E-learning Content Research Articles

Methodology for the Formation of Digital Accessibility Competences: Development and Trial on a Russian Sample

Digital accessibility of e-learning provides an opportunity to fully participate in the educational process for all students, including persons with disabilities. Each specialist involved in the development of e-learning content and resources should be competent in digital accessibility and universal design. The authors propose a methodological approach to the development of digital accessibility competencies and present the results of testing this approach in practice. In 2021, on the basis of one of the Russian universities, a methodology for the formation of digital accessibility competences was developed and tested, including a system of competences, tools for testing formed competences, a curriculum and an appropriate online course. In addition, a study sample was formed (177 undergraduate and graduate students), a training course was conducted, and training outcomes were analyzed. It is for the first time that a methodological approach to the formation of digital accessibility competences has been proposed in the Russian Federation. The training outcomes confirmed the efficiency of the proposed approach: 96% of the students successfully completed the training, of which more than 67% achieved intermediate and advanced levels of the competences. A significant positive correlation was found between the successfully completed current tasks and the results of the final tests of self-assessment and formal assessment. It was shown that the training efficiency did not depend on how (voluntarily or compulsorily) the students were enrolled in the course, whether there were pedagogical disciplines in their curricula and what was the level of their university education. The relationship found between the results of final self-assessment and the results of formal assessment can be interpreted as consistency between satisfaction with the training and its success. The developed methodological tools, including the online course, can be used for the professional training of teachers, the formation of professional competences of IT specialists as well as the improvement of the overall digital literacy of specialists involved in the development of digital content.

Confinement, an e-learning booster

The confinement has been one of the measures adopted to mitigate the effects of Covid-19 with the greatest effect on society, such as changes in the consumption of content e-learning due to their need to acquire new knowledge. The objective is to establish causal links between periods of confinement and the growth of consumption of e-learning resources. Data on the use of a e-learning channel have been taken and Bayesian Network have been used as a methodological instrument. The results confirm this causal relationship. It shows lines of cause-effect research that could improve e-learning content attending on the user behavior.

Pengaruh Penggunaan E-Learning Terhadap Motivasi Belajar Matematika Di SMP Negeri Kota Makassar

This research was conducted to know the effect of e-learning on the mathematics learning motivation of eighth-grade students of SMP Negeri 35 Makassar. This research is quantitative design. The sample of this research is the students of class VIII- Seven which consists of 33 students. The research method used is quantitative. This type of research is experimental research. Data collection techniques used in this study were observation sheets and questionnaires.The results show that the use of e-learning affected students' learning motivation. The validity test process conducted it with the value of t- table 0.349, and the reliability test of learning motivation is 0.958 with a high category. The results of the test data are typically distributed and homogeneous. This is evidenced by the paired sample test with a significance value of 0.000 <0.05. The data on the use of e-learning was obtained through learning observations which included e-learning systems, e-learning content, and e-learning infrastructure. E-learning system uses learning media such as zoom application, WhatsApp, and google classroom. E-learning content in the form of teaching videos and electronic math books in the format of applications that can be downloaded through the Playstore. E-learning infrastructure is used in learning activities, such as computers, laptops, and mobile phones connected to the network. The research was carried out as a whole and simultaneously. The value of learning motivation before e-learning was 48.033, an increase of 14.87 after the use of e-learning, with a total value of learning motivation of 62.9.

Development of E-Learning Content by Lab Rotary Inquiry Learning on Support Solution Materials for Senior High School

Chemistry as an everyday science, students first need to understand everyday chemistry. Inquiry learning is a learning model in which students acquire the necessary knowledge through direct thinking, questioning, inquiry or research, experimentation or independent research. This study aims to help high school students understand chemistry learning during the Covid-19 pandemic. The study was conducted using a research and development (R & D) model using a 4D development model. Verification of e-learning products was performed by two chemistry teachers using Kappa Cohen's analytical formula. Content validity and composition validity are in a very high range, with k values ​​of 0.87 and 0.84. The program performance k-value is in the very high category of 0.82, and the last aspect is the e-learning design and the very high k-value category of 0.84. Based on the results of the data analysis, we can conclude that e-learning is effective and can be used in the learning process.

