E-learning Content Research Articles

Exploring the Impact of Mobile Devices in E-Learning: A case Study Evaluating its Effectiveness

Aim. The integration of mobile devices into educational environments has revolutionized the landscape of e-learning, presenting new opportunities and challenges. This research paper aims to examine the pivotal role of mobile devices in the e-learning environment and assess the effectiveness of mobile learning applications in enhancing the educational experience. Methodology. The study employs a mixed-methods approach, combining quantitative data through surveys and usage analytics with qualitative insights derived from interviews and focus group discussions. Results. By analyzing the perspectives of both educators and learners, the research investigates how mobile devices contribute to the flexibility and accessibility of e-learning content. Additionally, the paper evaluates the effectiveness of various mobile learning applications in promoting engagement, knowledge retention, and overall learning outcomes. It scrutinizes the features that contribute to the success of these applications, such as user interface design, interactivity, and adaptability to diverse learning styles. Furthermore, the research delves into the challenges associated with mobile learning, including issues related to device compatibility, connectivity, and user motivation. Strategies to overcome these challenges and optimize the benefits of mobile learning are explored. The findings of this study are expected to provide valuable insights for educators, curriculum designers, and developers of mobile learning applications. Conclusion. The research contributes to the ongoing discourse on the effective integration of mobile devices in e-learning environments and offers recommendations for optimizing the design and implementation of mobile learning strategies.

A type 1 hybrid multi-site randomized controlled trial protocol for evaluating virtual interview training among autistic transition-age youth

A number of policies mandate that autistic transition-age youth receive employment services to prepare for the workforce before high school graduation. A key limitation to these services is the job interview component, which relies on non-standardized, resource-intensive, staff-led role-plays to help autistic transition-age youth improve their interview skills. The autism community has called for better job interview preparation. To address this gap in services, our team, collaborated with the autism community to adapt the intervention, Virtual Reality Job Interview Training (VR-JIT; effective among adults with serious mental illness), into Virtual Interview Training for Transition Age Youth (VIT-TAY). This adapted intervention was tailored to meet the needs of autistic transition age youth while maintaining the core components of VR-JIT (i.e., an online job interview simulator with four levels of automated feedback and e-learning content). A pilot randomized controlled trial (RCT) demonstrated VIT-TAY's feasibility and initial effectiveness at improving job interview skills, reducing anxiety, and increasing employment rates within six months when added to transition services or pre-employment transition services (Pre-ETS). Thus, the overarching goal of this Hybrid Type 1 effectiveness-implementation study protocol is to conduct a fully-powered RCT of VIT-TAY across 16 schools in various geographical locations. Our specific aims are to 1) Evaluate whether Pre-ETS (or transition services) with VIT-TAY, as compared to Pre-ETS (or transition services) with an active control intervention (i.e., job interview didactics/e-learning with a series of 3–5 min videos of employed autistic adults talking about their career pathways) enhances employment outcomes; 2) Evaluate mechanisms of employment by nine months post-randomization; and 3) Conduct a multilevel, mixed-method process evaluation of the initial implementation of VIT-TAY across settings (e.g., acceptability, feasibility, and barriers and facilitators of implementation).

Facilitators, barriers, and impact of e-learning on healthcare professionals in primary healthcare settings: An integrative review of literature

Background: The Primary Health Care Corporation in Qatar uses continuing professional development (CPD) to improve the knowledge and practices of healthcare professionals (HCPs). Due to COVID-19, CPD delivery has shifted from in-person to e-learning. While the need to provide CPD is evident, there is a lack of understanding of how HCPs access and use e-learning and how this learning influences the organizational outcomes in primary care settings. Aim: The aim of this review was to explore (a) the facilitators and barriers to accessing and using e-learning and (b) the impact of e-learning on HCPs’ learning, their practices, and organizational outcomes. Methodology: Primary research publications between 2013 and 2022 were obtained from the CINAHL, MEDLINE OVID, and EBSCO databases. A total of 39 articles were included in this integrative review, which was guided by Whittemore and Knafl's framework. The MMAT was used to assess the quality of the included studies. Kirkpatrick's model guided data analysis. Findings: The reaction level is influenced by the characteristics of e-learning content and delivery as well as the motivation of individuals. The learning level is influenced by the level of awareness, knowledge, skills, confidence, attitudes, and beliefs of HCPs. The behavior level is associated with intentions to change or apply in practice as well as implications for practice. The organizational impact is characterized by the quality of patient care. Conclusion: Understanding the potential facilitators and barriers to accessing and using e-learning is crucial when designing and implementing CPD to improve the quality of e-learning and therefore the quality of patient care.

