have been identified as affecting students' decisions to use webcams. Many students say that their learning space at home is not conducive to using webcams. Only 7% of the students have a specific online learning space, and that might be the reason why they are reluctant to turn on their cameras. An astonishing 85% of these students admitted to sometimes or always wearing casual clothes, like pajamas or sweatpants, while attending classes online—a habit that could have impacts on self-presentation and camera readiness. Generally, the research demonstrates that students find the management of their online presence difficult. It may be due to ignorance of its effect or technical limitations, besides an assumption that self-presentation is inappropriate in the setting of an online classroom.

(Micro)soft power in Dutch public education: making classrooms platform-ready through partner work

ABSTRACT This article explores how the global technology company Microsoft, supported by local partners, makes Dutch classrooms platform-ready by influencing how schools approach three key public governance responsibilities in their digital transformation: developing a vision for digital education, creating strategies for educational innovation and fostering digital literacy. Using the concept of soft power and extensive empirical research, the study shows how Microsoft aligns these responsibilities with its own corporate interests. As a result, the company gains control over schools’ digital infrastructure – not only in terms of hardware and software but also in terms of its pedagogical design. The conclusion emphasises the importance of collective and collaborative national efforts to resist the global influence of platforms like Microsoft on local digital education.

Social Media as a Learning Tool in Moroccan Higher Education from Students’ Perspectives

This study is important because it addresses the global shift toward digital education and emphasizes the need to examine the role of social networks in education. By shedding light on this issue, this study aims to address the challenges facing the Moroccan educational system and provide recommendations for improving educational standards and pedagogical approaches considering the country’s technological advancements. The research also seeks to answer two key questions: How do Moroccan undergraduate and graduate students view the integration of social media into education? What insights do Moroccan students offer to guide the development of innovative teaching and learning methods using social media platforms?

Self-directed learning in Orthopaedic trainees and contextualisation of knowledge gaps, an exploratory study.

Self-Directed Learning (SDL) is a subjective concept with no universally agreed definition. The aim of this project was to obtain the perspectives of Orthopaedic trainee registrars on SDL. Seven Orthopaedic trainees in the Southwest Peninsula region were recruited in person by the primary author as an Orthopaedic trainee on the same programme as the participants. A one-hour Microsoft teams video interview was arranged at a mutually convenient time exploring several topics including learning resources, experiential learning, learning strategies, training programme requirements and assessment. The interviews were audio recorded and transcribed verbatim. Transcripts were coded using Corbin's and Strauss's published coding method and analysed to develop a model of SDL in this training context. Six learning stages were identified from the coded transcripts and these stages were like Knowles's stages of SDL. Participants felt less autonomous during the identification of knowledge gaps, goal setting and evaluation of learning stages. Participants perceived to have more control over the selection of strategies, and learning stages of SDL. The factors which influenced autonomy at various stages of SDL included supervisors, experiential learning opportunities, service provision competing with learning opportunities, training programme requirements and the power dynamic between trainees and supervisors. Self-advocacy by the trainees for experiential learning opportunities and for their progression was an additional action relevant to SDL that was evident. Online learning resources such as Orthobullets.com, YouTube videos, external revision courses, collaboration and webinars encouraged more autonomy with SDL. Although the United kingdom's Trauma and Orthopaedic curriculum is described as trainee led and SDL is encouraged, in practice Orthopaedic trainees felt limited autonomy with the various stages of SDL due to external factors including their level of experience and the training environment. Trainees' experiences around self-advocacy highlighted the importance of a collaborative and supportive learning culture emphasising dialogue, receiving high quality feedback, and openness for successful progression.

PERAN HUKUM DALAM PLATFORM E-COMMERCE DALAM ERA TRANSFORMASI DIGITAL DI DESA BATUNUNGGAL KECAMATAN CIBADAK KABUPATEN SUKABUMI

This community service aims to improve the understanding and implementation of legal aspects in e-commerce platforms in the era of digital transformation in Batununggal Village, Cibadak District, Sukabumi Regency. The program was implemented through a workshop method with a participatory approach, involving 20 MSME players. The result was 30% who have utilized the e-commerce platform and 85% admitted to have a limited understanding of the legal aspects of electronic transactions. The program also resulted in the establishment of a digital business community and a digital legal consultation center at the village level. The sustainability of the program is supported through an ongoing mentoring system and the development of an online learning module

Presenting a Model for the Evaluation of the Quality of e-learning at Payam Noor University

The current study aims to design a quality evaluation model of the electronic education system at Payam Noor University by applying a mixed methodology. The statistical population of the qualitative section includes twelve professors, researchers, and experts in the field of e-learning, who were selected by selective sampling. The conceptual model of the research was collected after conducting in-depth semi-structured interviews. The quantitative data based on a questionnaire designed by the researcher was collected from 274 professors and students with experience teaching or studying in the electronic education system of Payam Noor University. The data was analyzed using the structural equation modeling method in PLS3 software. The research results show that quality is a concept consisting of four categories behavioral, scientific, cognitive ability, and virtual learning experience. The study’ findings also reveal that cultural, pedagogical, learner, communication, infrastructural, and institutional factors affect the quality of Payam Noor University's electronic education system. Also, the results show that these characteristics will help universities achieve the four outcomes of competitiveness, job opportunities, economy, and reputation by establishing a quality education system. The ideal model for evaluating the quality of e-learning at Payam Noor University is a process approach in which the three dimensions of factors, quality indicators, and outputs are examined and measured. In other words, electronic education is successful when it can create a valuable experience of virtual education while empowering the learners scientifically, behaviorally, and cognitively to let all the stakeholders of higher education benefit from a valuable electronic education.

Educational effectiveness of remote training with smart glasses for impression-taking.

To compare the educational outcomes of remote instruction (RI) in impression-taking using smart glasses with those of face-to-face instruction (FI) and paper-based self-learning (SL) and analyze the educational effects, aiming to develop a remote clinical training strategy. Participants were recruited from among the dental residents who were trained in the first-year clinical program at the university hospital in 2023. The participants were divided into three groups as the original skill level was equal, and the groups were assigned RI, FI, printed guidance, and SL. All the participants took impressions of the jaw models attached to the mannequin using alginate impression material. Next, assigned instructions were provided. Then again, the trainees took impressions of the jaw models. The pre- and postinstruction impressions of each participant were evaluated, and the change in the impression score was statistically analyzed. The pre- and postinstruction scores of the trainees in the RI and FI groups showed a significant increase (p<0.05), whereas no significant difference was observed in the score changes in the SL group. In the intergroup comparisons, the score changes of the RI and FI groups were greater than those of the SL group, although no significant difference was found between the score changes of the RI and FI groups (p<0.05). RI in impression-taking using smart glasses has a greater educational effectiveness than paper-based SL. It has also been suggested that RI can have educational efficacy similar to FI.