E-learning Activities Research Articles

A study on e-learning perspective for employees of corporate sector

This research looks at the correlation between employees' overall job performance, productivity, trainability, job happiness,organisational commitment with E-learning based training methods. E-learning has made it possible for organisations to completely re-engineer the training process, while also realising the many benefits that e- learning offers. The growth of any country requires the promotion of e-learning activities. People are concerned about the rapid expansion and educational progress in today's society. If a plan is made, then the desired outcomes are sure to follow. HR and learning and development Managers at all levels of the corporate hierarchy are always seeking new and more economical methods of educating the staff members. Although more expensive than classroom education, e-learning is also less expensive in the longer run. Additional expenditures, like as training facilities and travel fees for workers or trainers, are significantly decreased by using e-learning methods in conjunctions with traditional trainings. Although this is true, one instructional approach that remains here to stay is e-learning, which teaches people required information, skills, and attitudes. How it is developed, administered, and assessed will determine how effective it is, as well as how viable it is. This Research paper takes a detailed look at current condition of e-learning in India’s Corporate Sector. We analyse the efficacy of e-learning by analysing the literature that addresses the consequences of e-learning. This research agenda was developed with the purpose of uniting the science and practice of e-learning.

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic.

Background: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. Objectives: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). Methods: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018–2020) that used the live PICkLE method. Results: The mean score of post-lecture tests significantly (p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL (p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. Conclusion: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.

Continuously analysing fine-grained student behaviours in an online collaborative learning environment

ABSTRACT This study examines the use of data analytics to evaluate students’ behaviours during their participation in an online collaborative learning environment called SkyApp. To visualise the learning traits of engagement, emotion and motivation, students’ inputs and activity data were captured and quantified for analysis. Experiments were first carried out in a primary school with 66 fifth-grade students. Each participating student collaborated with other group members using SkyApp through a personal computer in a classroom setting. While the students collaboratively solved mathematics questions in two quizzes, data about their learning traits were captured by SkyApp; various patterns of these data were then analysed. The findings based on the data analysis were triangulated with the results of questionnaires, revealing the relationship between student behaviours and collaborative learning as a kind of pedagogical intervention. The correlation between the data from the two approaches – data analytics and questionnaires – shows the potential of understanding students’ behaviours through continuous data analysis of learner-produced data without the need to collect self-reported data from the students involved. This study demonstrates that teachers can monitor and identify the effects of specific pedagogical interventions on students’ behaviours by looking at different snapshots taken over the course of e-learning activities.

Factors Associated With Underprivileged E-Learning, Session Jam Phobia, and the Subsequent Mental Distress Among Students Following the Extended University Closure in Bangladesh.

Severe session jam phobia (SJP), the extent of underprivileged online education, and subsequent mental health disorders among students have emerged as distinguished global problems due to the overwhelming effects of coronavirus disease 2019 (COVID-19). The purpose of this research was to evaluate the impact of extended COVID-19 lockdown and its mediating factors on current e-Learning activities, the prevalence of severe SJP and psychological distress among university students in Bangladesh. A web-based cross-sectional study was conducted to assemble responses through Google Form by applying a simple snowball sampling technique among university students aged 18 years or above in Bangladesh. All ethical considerations were maintained, and univariate, bivariate, and multivariate analyses were employed to analyze the acquired data set. Among the total analyzed data (n = 1,122), the male and female ratio was almost 1:1, and a remarkable segment (63.7%) was aged between 21–24 years. Alarmingly, around 50–60% of the students were suffering from severe SJP, prevailing underprivileged education in the e-Learning platform, and severe mental distress. Logistic regression analyses demonstrated that the students from public universities, lower- and mid-income families, lower-aged, and junior years education groups were significantly (p < 0.05) more underprivileged than their counter groups. Besides, the monthly family income and university type significantly influenced the extent of severe SJP. Finally, the students who were female, rustic, come from low-income families (below 25,000 BDT), who had academic uncertainty, job insecurity, online exam phobia, and dissatisfaction with e-Learning education, were significantly suffering from moderate to severe mental distress. The current evidence demonstrates that a substantial number of Bangladeshi university students are struggling with extreme session jam phobia, underprivileged e-Learning education, and subsequent psychological distress, which need to be immediately addressed through concerted efforts by the government, parents, and university authorities.