B-learning in human anatomy: Comparative analysis of academic achievement between face-to-face and e-learning modalities

IntroductionIn recent years, modern technologies have become established in most educational fields. Thus, e-learning tends to be an integral part of the learner-centered learning process, with the teacher acting as a facilitator. However, the methodologies used to study the impact of e-learning have been varied and imprecise, making comparison and meta-analysis difficult. This study attempts to overcome these obstacles with a large and homogeneous sample to compare (1) the academic outcomes obtained with face-to-face and e-learning in a blended module of human anatomy and (2) the response attempts (response index) of each student in answering questions specific to each learning modality. Material and methodsThe results of the multiple-choice exams under study were collected. All students (n=1160) were from four consecutive academic years following the same teaching program with a b-learning method: 13 topics were presented face to face by the same lecturers, and six via e-learning with the same online resources. Two variables were compared: (1) the academic grade, based on the score for correct answers and the penalty for incorrect ones, and (2) the response index, based on the number of correct and incorrect answers. Results(1) 73.45 % of the examinees passed the test. In the sample as a whole, results were better in face-to-face than in e-learning. In the quartiles ordered by overall academic performance, this superiority was limited to the top half of the higher-performing students. In contrast, lower-scoring students performed better in e-learning. However, these differences were modest (≤ 0.54 points). (2) In proportion, the questions on topics learned face-to-face were the most frequently answered. A strong correlation was observed between the variables in the whole sample and the students with the highest academic scores (first quartile) on the global exam and the questions on topics learned in each modality. In the remaining quartiles, the correlation was also strong in the e-learning content. Conclusions(1) Both modalities included in b-learning are academically effective. (2) Proportionally, students take more risks when answering content questions learned in face-to-face classes, and there is a strong correlation between response attempts and academic grades, especially, on the brightest exams and e-learning content.

Exploring the challenges to development and institutionalization of E-learning content as perceived by faculty members of medical schools in Iran: A qualitative content analysis study

Electronic learning (E-learning) is a method of acquiring knowledge by using information technology. In this regard, faculty members of medical schools play an important role in the design, development and institutionalization of electronic content education and face many challenges. Hence, the present study was performed to explore the challenges to the development and institutionalization of e-learning content as perceived by faculty members of medical schools in southern Iran. The present study is a descriptive qualitative study. Purposeful sampling was performed. Based on this, 23 individual and in-depth semi-structured interviews were conducted with 23 faculty members of medical schools. Granheim and Lundman's approach was used for data analysis. Three themes and eleven subthemes were extracted based on the qualitative data analysis results. Three main themes included individual challenges, organizational management challenges, and course design challenges. Based on the results of the present study, we should keep in mind that electronic teaching methods and preparation of e-learning content by professors are different from traditional educational methods. Hence, the senior managers of educational system should make necessary arrangements and plans for methodological support, technological and technical support, and all kinds of organizational support and create continuous professional development opportunities for professors to minimize the negative effects caused by the rapid changes of electronics era and educational environments on professors, and consequently on the quality of educational contents and processes.

Open educational resources as the panacea for the decolonisation of e-learning content in South Africa

Higher education institutions have been following the global trend of advocating open educational resources (OER) for tuition and learning. In the South African context of higher education, there is also an increasingly strong call for decolonisation in educational content. However, there is a lack of knowledge and theories for the decolonisation of learning content. This study sought to establish the possibilities of decolonisation of OER in digital learning. To employ the appropriate lens for the decolonisation of content, the study opted for contextualised theory, contextual knowledge world views, and the African indigenous knowledge frameworks, while following the Transformative Learning Theory. This theory made it possible to follow the decolonisation elements relevant to low-income contexts. Consequently, the decolonisation lesson guided the appropriate systems for the decolonisation of the tuition content. After decolonisation, the concepts of Africanisation and transformative learning were considered by using the Technology Appropriation Model as a guide for adopting and developing OER appropriate for the African context. The study employed the qualitative approach and case study strategy by focussing on one of the largest comprehensive open distance e-learning (CODEL) institutions in South Africa and on the African continent. The study established that CODEL encourages the use of OER for the decolonisation of tuition content. However, there is still a lack of strategies, models, policies, and practical guidelines for the decolonisation of OER. Therefore, the study proposed the decolonisation of an e-learning content model that academia can use to advance the decolonisation of e-learning content.