Development of Guided Inquiry-Based Flipped Classroom Learning (FGIL) on Petroleum Materials with Moodle for SMA/MA

The advent of the Covid-19 pandemic has influenced many aspects of life, especially the world of education. One of them is the SMA / MA level, which allows you to activate your learning system online. Therefore, information is needed in the form of a learning system called e-learning that can support learning activities. This study aims to develop a flipped classroom (FGIL) based on guided learning of petroleum materials using Moodle for SMA / MA. This study is categorized as R & D with 4D development models. The e-learning products in this study were validated by 4 chemistry teachers, and validity and practicality test analysis were performed by 3 teachers and 10 students in SMAN 6 Padang using the VAiken formula. It was analyzed. Aiken's V-scores, obtained from the validity of the construct and the validity of the content, are 0.88 and 0.89, which is a high category. The results of practical relationships between students and teachers are in the high categories of 84.38 and 87.29, respectively. Based on the results of the data analysis, we can conclude that the content of e-learning is valid and practical to use in the learning process.

An explainable attention-based bidirectional GRU model for pedagogical classification of MOOCs

PurposeThe purpose of this study is, First, to leverage the limitation of annotated data and to identify the cognitive level of learning objectives efficiently, this study adopts transfer learning by using word2vec and a bidirectional gated recurrent units (GRU) that can fully take into account the context and improves the classification of the model. This study adds a layer based on attention mechanism (AM), which captures the context vector and gives keywords higher weight for text classification. Second, this study explains the authors’ model’s results with local interpretable model-agnostic explanations (LIME).Design/methodology/approachBloom's taxonomy levels of cognition are commonly used as a reference standard for identifying e-learning contents. Many action verbs in Bloom's taxonomy, however, overlap at different levels of the hierarchy, causing uncertainty regarding the cognitive level expected. Some studies have looked into the cognitive classification of e-learning content but none has looked into learning objectives. On the other hand, most of these research papers just adopt classical machine learning algorithms. The main constraint of this study is the availability of annotated learning objectives data sets. This study managed to build a data set of 2,400 learning objectives, but this size remains limited.FindingsThis study’s experiments show that the proposed model achieves highest scores of accuracy: 90.62%, F1-score and loss. The proposed model succeeds in classifying learning objectives, which contain ambiguous verb from the Bloom’s taxonomy action verbs, while the same model without the attention layer fails. This study’s LIME explainer aids in visualizing the most essential features of the text, which contributes to justifying the final classification.Originality/valueIn this study, the main objective is to propose a model that outperforms the baseline models for learning objectives classification based on the six cognitive levels of Bloom's taxonomy. In this sense, this study builds the bidirectional GRU (BiGRU)-attention model based on the combination of the BiGRU algorithm with the AM. This study feeds the architecture with word2vec embeddings. To prove the effectiveness of the proposed model, this study compares it with four classical machine learning algorithms that are widely used for the cognitive classification of text: Bayes naive, logistic regression, support vector machine and K-nearest neighbors and with GRU. The main constraint related to this study is the absence of annotated data; there is no annotated learning objective data set based on Bloom’s taxonomy's cognitive levels. To overcome this problem, this study seemed to have no choice but to build the data set.

Perception analysis of user satisfaction model for e-learning using smartphone

The purpose of the research is to make user satisfaction model for e-learning using smartphone, and to produce and to recommend e-learning content for research and e-learning. Level of smartphone usage can be used as an indicator of technological progress of a region. This study aims to explore and make user satisfaction model for e-learning using smartphone applications in Dhanalakshmi College. The components that would be evaluated in this research are focused on the following matters: User satisfaction for e-Learning using Smartphone; Service quality, Information quality, User participation, and Benefit. Where as service quality consists of demeanor, responsiveness, competence and tangible. Information quality consists of completeness, relevancy, accuracy, and currency. User participation consists of training provider, user understanding and participation. Benefit consists of easier to the job and increase productivity. The research method used percentage anlaysis and Anova Analysis. Total of respondent are 50 students which are consist of 25 females and 25 males. The statistical value in the model of e-learning user satisfaction has a highly significant correlation values and strong construction between variables, which is evidenced by the size of the construct reliability values above 0.70 and the value of its variance extracted 0.50.