The Satisfaction of Nursing Students With Medical-Surgical E-Learning in Bali

The COVID-19 pandemic has not ended yet, and so educational systems need to continue to be active and creative in establishing online learning materials. Nursing education faces challenges for many learning materials with high credits, such as Medical-Surgical Nursing. Even when altered to online methods, education still must prioritise the quality of the teaching-learning process to generate satisfactory learning. This study aimed to overview the satisfaction of nursing students towards the e-learning activities of the Medical-Surgical Nursing program during the pandemic. This was a descriptive cross-sectional study with a total of 300 participants. There were five aspects assessed, including accessibility, convenience in understanding the materials, interactivity, the accuracy of the methods used, and independence. The results showed that 110 respondents (36.7%) marked low on accessibility; 164 (54.7%) determined it was convenient to understand the materials; 126 (42%) felt that they interacted well among students and with lecturers; 185 (61.7%) thought the methods were sufficiently appropriate during the online learning process; and 141 (47%) felt independent enough to be able to do online learning. In conclusion, the students determined that the online learning process was fairly good in its accessibility, convenience in understanding the materials, interactivity, accuracy of the methods used, and independence aspects.&#x0D; Keywords: online learning, Medical-Surgical Nursing, satisfaction

Students' Perception Regarding the Development of E-learning Activities in Higher Education

Students' Perception Regarding the Development of E-learning Activities in Higher Education

Improving practicing nurses' knowledge andperceptions of older people: a quasi-experimental study.

This study aimed to determine if an e-learning module about understanding and communicating with older people can improve practicing nurses' ageist perceptions about older people. We used a quasi-experimental pre-post-test design. Participants completed a 13-item Ambivalent Ageism Scale before and after completing the Understanding and Communicating with Older People e-learning module as well as a Likert-style feedback survey with the option for written feedback on an open-ended question. Pre-post-test comparisons indicated a statistically significant decrease in ageist attitudes and self-reported increases in knowledge and confidence in working with older people. Qualitative analysis of written feedback revealed that most participants felt the module enhanced their understanding of older people. The e-learning activity has the potential to improve practicing nurses' knowledge and perceptions about working with older people and is likely to be associated with better patient-level outcomes.

Faculty readiness for online teaching at Imam Abdulrahman Bin Faisal University during the COVID-19 crisis: a cross-sectional study

Background: The outbreak of the COVID-19 pandemic has affected the education sector around the world. In order to control the spread of the virus, eLearning practice has been introduced in Saudi higher education. Such online communication has become an important tool to narrow the teaching practice gap. This study assessed the characteristics of eLearning and distance learning and the inclination of Imam Abdulrahman BinFaisal University (IAU) faculty members in terms of skills, and managing classes and tests using online learning tools. Methods: A QuestionPro questionnaire with 22 questions on eLearning experience, training experience, and skills and knowledge in the educational process of IAU teaching faculty was conducted through the online university e-mail domain. The questionnaire was sent to the IAU’s teaching faculty. The questionnaire’s reliability was studied using Cronbach’s a coefficient. The criterion value was statistically studied using the KMO (Kaiser-Meyer-Olkin) and Bartlett’s test. The variables associated with the present survey model were analysed using Structural Equation Modelling (SEM). Results: The study showed positive responses and readiness (skills and abilities) and the effectiveness of IAU’s faculty members to perform e-learning activities during COVID-19. IAU faculty received a strong positive response, and the respondents were also impressed with and agreed on trainer knowledge, session management, communication and expertise on training topics. Conclusions: The positive response indicates the readiness of IAU to provide the necessary support (tools, information and updates) required for a successful online educational process.

Miyaguchi–Preneel Snefru Cryptographic Blockchain and Maximum Likelihood Consensus Deep Convolutional Q-Learning for Secure Data Access in E-Learning

E-learning is a novel perception that includes all educational activities of an individual or group working online, synchronously or asynchronously, connecting via various devices through the internet. The e-learning system has faced some concerns related to security, availability and reliability. To overcome these challenges, an important security approach is required to preserve the data of the e-learning system. A novel Miyaguchi–Preneel Snefru Cryptographic Blockchain and Maximum Likelihood Consensus Deep Convolutional Q-Learning Network (MPSCB-MLCDCQN) is introduced with three different processes namely data collection, access control and data analysis. In the proposed MPSCB-MLCDCQN, Internet of Things (IoT) devices are employed to sense and collect student activities during the e-learning process. Secondly, secure data access is performed through the Miyaguchi–Preneel Snefru hashes decentralized blockchain technology for avoiding unauthorized access. Finally, the Maximum Likelihood Consensus Deep Convolutional Q-Learning Network (MLCDCQN) is applied to analyze the student data collected from the IoT devices to make optimal action. The student data are analyzed using the Maximum Likelihood Consensus regression function by learning the features of input data and predicting the student performance behavior with higher accuracy. A comprehensive experiment of the proposed MPSCB-MLCDCQN is conducted using e-learning activities' dataset in a CloudSim simulator with certain performance metrics such as confidentiality rate, data integrity rate, processing time and prediction accuracy with respect to a number of student data. The results discussed show that the MPSCB-MLCDCQN technique provides improved performance in terms of achieving higher security and data analysis than the existing methods.