Exploring the impact of mobile devices in electronics e-learning: A case study evaluating the effectiveness of mobile learning applications in the field of electronics and sensors

Integrating mobile devices into educational environments has revolutionised e-learning, presenting new opportunities and challenges. This research paper aims to examine the pivotal role of mobile devices in the e-learning environment and assess the effectiveness of mobile learning applications in enhancing the educational experience. The study employs a mixed-methods approach, combining quantitative data through surveys and usage analytics with qualitative insights from interviews and focus group discussions. By analysing the perspectives of both educators and learners, the research investigates how mobile devices contribute to the flexibility and accessibility of e-learning content. Additionally, the paper evaluates the effectiveness of various mobile learning applications in promoting engagement, knowledge retention, and overall learning outcomes. It scrutinises the features that contribute to the success of these applications, such as user interface design, interactivity, and adaptability to diverse learning styles. Furthermore, the research delves into the challenges of mobile learning, including device compatibility, connectivity, and user motivation issues. Strategies to overcome these challenges and optimise the benefits of mobile learning are explored. The findings of this study are expected to provide valuable insights for educators, curriculum designers, and developers of mobile learning applications. The research aims to contribute to the ongoing discourse on the effective integration of mobile devices in e-learning environments and offer recommendations for optimising the design and implementation of mobile learning strategies. Ultimately, this exploration seeks to foster a deeper understanding of the potential of mobile devices in shaping the future of education.

The Effectiveness of Using Artificial Intelligence in E-learning Content Design

The Effectiveness of Using Artificial Intelligence in E-learning Content Design

Educating the next generation of radiologists: a comparative report of ChatGPT and e-learning resources

Rapid technological advances have transformed medical education, particularly in radiology, which depends on advanced imaging and visual data. Traditional electronic learning (e-learning) platforms have long served as a cornerstone in radiology education, offering rich visual content, interactive sessions, and peer-reviewed materials. They excel in teaching intricate concepts and techniques that necessitate visual aids, such as image interpretation and procedural demonstrations. However, Chat Generative Pre-Trained Transformer (ChatGPT), an artificial intelligence (AI)-powered language model, has made its mark in radiology education. It can generate learning assessments, create lesson plans, act as a round-the-clock virtual tutor, enhance critical thinking, translate materials for broader accessibility, summarize vast amounts of information, and provide real-time feedback for any subject, including radiology. Concerns have arisen regarding ChatGPT's data accuracy, currency, and potential biases, especially in specialized fields such as radiology. However, the quality, accessibility, and currency of e-learning content can also be imperfect. To enhance the educational journey for radiology residents, the integration of ChatGPT with expert-curated e-learning resources is imperative for ensuring accuracy and reliability and addressing ethical concerns. While AI is unlikely to entirely supplant traditional radiology study methods, the synergistic combination of AI with traditional e-learning can create a holistic educational experience.

P080 Supporting shared decision-making about osteoporosis medicines: Combining multiple methods to develop the prototype iFraP intervention