E-Learning Materials in Earth and Life Science for Struggling Learners

The purpose of the study is to design and validate e-learning materials for a few selected Earth and Life Science disciplines. It concentrated on figuring out how the e-learning content would help increase the learners' conceptual comprehension and their perception of the intervention material's effectiveness. The area of investigation was limited to four (4) areas of investigation: 1) Determine the level of quality of the respondents on the use of the E – Learning Material in Earth and Life Science for Struggling Learners in terms of its objective, content and exercises, 2) Determine the level of acceptability of the respondents on the use of the E – Learning Material in Earth and Life Science for Struggling Learners in terms of its efficiency, usability and adaptability, 3) Know the mean score performance of the control and experimental group on the second quarter topic: matter in the use of E – Learning Material in Earth and Life Science in terms of Pre – Test and Post – Test, and 4) Determine if there is a significant difference between the pre-test performance and posttest performance of the control group and experimental group. It was founded on the level quality in terms of objectives, content, and exercises, it was determined that the e-learning material was highly acceptable to teachers and students as an intervention for the struggling learners. The e-learning material was successful in enhancing the students' competencies in Earth and Life Science disciplines as evidenced by the students' improved performance on the post-test. It was revealed that the e-learning material was highly acceptable to teachers and students as an intervention for the struggling learners in terms of acceptability based on its efficiency, usability and adaptability. According to the students' increased performance on the post-test, the e-learning material was effective in improving the students' competences in Earth and Life Science subjects. It was described that the mean score performance in the pretest of the control and experimental group were both average. While the mean score performance in the posttest of the control and experimental group were described as good. A significant improvement in the students' performance was revealed by the study. Based on the results of the pre-test and the post-test, there was a significant difference in the students' performance of the control and experimental group. Based from the findings of the study the author of this research concluded that there is a significant difference between the posttest mean score of the control and experimental group, hence, the null hypothesis stating that there is no significant difference is hereby rejected. The researcher recommends to change the research paradigm. Investigate the potential modifying impact of learners' academic abilities and parental support on the impact of employing science-related films as a motivating and cognitive teaching strategy during a certain grading period.

Moving school-based CSA prevention education online: Advantages and challenges of the “new normal”

One of the many outcomes of the COVID-19 pandemic was a shift in the delivery of elementary (primary) education. Schools transitioned swiftly to e-learning and prioritized education that was already or could be easily adapted to virtual formats. Given the paucity of online content available, it is not likely that child sexual abuse (CSA) prevention education was prioritized.Given that CSA prevention education has demonstrated success in increasing knowledge, protective behaviors, and disclosures, and the potential long-term need for e-learning options, there is a demand for an exploration of how CSA prevention can be implemented using e-learning strategies. In the current discussion, we explore how school-based CSA prevention education could be implemented in a “new normal” context of e-learning. We first present the existing e-learning content for CSA prevention education. We then describe how best practices for prevention education can be applied to e-learning. Finally, we present considerations for the use of e-learning specifically for CSA prevention education.In short, implementing CSA prevention programs through e-learning offers many affordances for program accessibility and reach, flexibility in implementation and opportunities for greater exposure to content, and a wide range of ways to demonstrate effective skills and engage children in cycles of practice and feedback. E-learning, may also, however, limit important conversations between children and trained instructors that lead to disclosures.The extant literature leaves us unsure as to whether implementing CSA prevention programs through e-learning will result in better or worse outcomes for children. However, given the increasing demand for e-learning options, and the promise of some new e-learning programs, further research on the effectiveness of e-learning CSA prevention programs is warranted.