E-learning for transportation professionals (post graduate program) during the COVID-19 pandemic

Transportation industry prosperity is closely connected with training of transportation professionals at all level of their education and in various economic and epidemiological situations. The study aimed to show the reactions of 1st year post graduate research students (transportation professionals) on key issues of e-learning during post-extreme period (October 2020-January 2021). To answer research questions connected with characteristics of post-graduate students’ reactions to remote e-learning, risks for the students and searching novel e-learning models, the questionnaire and a descriptive approach for open-ended and close-ended questions analysis, semantic method for assessing the language content obtained empirically, the quantitative-descriptive method for presenting the research results were used. 33 transportation professionals (Engineering Field, IT, Social Science and Humanities) took part in the survey. Face-to-face format of learning was preferred by 30.30 % students (“T” and “SH” respondents). Remote e-learning only was satisfied for 39.39 % students (“T” and “IT”). At that time desire to keep such e-learning experience was demonstrated by 48.48 % of the students. They were ready for e-learning returning. 39.39 % of all the students, except 3.03 % (“SH”) were ready to remote e-learning activity “when it is necessary”. E-learning risks were mainly associated with social adaptation in the digital learning environment. At the same time e-learning was pointed out as a chance for sustainable scientific activity.

Experiences of the e-learning environment of students at the University of Danang - University of Foreign Language Studies

E-learning is being widely deployed and gradually becoming a popular form of teaching in universities today. To achieve the quality of e-learning teaching requires the impact of many factors, in which the e-learning environment of students is important. This paper explored experiences on e-learning environment of students of The University of Danang - University of Foreign Language Studies (UD-UFLS) to improve e-learning environment of the university's students. The study refered to most students’ awareness of the importance of e-learning at university. The advantages and disadvantages of e-learning at the university (UD-UFLS) have also been identified. Through the results of the student survey, the content of the teacher's skills, the content of policies and management of e-learning activities, facilities and funding for e-learning implementation, class size, and student e-learning culture in e-learning are rated. The results of a questionnaire survey of 407 students of the UD-UFLS show a picture of students' e-learning environment and are the basis for proposing some measures to improve e-learning environment of the university's students.

Implementasi Sistem Informasi untuk Pemantauan dan Evaluasi Efektivitas E-Learning

This study discusses the monitoring and evaluation of e-learning activities through the LMS (Learning Management System) application of Pamulang University. In the previous process, the system used could only display activities carried out by lecturers that were recorded in the e-learning log. The logs that are displayed only create, update, delete activity, and cannot provide information about the effectiveness of online learning. Other parameters are needed to measure the effectiveness of online learning. One of them is the number of activities lecturers have to do for each subject within a certain period. In each course, the lecturer activity frequency is called create. Create is intended to open discussion topics by providing questions and responses to students' answers. From the results of monitoring, the achievement of creation is not sufficient to determine the success of implementing e-learning at Pamulang University. So that several other restrictions are needed such as participation, intensity, and content suitability. However, problems that occur in other parameters cannot be monitored just by looking at the data from the e-learning log. From these problems, a visual presentation of the activities of lecturers and students is needed which allows Study Programs with low percentages to be identified as quickly as possible, and decision making can be determined. The results showed that the four parameters can be implemented in the system. The average value of student participation in discussion forums is 74.99%, the ratio of the intensity of the activeness of lecturers and students every day of the week during the implementation period is 49.40%. Then the content suitability obtained an average of 0.04% and an average value of 65.90% lecturer activity. The generating facility automatically shows the four parameters in cooperation with the final result considered to assess the effectiveness of e-learning.

Socio-Economic and Mental Health Impacts of COVID-19 Lockdown on Students Learning in Pakistan

Evaluation of the e-learning activities in this crisis period amid COVID-19 has significant importance to propose effective mediations for the smooth running of learning and teaching. Keeping this in mind, the present study takes a lead and identifies the key problems associated with online classes during the COVID-19 lockdown in Pakistan. In addition, we examine the “Stay at Home” orders of government impacts on the mental health of students. The empirical analysis is based on a cross-sectional survey covering students from all educational groups across Pakistan. A sample of 1,114 students is collected via a structured questionnaire constructed using Google Form and floated online to students in all educational institutions in Pakistan. Results indicate that students living in a city that has “Stay at Home” orders in place at the time of the survey is linked with a decrease in mental health by 0.525 standard deviations (p-value=0.0560), suggesting that “Stay at Home” orders have led to a significant reduction in the mental health of the students. Students who report being stayed at home during lockdown have significantly better mental health scores. Additionally, we provide a comprehensive descriptive statistical analysis of the online classes designed for lockdown on different socio-economic and mental health aspects.