Abstract Background/Aims Shared decision-making (SDM) is a joint process in which a person and healthcare professional work together to reach decisions about care. The iFraP (Improving uptake of Fracture Prevention drug treatments) intervention comprises computerised decision aid (DA), Fracture Liaison Service (FLS) clinician training package, and information resources to support SDM about osteoporosis medicines. This abstract details our multi-method approach to develop this intervention. Methods Intervention development was underpinned by the Medical Research Council guidelines for development of complex interventions. Four studies guided intervention prototype development, including (1) an evidence synthesis of existing osteoporosis DAs to examine quality and effectiveness; (2) a review of patient information about osteoporosis to evaluate quality and optimal language for talking about osteoporosis; (3) a Delphi consensus survey with patients, carers, and health professionals to gain consensus on intervention content, informed by an evidence review of relevant clinical guidelines and behavioural theories; (4) and focus groups and interviews with patients recently attending FLS, FLS clinicians and general practitioners (GPs) to explore current FLS practice, and barriers and facilitators to change. Expert stakeholders and public contributors informed each sub-study. Results Studies one and two informed design of the iFraP computerised DA. Evidence reviews of existing osteoporosis DAs and patient information found that they did not meet patient needs and identified poor readability, variable quality, and unbalanced and confusing content. Public contributors preferred DAs which were individualised, and together with expert stakeholders, supported the development of understandable explanations of osteoporosis and osteoporosis medicines to include in iFraP resources. Study three identified essential components of the FLS consultation which directly informed DA content. Study four identified the need for complementary iFraP information resources, training, and potential barriers to iFraP DA use. Patients expressed that they did not feel adequately prepared for their FLS consultation, leading to the development of an enhanced leaflet to accompany their FLS appointment letter. Patients, FLS clinicians, and GPs all expressed the need for a patient-friendly individualised summary of the FLS consultation, to facilitate consistent information across services and reinforce FLS messaging. This finding informed development of the iFraP Bone Health Record, an individualised, easy-read PDF print-out of the iFraP DA. FLS clinicians identified training needs relating to communicating risk, involving patients in decisions and clinical decision-making. Barriers to use included concerns that the DA would increase consultation duration, and that SDM may undermine their goal to facilitate medicine adherence. Identified barriers to use and training needs informed the content and delivery of the interactive eLearning and role play session, with consideration of theoretically-informed behaviour change techniques. Conclusion The iFraP complex intervention development work demonstrates the use of multiple methods to develop an evidence-based and theoretically-driven intervention in-preparation for testing. Disclosure L. Bullock: None. J. Fleming: None. E.M. Clark: None. S. Leyland: None. S. Thomas: Grants/research support; ST owns Prescribing Decision Support Ltd that developed the iFraP decision aid. C. Gidlow: None. T.W. O'Neill: Grants/research support; TON is supported by the NIHR Manchester Biomedical Research Centre. C.P. Iglesias-Urrutia: None. A. Hawarden: Grants/research support; AH is funded by a Versus Arthritis Clinical Research Fellowship (reference 22726). F. Manning: None. J. Protheroe: None. J. Lefroy: None. S. Ryan: None. R. Horne: None. C.D. Mallen: Grants/research support; CM is funded by the NIHR Applied Research Collaboration West Midlands and the NIHR School for Primary Care Research. C. Jinks: Grants/research support; CJ is part funded by NIHR Applied Research Collaboration (ARC) West Midlands. Z. Paskins: Consultancies; ZP has received consultancy fees from UCB Pharma. Grants/research support; ZP is funded by the National Institute for Health Research (NIHR) [Clinician Scientist Award (CS-2018-18-ST2-010)/NIHR Academy].

Attitudes of Dental Students Towards E-learning

Objective: In this digital technology era, we want to see the attitudes of dental students toward E-learning, what sort of resources are they using and their preference for e-learning. Study Design: Descriptive Cross-sectional study. Settings: University College of Medicine and Dentistry, University of Lahore, Lahore Pakistan. Duration: 17-09-22 to 15-12-22. Methods: This was a descriptive Cross-sectional study conducted at the University College of Medicine and Dentistry, University of Lahore, Lahore Pakistan. A pre-validated questionnaire was used to collect data. Data were analyzed using SPSS v25. Results: Most of the participants agreed that e-learning helped them complete the learning activities more quickly. Almost 62.90% of participants agreed that e-learning enhanced their studies. 54.70% agreed that e-learning is a useful tool for distance education and 63.50% agreed that e-learning encourages them to search for extra material and resources. 40.90% of participants agreed that e-learning improves their learning efficiency. 49.70% agreed that the e-learning content is informative. Conclusion: E-learning has revolutionized dental education by providing greater accessibility, convenience, engagement, cost-effectiveness, and continuing education opportunities. It has made learning more inclusive and has expanded the reach of dental education beyond traditional boundaries. E-learning is no doubt the future of dental education.