ДИГИТАЛНИ ИНСТРУМЕНТИ ЗА КОМПЮТЪРНИ ПРЕЗЕНТАЦИИ, ИЗПОЛЗВАНИ ПРИ ОБУЧЕНИЕТО НА УЧИТЕЛИ

The following work is devoted to the appropriate digital tools for interactive computer presentations that could be used in the pedagogical specialists’ training. It is known that in last two years educational systems around the world have switched to online learning. This has led to a need for retraining of pedagogical specialists in the field of preparation of e-learning content. This is the main reason why it is important for teachers to know modern digital tools that provide various services related to cloud storage, video conferencing, creating presentations, building web content, creating mind maps, collecting and providing information, creating digital notebooks, working with a whiteboard, creating tests for control and assessment of knowledge and much more. This work presents two digital tools for innovative and attractive computer presentations and their practical application in teachers’ training. The described digital tools are used in the teachers’ training in bachelor’s and master’s programs of FMI at the University of Plovdiv „Paisii Hilendarski“, as well as in various qualification courses conducted by the Department of Qualification and Professional Development of pedagogical specialists at the same university.

COVID-19 and E-Learning Adoption in Higher Education: A Multi-Group Analysis and Recommendation

Transition to e-learning has become crucial in the last two years, partially forced by the current pandemic. Therefore, the main objective of this study is to examine an integrated and comprehensive moderation-cum-mediation model that focuses on user intention to adopt e-learning. Self-efficacy, interaction, and e-learning contents were taken as the independent constructs. User satisfaction and user intention were taken as dependent constructs. Enjoyment and choice were taken as moderators. “Choice” was explicitly used in this study as a moderator to test whether the transition was by force or choice. Five hundred and sixty-two teachers and students from two countries, India and Saudi Arabia, were considered for this study. The findings indicate that self-efficacy and interaction augment user satisfaction and user intention. User satisfaction enhances user intention. It also mediates the relationship between self-efficacy, interaction, and user intention. Choice moderates the relationship between interaction and user intention. Enjoyment moderates the relationship between e-learning contents and user intention. This study is unique as it provides a multi-group analysis that compares nationality, gender, and the type of respondents in a multi-national context. All the stakeholders of e-learning, the teachers, the students, the policymakers, and the platforms, may find the results of this study particularly useful.

Development of Chemical Equilibrium E-Learning Content Based on Guided Discovery Blended Learning for Senior High School

The Covid-19 pandemic suddenly hit Indonesia so the situation was out of control, including in the world of education. The government through the Ministry of Education and Culture, the education office, educators and education staff, students, and the public are confused because they must carry out distance learning online, offline, and a combination. In this study, the development of E-learning on chemical equilibrium material based on guided discovery learning was carried out using the Plomp development model. Three high school chemistry teachers validated E-learning. The practicality test carried out in class XI SMAN Mapat Tunggul Selatan. This study aims to help the learning process in the era of the covid-19 pandemic. Content and construct validation obtained scores of 0.86 and 0.88. Based on the practicality test, this e-learning was declared valid and feasible with the support of Aiken’s test of 0.83. The result of e-learning can be used in teaching and learning activities. E-learning can also be accessed easily anytime, anywhere, and with anyone with full use of internet access.

Validity and Practicality of Colloid E-Learning Content Based on Individual Rotation Guided Inquiry for Senior High School

Blended learning is an effective learning and efficient model that can be used during an pandemic Covid-19. One of the LMS available for online learning is E-Learning. This research produced e-learning based on individual rotation guided inquiry of colloid material in the learning process. To obtain an effective product, this research is carried out starting from identification, design, development and dissemination. The research carried out with the model with research and development (R&D) methods using a 4D development model. The E-learning products from this study were validated by four Chemisty teachers and the analysis of validity and praticality tests was carried out by 3 teachers and 10 students then analyzed using the kappa cohen formula. The kappa values obtained from the validity of the construct and the validity of the content are 0.88 and 0.89 with very high categories. The practicality results of students and teachers were 84.38 and 87.29 with high categories respectively. Based on the results of data analysis, it can be concluded that the E-Learning has valid and practical for use in the learning process.