A Scenario of the Formative E-assessment Based on the ARCS Model: What Is the Impact on Student Motivation in Educational Context?

The purpose of this research is to measure the motivation of nursing students, option: multi-skilled nurse (n=58), following their participation in an e-learning activity in the form of formative quizzes. The pedagogical scenario was based on Keller's ARCS motivation model.&#x0D; Data were collected through the IMMS questionnaire adopted from the ARCS model.&#x0D; The results show that the students were motivated by the e-learning activity (mean score = 4.22±, 51091), and that the motivation variables studied correlated positively with the overall motivation score (p-value &lt; .001). &#x0D; Through this research, it was found that an instructional scenario based on the ARCS model had a positive impact on students' motivation for e-learning, thus encouraging allied health educators to design educational tools that can motivate nursing students.

E-learning in medical education during COVID-19 pandemic: experiences of a research course at Kenya Medical Training College

BackgroundE-learning has been widely adopted as a teaching and learning approach in medical education internationally. However, its adoption in low- and middle-income countries is still at an infantile stage. The use of e-learning may help to overcome some of the barriers to access to quality education and provide flexible, low-cost, user-centred, and easily updated learning. To address the need for research education during the COVID-19 pandemic, we developed and implemented an e-learning course for students enrolled in higher diploma courses at the Kenya Medical Training College (KMTC). In this paper, we report our experience teaching the online research course in resource-constrained settings to enable other medical educators, students and institutions in similar settings to understand the most appropriate approaches to incorporating e-learning interventions.MethodsThis was a cross-sectional study that reviewed the experiences of learners and lecturers on a research course at Kenya Medical Training College. All higher diploma students admitted to the college in the 2020/21 academic year were invited to take part in the study. We also included all lecturers that were involved in the coordination and facilitation of the course. We analysed qualitative and quantitative data that were collected from the e-learning platform, an online course-evaluation form and reports from course lecturers.ResultsWe enrolled 933 students on the online research course. These students had joined 44 higher diploma courses in 11 campuses of the college. The students struggled to complete synchronous e-learning activities on the e-learning platform. Only 53 and 45% of the students were able to complete the pretest and the posttest, respectively. Four themes were identified through a thematic analysis of qualitative data (1) Students gained research competencies (2) Students appreciated the use of diverse e-learning technologies (3) Students felt overwhelmed by the research course (4) Technological challenges reduce the effectiveness of online learning.ConclusionOur results suggest that e-learning can be used to teach complex courses, such as research in resource-constrained settings. However, faculty should include more asynchronous e-learning activities to enhance teaching and learning and improve student experiences.

Observing the EFL Students’ 21st Century Skill Performance through Learning Activities of Research on the ELT Course

Students’ 21st-century skills; soft skills, and hard skills were developed through student-centered e-learning (SCEL) activities in Research on the ELT Course. The current study was conducted to improve teachers’ instructional strategies in e-learning to enhance students’ 21st-century skills through their learning activities. Data were gained by observing and assessing 24 students’ performance in practicing 21st-century skills through SCEL activities. Teachers have successfully improved instruction techniques and encourage students to learn in a group, independently, using online resources, discussion, and video presentations, as the result, the students’ 21st-century skills could be improved from cycle to cycle. Each SCEL activity developed certain soft skills and hard skills components differently. In conclusion, the teacher successfully applied SCEL activities to engage and enhance students’ 21st-century skills. The findings implicated that teachers should be more creative and innovative in using e-learning for teaching and learning to create an active online learning environment and enhance students’ 21ts century skills. Further research is expected to apply an experimental research design to search for the most effective method and measure the level of effectiveness of e-learning usage for the students’ 21st-century skills development.