The DECAT evaluation framework for digital authoring tools

This paper presents the digital educational content authoring tool (DECAT) evaluation framework, and its use in the analysis of H5P and Moodle Quiz authoring tools. The evaluation framework assessed the effectiveness and appropriateness of the two tools in the development of e-learning content provided to university students to scaffold speaking activities. It was seen as an important means of generating evidence on learning and course design by considering factors of learning, environment, and structure. The assessment of H5P and Moodle Quiz yielded a list of requirements and a rating of each requirement that suggested that H5P better met the learning requirements, while Moodle Quiz better met the environment and structure requirements and performed better overall. Consideration of how the use of the framework compared to instructors’ anecdotal experience of H5P and Moodle Quiz concluded that the framework analysis largely reflected teacher experience but provided a more nuanced and fuller description of all the requirements permitted by each tool.

An e-Learning Recommendation System Framework

With the emergence of the digital era, the e-learning platform has become an effective tool for obtaining quality e-learning content. However, despite its potential, the true extent of its capabilities has yet to be fully explored. In order to attract users and maximize revenue, e-learning platforms are now expected to provide content tailored to their users' needs and preferences. These recommendations are generated by considering factors such as prior purchases, browsing history, demographic information, and more. By leveraging these advanced technologies, e-learning platforms can enhance the learning experience by providing users with content that is both engaging and relevant to their individual needs and interests. This paper explores the popular Machine Learning (ML) techniques employed in e-learning content recommender platforms. Two machine learning techniques, k-Nearest Neighbour Baseline (KNNBaseline) and Singular Value Decomposition (SVD), are selected and used to accurately forecast customer interests and preferences. By examining the data patterns and user behaviors, these ML techniques provide insights into the most relevant and personalized educational content for individual users, enhancing their learning experience. The item ratings predicted are generated based on the underlying pattern in past ratings of users. The performance of applied approaches was assessed using several evaluation metrics, which include root mean square error and mean absolute error.

ЕЛЕКТРОННЕ НАВЧАННЯ У ФАРМАЦЕВТИЧНІЙ ОСВІТІ ВЕЛИКОЇ БРИТАНІЇ

The article highlights the peculiarities of using e-learning in pharmaceutical education in the UK. E-learning is considered as a guided pedagogical process of transferring contextual learning to students. It is noted that e-learning is a CAL, CAE or CAI concept combined with new perspectives and technologies. Software products and web applications for e-learning for pharmacists in the UK and for use in hospitals, pharmacies and pharmaceutical companies are analyzed. Examples of academic elearning packages in the Pharmaceutical Sciences programme are given. It has been found that two types of communication technologies are used for the effective creation of e-learning content, namely: asynchronous and synchronous with a rational combination of pedagogical approaches: instructional, social constructivist, cognitive, emotional, and behavioural. It has been found that there is a clear trend towards the creation of a virtual learning environment in higher pharmaceutical education in the UK. Attention is focused on the main advantages of e-learning in the field of pharmaceutical education in the UK: virtual laboratories, interactive learning, access to resources, continuous professional development, blended learning, technological progress. Modern LMS platforms for e-learning of pharmacists in UK universities are identified and characterized: Moodle, Blackboard, Canvas by Instructure, edX, Coursera, Udemy, LinkedIn Learning, Khan Academy. It is concluded that e-learning in pharmaceutical education in the UK has its advantages and problems that the scientific and educational community is actively working to solve.

Online courses in the educational process of a university

Currently, e-learning content has become firmly established in the practical activities of university teachers. A lot of research is devoted to substantiating the possibilities of distance learning as a new format of education in the era of the digital revolution. The research problem is increasing the effectiveness of using online courses in the educational process of a university. The purpose of the research is to substantiate the possibilities of using online courses in the educational practice of universities as relevant content of a digital service. To achieve this goal, theoretical research methods were used (analysis, synthesis, differentiation, generalization, description), as well as methods of visual representation. The research results: the authors of the article have clarified the concept of «online course», determined the relationship between the categories «e-learning», «distance learning», «online learning», and considered a model of the structure of the online course; the advantages of using online courses for universities have been presented; The negative and positive aspects of the use of online courses by teachers in the educational process have been identified, and taking into account the analysis of experience accumulated in teaching practice, the most optimal options for using online courses at a university have been presented. Key conclusions: an online course is understood as e-learning content, which is an educational and methodological resource for conducting educational activities in the discipline; the optimal use of online courses in a mixed format (in combination with traditional classroom work). The orientation of universities towards the use of online courses in educational practice corresponds to current global trends in education.