Development of E-Learning Content on Corrosion Based on Flex Discovery Learning Approach for Senior High School

The COVID-19 pandemic has affected the education system in Indonesia, one of which is the implementation of learning from home policies. To assist the learning process, corrosion e-learning based on flex discovery learning has been developed for senior high school. This research is a research and development with 4D model. E-learning has been validated by three validators and tested for practicality by 10 students of SMA Negeri 2 Pasaman, West Sumatra, Indonesia. Data were analyzed by Aiken V and the percentage of students' understanding, using instruments in the form of validity and practicality questionnaires. the average value of V content and construct validity test results was 0.86 and 0.88 and for practicality the average value was 0.83. These data prove that the developed e-learning is valid and practical so that it can be used in the learning process.

Influence of COVID-19 Pandemic on Dissemination of Innovative E-Learning Tools in Higher Education in Poland

The paper presents the results of the research on the influence of the COVID-19 pandemic on the dissemination of innovative e-learning tools in higher education. Research was carried out in Poland in December 2021 on a sample of 621 students. The main issue that was the subject of the author’s analysis was the influence of the COVID-19 pandemic on the change in the use of innovative e-learning tools in university education. After conducting the research and discussing this and related research about e-learning during the pandemic, it was concluded that the percentage of students familiar with the analyzed e-learning tools has increased significantly during the pandemic. There has been a visible rise, especially in the usage of the following tools: MS Teams, Zoom, and Google Classroom. The most frequently used e-learning tools during the COVID-19 pandemic have been mainly videoconferencing tools such as MS Teams and Zoom. However, students also have used e-learning platforms and e-mails. The author’s research identified three hidden factors (categories) of the used e-learning tools. They include the following categories: popular services and applications adapted to e-learning; popular applications for synchronous meetings adapted to e-learning; and other synchronous and asynchronous e-learning methods. The familiarity with information technology, as well as an interest in innovative e-learning tools, have positive influence on the ease of acquiring content in e-learning. Having the proper resources also positively influences the absorption of e-learning content. On the basis of the achieved results, the authors prepared a model of relations between students’ interest in innovative e-learning technology and the resources they possess to participate in e-learning classes. This model enables us to assess which method—e-learning, traditional or hybrid—should be used in the given situation. The developed model can be useful for universities. They can assess the students’ interest in innovative e-learning technologies and their level of technical resources using questionnaires and on this basis divide students into groups to prepare the optimal learning way—e-learning, traditional or hybrid.

Exploring the Need for Using Digital Repositories to Enhance Teaching and Learning in Omani Schools: Teachers’ Perceptions

The current study aims to investigate teachers’ perceptions regarding the need to employ digital repositories (DRs) in Omani schools to enhance teaching and learning using interactive e-learning content. The study employed a mixed method approach and was carried out in two phases. Firstly, a survey was adopted to 120 teachers from 15 different schools in Muscat to explore the extent of the need for DRs. Secondly, semi-structured interviews were conducted with 9 teachers to validate the results and develop a deeper understanding. The research methods addressed three aspects: (1) the need for using DRs to support teachers, (2) to support students’ learning, and (3) to enhance curriculum. The results of both methods were consistent and revealed that most teachers expressed the need for employing DRs in the educational process. Teachers believe that DRs are needed to support themselves and students’ learning and to enhance the curriculum. Moreover, the interview analysis yielded an emergent theme related to some conditions raised by teachers to effectively use digital repositories. These conditions include (1) training, (2) educational content, (3) ease of use, (4) and developing a community for teachers and students. Based on the findings, the study introduced a framework for a dynamic DR to be used in Omani schools then proposed a plan to ensure the quality, effectiveness of usability, sustainability, and systematic implementation of DRs in Omani schools. Future studies are recommended to evaluate the use of systematically implemented DRs from the perspectives of all stakeholders, including students.