STUDENTS' PERSPECTIVES IN STUDYING MATHEMATICS SUBJECT THROUGH E-LEARNING TOOLS AT FOUNDATION EDUCATION LEVEL

The aim of the study was to find out how students preferred using asynchronous and synchronous e-learning tools. Asynchronous learning occurs when there is no predetermined time for it to take place. Learners can learn whenever and wherever they want, and they can take their time to learn what they need to know. Synchronous e-learning is characterized by structured and time-bound activities delivered via web conferencing and chatting. At the Preparatory Centre for Science and Technology, Universiti Malaysia Sabah (PCST, UMS) lecturers could conduct synchronous or asynchronous due to MCO which was enforced on March 18, 2020. As a result, this study was done to examine the impact of several learning styles on foundation UMS students during the COVID-19 crisis, including synchronous and asynchronous. The quantitative data analysis of research will be presented in this study. Microsoft Excel was used for data analysis. The male and female students' opinions were compared using an independent sample t-test. Additionally, the responses of students to various aspects of e-learning were represented using descriptive statistics. The findings found a significant difference in students' perceptions of the efficacy of asynchronous e-learning activities. Female students’ responses show that they found asynchronous is more effective than male students at the foundation education level. Students were found to have a greater interest in asynchronous and blended learning activities.

The Transformation to an Online Course in Higher Education Results in Better Student Academic Performance

Pandemic-forced remote teaching has highlighted the relevance of redesigning planification in order to transform face-to-face into online courses in higher education. Indeed, the type of e-learning activities, e-assessment and development of student-centred active learning tasks remains a challenge. In this work we investigated the academic performance of an online learning environment in a course with high number of enrolled students carried out in the pandemic context in 2020 and compared it to the 2019 face-to-face version of the course. The e-learning version of the course included some changes regarding the face-to-face to allow active student learning, digital learning environment, knowledge enforcement, and further exploitation of the available activities in the Moodle platform as for the face-to-face course, although the syllabus remained unchanged. This study finds both synchronous and asynchronous problem-solving based e-learning together with self-assessment and team-based continuous and individual questionnaire assessments to be valuable instructional methods that allowed higher student academic performance in comparison to the face-to-face academic student results. Furthermore, the academic performance was directly related to the student participation in both team-based and individual activities during the course, demonstrating that the adaptation of the face-to-face course to the e-learning environment was, at least, as efficient as the traditional course, despite student resistance to e-learning and e-assessment.

Incentives for learning: How free offers help or hinder motivation

This research examines how incentives for learning can be designed to promote lasting learning motivation. The authors examined this research question in the context of continuing education, in which adult learners were given the opportunity to take educational courses for free. The authors contrasted two approaches commonly used when offering free courses—a tuition waiver versus a tuition refund. Although both arrangements were priced at zero, refunds outperformed waivers in promoting long-term learning, due to the monetary cost incurred in the former instance (even if it was refundable).In the first study, an e-learning activity was offered to the participants for free; those who were offered a fee refund (vs. waiver) were less likely to drop out, spent more time reading the learning materials, and were more likely to return to the learning activity during the post-experimental phase. Two further studies showed that when the participants evaluated an incentivized learning opportunity, the waiver drew more attention to the incentive and reduced attention to the learning benefits, but the refund preserved the latter considerations. The last study demonstrated the possibility of directing attention to the learning benefits by introducing a non-monetary cost into the signup procedure for a free course. These findings are consistent with the mental accounting explanation, which suggests that people are motivated to track and seek out learning benefits after they have incurred a cost.

Using an E-learning activity to enhance student nurses' understanding of cognitive impairment

BackgroundNurses often lack the knowledge and expertise to work with older people with cognitive impairment, which includes dementia, delirium and depression. This is due in part to deficits in their basic nursing education related to older people and managing the care needs of people with cognitive impairment. We developed an e-learning activity to facilitate student nurses' knowledge of cognitive impairment. ObjectivesTo test if the e-learning activity could improve student nurses' knowledge of cognitive impairment and whether they would find the style of learning beneficial. DesignA quasi-experimental pre-post-test design was used to test if the cognitive impairment e-learning activity could improve student nurses' knowledge about assessing and managing the needs of older people who are experiencing cognitive impairment. A 12-item true/false quiz was completed by participants. SettingsOne large Western Canadian university. ParticipantsSecond year nursing students in the four-year baccalaureate degree program, second year nursing students in the bilingual four-year baccalaureate degree program, and first year nursing students in the two-year after-degree nursing program were invited to participate. Data from 166 students were included in the analysis (n = 166). ResultsBased on the results of a paired t-test (p < 0.001 and an average score increase of 1.12 out of nine), we conclude that students' knowledge about cognitive impairment in older people increased following the e-learning activity. Students also offered qualitative feedback that identified the activity as both helpful and as an enjoyable way to learn and provided suggestions for improvement. ConclusionsThis e-learning activity was effective in helping students learn about how to work with older people experiencing cognitive impairment. This mode of learning might be useful for other difficult-to-teach content areas.