КОЛАБОРАТИВНЕ ПРОЄКТУВАННЯ ПЕРСОНАЛІЗОВАНОЇ ГІБРИДНОЇ LMS З ВИКОРИСТАННЯМ ВІРТУАЛЬНОЇ МАШИНИ В ХМАРНОМУ СЕРЕДОВИЩІ

A teacher currently needs to acquire a huge amount of educational information and knowledge as part of his/her practice for the purposes of teaching, self-study, publishing, research, language support and related activities. In the academic environment, so-called learning management systems (LMSs), especially Moodle in the European Union, have proven suitable for the processing of educational content under e-Learning. LMSs usually function as online platform, at the same time as a supplement to academic information systems (AIS) on the local servers of universities. These are used by a larger number of participants, so these do not always meet the pedagogical needs of the teacher in all the activities he/she does. For example, these do not allow multilingual support, multiple searches and mass processing of e-Learning content. There are a large number of articles in the scientific literature describing the design of add-on modules for LMS. The authors offer their own approach to solving the problem of processing educational information to support a virtual team's work. As part of collaborative research in the field of technology-enhanced education and e-Learning design, the international team in the V4 EDUPORT project is implementing a personalized hybrid system on the IT infrastructure consisting of a specially designed desktop application WPad or web application (PIKS) and a common shared remote computer (virtual computer on a cloud server with Windows 2022). In this paper, the researchers share their experiences gained with their universities' academic LMSs (Moodle and AIS) and compare their personalization capabilities level to the teacher level and their use in the cloud. Part of current and future research is the development of the PIKS internet application, which operates as a multi-functional communication channel for e-Learning purposes (including use for the visually impaired). .

РОЗВИТОК КОМПЕТЕНТНОСТІ З ВЕБ-ДИЗАЙНУ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ ЗАКЛАДІВ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ

Relevance: in modern conditions, teachers are actively involved in the creation of electronic textbooks, interactive notebooks, various forms and test tasks, etc. All this means developing and designing objects of the Internet information environment from the standpoint of user-friendliness and meeting the user's aesthetic needs. The web design competence development of teaching staff at vocational education institutions is an urgent need in the context of digitalisation of education. Aim: defining the structure of competence in web design for teaching staff of vocational education institutions and substantiating the methodology for its development. Methods: analysis and synthesis – to determine the development state of the problem under study and the list of competence in web design of teaching staff; generalization – to formulate conclusions and recommendations for the web design competence development of teaching staff at vocational education institutions; diagnostic (testing, conversation) – to find out the level of competence in web design of teaching staff. Results: it was found that more than 17% of teachers design and create websites and web pages that combine text with sounds, pictures, graphics and video; 5-7% use various graphic editors and image processing services; about 80 % of respondents carry out independent design development of electronic publications (a product containing information in electronic form); less than 6 % of respondents indicated that there is a unified approach to the design of educational materials on hard copy and for posting on the Internet. The structure of competence in web design for teaching staff of vocational education institutions consists of technical skills (basics of composition, typography, colour science, graphic design, design software, user interface (UI), user experience (UX), responsive design) and soft skills (project management, time management, copywriting, web design awareness, creative thinking, critical thinking, attention to detail, communication, self-reflection). To assess this competence, four levels (initial, low, medium, high) have been developed, taking into account the indicators of motivational, cognitive, activity and reflective criteria. Taking into account the specifics of the teaching staff activities at vocational education institutions, a methodology for their design education has been developed, which is aimed at developing competence in web design and includes seven stages. Conclusions: Teaching staff of vocational education institutions are involved in the development of e-learning content, but have a low level of competence in web design. The web design competence of a teaching staff member of a vocational education institution is a combination of knowledge, skills and attitudes to web design technologies to create educational content for performing tasks, solving problems, communicating, managing information, working together in the information and educational environment of a vocational education institution, doing it effectively, appropriately, safely, critically, creatively, independently and ethically. At the same time, the teacher does not have to be a web designer, he/she uses the tools and ready-made algorithms of the services he/she works with, the basis of his/her training in this field is graphic design, typography, copywriting, etc. for the effective presentation of electronic content.

