Dynamic E-learning Environment Research Articles

The Role of e-Learning During Martial Law: The Ukrainian Experience

The research aim is to reveal the role of e-learning during Martial law by the example of Ukrainian experience. It focuses on the following objectives: to outline the advantages and challenges of e-learning; to describe the peculiarities of implementation of e-learning at the different levels of education; to analyse teaching methods used to integrate e-learning; and to develop the recommendations to implement e-learning. The systemic literature review was carried out to provide an objective summary of the current topic. All sources were published between March, 2022 and May, 2024. The literature focused on e-learning in Ukraine or similar conflict-affected areas. All articles were available in English or Ukrainian. To analyse the data, the synthesis method was applied. The findings proved that e-learning became an important tool during emergencies, providing continuity in education. It was explained that e-learning is introduced at primary, secondary, and higher levels of education. It includes synchronous and asynchronous models. Certain teaching methods are used to implement e-learning effectively. They relate to interactive simulations, multimedia content, gamification, discussion forums, and personalized learning. These methods, combined, create a dynamic e-learning environment that enhances students’ educational outcomes, particularly during emergencies. The implementation of e-learning in Ukraine during Martial law requires careful consideration of the recommendations: enhancement of digital infrastructure, adoption of flexible learning, formation of digital literacy, support of mental health, using interactive methods, increase of content quality, regular assessment, encouragement of positive teacher-student interaction, implementation of adaptive learning tools, and protection of students and educators' data. The research outcomes on the role of e-learning during Martial law can be used for the development of strategic plan of implementation of e-learning tools within the learning process in the regions affected by war or other emergencies. Also, the study can contribute to future educational practices, encouraging the development of more innovative learning solutions.

Association of learning styles with different e-learning problems: a systematic review and classification

Due to increase in complexity of modelling human behaviour in virtual environment, traditional or conventional didactic learning is limited in providing flexible or dynamic e-learning environment to students. Adaption of e-learning content with respect to several e-learning problems is open research problem in front of all of us. The purpose of this study is to review the learning styles having different classification methods associated with different e-learning problems. The open problems, challenges and prospective direction of e-learning research have also been described. Research papers from distinguished resources: Elsevier, Springer, Wiley, PubMed are reviewed and analyzed. The study examined the effectiveness of learning style and different classification methods in various e-learning problems. Different research papers have been classified based on learning style theories, adaptive classification methods, specific features and challenges faced in individual e-learning problems. 129 articles were studied and reviewed for meta-analysis. When adaptive and dynamic learning, blended with different learning styles and problems, then it’s found effective, which enhances learner’s performance and knowledge compared to traditional or conventional learning. This study supports researchers, academicians and practitioners in effectively adopting learning styles and method correspond to learning problems and provides a deep insight into its state of art.

An Advanced Educational Tool for Digital Forensic Engineering

This paper presents a novel approach to education in the area of digital forensics based on a multi-platform cloud-computer infrastructure and an innovative computer based tool. The tool is installed and available through the cloud-based infrastructure of the Dynamic Forensic Education Alliance. Cloud computing provides an efficient mechanism for a wide range of services that offer real-life environments for teaching and training cybersecurity and digital forensics. The cloud-based infrastructure, the virtualized environment and the developed educational tool enable the construction of a dynamic e-learning environment making the training very close to reality and to real-life situations. The paper presents the Dynamic Forensic Digital tool named EduFors and describes the different levels of college and university education where the tool is introduced and used in the training of future investigators of cybercrime events.

A type-2 fuzzy logic recommendation system for adaptive teaching

E-learning platforms facilitate the interaction between students and instructors while mitigating temporal or spatial constraints. Nevertheless, such platforms require measuring the degree of students' engagement with the delivered course content and teaching style. Such information is highly valuable for evaluating the quality of the teaching and altering the teaching delivery style in massively crowded online learning platforms. When the number of learners is high, it is essential to attain overall engagement and feedback, yet doing so is highly challenging due to the high levels of uncertainties related to students and the learning context. To handle these uncertainties more robustly, we present a method based on type-2 fuzzy logic utilizing visual RGB-D features, including head pose direction and facial expressions captured from Kinect v2, a low-cost but robust 3D camera, to measure the engagement degree of students in both remote and on-site education. This system augments another self-learning type-2 fuzzy logic system that helps teachers with recommendations of how to adaptively vary their teaching methods to suit the level of students and enhance their instruction delivery. This proposed dynamic e-learning environment integrates both on-site and distance students as well as teachers who instruct both groups of students. The rules are learned from the students' and teachers' learning/teaching behaviors, and the system is continuously updated to give the teacher the ability to adapt the delivery approach to varied learners' engagement levels. The efficiency of the proposed system has been tested through various real-world experiments in the University of Essex iClassroom among a group of thirty students and six teachers. These experiments demonstrate the capabilities--compared to type-1 fuzzy systems and non-adaptive systems--of the proposed interval type-2 fuzzy logic-based system to handle the uncertainties and improve average learners' motivations to engage during learning.

Effects of Computer-Based Immediate Feedback on Foreign Language Listening Comprehension and Test-Associated Anxiety

This study investigated the effects of immediate feedback on computer-based foreign language listening comprehension tests and on intrapersonal test-associated anxiety in 72 English major college students at a Taiwanese University. Foreign language listening comprehension of computer-based tests designed by MOODLE, a dynamic e-learning environment, with or without immediate feedback together with the state-trait anxiety inventory (STAI) were tested and repeated after one week. The analysis indicated that immediate feedback during testing caused significantly higher anxiety and resulted in significantly higher listening scores than in the control group, which had no feedback. However, repeated feedback did not affect the test anxiety and listening scores. Computer-based immediate feedback did not lower debilitating effects of anxiety but enhanced students' intrapersonal eustress-like anxiety and probably improved their attention during listening tests. Computer-based tests with immediate feedback might help foreign language learners to increase attention in foreign language listening comprehension.

Multi-Agent Based Dynamic E-Learning Environment

Grids are increasingly being used in applications, one of which is e-learning. As most of business and academic institutions (universities) and training centres around the world have adopted this technology in order to create, deliver and manage their learning materials through the Web, the subject has become the focus of investigate. Still, collaboration between these institutions and centres is limited. Existing technologies such as grid, Web services and agents are promising better results. In this article the authors support building our architecture Regionally Distributed Architecture for Dynamic e-Learning Environment (RDADeLE) by combining those technologies via Java Agent Development Framework (JADE). By describing these agents in details, they prove that agents can be implemented to work well to extend the autonomy and interoperability for learning objects as data grid.