Assessing the Influence of the Technology Acceptance Model on Social Media and eLearning Content Adoption: A Case Study of Colleges of Education in the Central and Western Zone of Ghana

This study investigated the impact of Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Perceived Reliability (PR) on the attitudes of Colleges of Education (CoE) students regarding social media and their adoption of E-learning content. As digital tools become increasingly essential in education, this research explored how students’ perceptions of the utility, ease of use, and reliability of social media influence their attitudes and the adoption of eLearning content. The study also assessed gender differences in the impact of these factors on students and the implications of PR, PU, and PEOU of social media for eLearning content adoption. The research utilized a mixed-method approach that combined quantitative surveys and qualitative interviews, with 391 diverse CoE students selected through multistage sampling. The quantitative phase measured PU, PEOU, PR, and Attitude as variables, establishing their relationships through statistical analysis. In the qualitative phase, in-depth interviews provided nuanced insights into students’ experiences and perceptions. The results demonstrated a positive and significant influence of social media’s PU, PEOU, and PR on Attitude, as well as on eLearning content adoption. Notably, there is no significant gender-based difference in the influence of PR, PU, and PEOU on attitude, although male values slightly exceed those of females. The research also explored the implications for increasing female participation in eLearning and the potential for replication using other technology acceptance models. Educators, institutions, and developers can leverage the findings of this research to improve the design and implementation of digital tools, ultimately enhancing the educational experience for CoE students. Keywords: Technology Acceptance Model (TAM), Perceived Reliability, Social Media, eLearning, Content Adoption.

Innovation and Development of Public Fiscal Administration Through E-Learning

In an era characterized by rapid technological advancement and the growing importance of effective public fiscal administration, this study explores the integration of e-learning technologies at the Guimaras State University (GSU) to enhance education and professional development in the field. The research adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews to investigate the impact of e-learning on students and professionals engaged in public fiscal administration programs at GSU. Quantitative results reveal that a significant majority of participants perceived e-learning as highly useful and user-friendly. The findings align with the Technology Acceptance Model (TAM), emphasizing the importance of perceived usefulness and ease of use in e-learning adoption. Moreover, participants reported a positive impact on their learning experiences, citing the flexibility of e-learning, multimedia resources, and interactive elements as key contributors to improved knowledge acquisition. Qualitative insights from interviews underscored the convenience of remote access, the ability to self-pace learning, and the interactive nature of e-learning materials. Challenges such as technical issues and the need for effective support services were also identified. This study's conclusions highlight the potential of e-learning to enhance public fiscal administration education and professional development. Recommendations include enhancing technical support services, providing ongoing training for faculty, expanding e-learning content and resources, fostering an online learning community, conducting longitudinal studies on career outcomes, and sharing best practices with other institutions. Guimaras State University's experience in innovating public fiscal administration education through e-learning offers valuable lessons for higher education institutions seeking to harness technology for academic and professional advancement in critical fields. The findings contribute to the broader discourse on the role of e-learning in higher education and professional development, emphasizing the need for continued adaptation and improvement to meet evolving learner needs and challenges.

제조업체 구성원들의 직무능력개발 지원정책에 관한 연구

This study seeks to analyze the status of support for job competency development of local manufacturing SMEs and to propose the direction of local government policies needed to support the job competency development of employees of local manufacturing SMEs. Main results of this study suggest operation of onsite job training programs, free support for employment skills development programs using nearby university campuses, and developing and delivering E-Learning content tailored to the needs of each manufacturing SME, support for obtaining a highly job-related certificate, and expansion of subsidies for education expenses for obtaining the certificate as the local government support policies. In addition to these local government support policies, various alternatives can be considered by each local government to support the job competency development of employees of local manufacturing SMEs.