COVID-19: a catalyst for the digitization of surgical teaching at a German University Hospital

BackgroundThe summer semester 2020, had to be restructured due to the SARS-CoV-2 pandemic and the associated contact restrictions. Here, for the first time, the established lectures in lecture halls and small group seminars could not be conducted in presence as usual. A possible tool for the implementation of medical teaching, offers the use of eLearning, online webinars and learning platforms. At present it is unclear how the SARS-CoV-2 pandemic will affect surgical teaching, how digitization will be accepted by students, and how virtual teaching can be expanded in the future.MethodsThe teaching, which was previously delivered purely through face-to-face lectures, was completely converted to digital media. For this purpose, all lectures were recorded and were available to students on demand. The seminars were held as a twice a week occurring online webinar. The block internship was also conducted as a daily online webinar and concluded with an online exam at the end.At the end of the semester, a survey of the students was carried out, which was answered by n = 192 students with an anonymized questionnaire. The questionnaire inquires about the previous and current experience with eLearning, as well as the possibility of a further development towards a purely digital university.ResultsThere were n = 192 students in the study population. For 88%, the conversion of classes to web-based lectures represented their first eLearning experience. For 77% of all students, the digitization of teaching led to a change in the way they prepare for class. 73% of the participating students are of the opinion that eLearning lectures should continue to be offered. 54% of the students felt that eLearning lectures made more sense than face-to-face lectures. A purely virtual university could be imagined by 41% of the students.ConclusionThe conversion of teaching represented the first contact with eLearning for most students. Overall, the eLearning offering was experienced as positive. Due to the new teaching structure, the way of learning had already changed during the semester. Based on the new eLearning content, the already existing formats can be further expanded in the future. Nevertheless, it turned out that the practical-surgical contents and skills cannot be adequately represented by purely online offers; for this, the development of hybrid practice-oriented teaching concepts is necessary.

The Challenges of E-Learning for Higher Education Lecturers and Learners

The use of E-Learning in the English language learning process is very useful for stakeholders, especially lecturers and learners. But in reality, lecturers and learners often experience difficulties in using it both from a technical and non-technical perspective. This study aims to investigate the challenges faced by EFL lecturers and learners and how they face them. To overcome this problem, this research employed a case study. This study involved 244 learners and 12 lecturers to fill out a questionnaire and five of them were interviewed. To collect questionnaire data, this research used a google form, meanwhile, the researcher carried it out online using the zoom application for interviewing respondents. After collecting the data, the results of the questionnaire were processed using IBM SPSS software and the interview results were described qualitatively. The results showed that lecturer constraints include lack of time to develop E-Learning content, inability to optimally utilize E-Learning features, problems in lecturer-learner interaction, poor internet connection, and lack of learner motivation. Meanwhile, the challenges of learners include the lack of tools to access E-Learning, lack of motivation, technical problems, and barriers to E-Learning features. It can be concluded that lecturers and learners face challenges both technically and non-technically in using E-Learning. The implication of this research is that despite all the challenges faced, lecturers and learners are required to be able to adapt to E-Learning environment in order to facilitate the online learning process.

Evaluation of E-Learning Experience among Health and Allied Health Professions Students during the COVID-19 Pandemic in Slovenia: An Instrument Development and Validation Study.

COVID-19 had an impact on everyday life, especially during the lockdown. This also impacted higher education, leading to a sudden and complete shift to online e-learning. The purpose of this study was to develop, validate, and test a measurement tool suitable for evaluating students’ e-learning experience among health and allied health professions students. The convenience sample consisted of 342 students. A validation of the instrument E-learning Experience Evaluation Scale (3E-Scale) was conducted before the study began. Factor structure, reliability, content, and face validity were assessed. Confirmatory factor analyses revealed a four-factor structure of the scale that explained 61% of the total variance. The overall scale demonstrated a high level of reliability and appears to be a reliable measurement tool. The results show that there are statistically significant differences between female and male students (p < 0.05). In addition, nursing and dietetics students perceive more barriers related to the open-source learning management system than other students (p < 0.05). Positive learning experiences contribute to greater learning satisfaction and, consequently, greater learning engagement. E-learning content design should be aligned with teaching pedagogy and learning outcomes. Future studies should also address the negative consequences of e-learning experiences.

Analytical Review of Digital Accessibility Services on Official Sites of the World’s Best Universities

The paper discusses the problem of e-learning accessibility for persons with disabilities. Development of e-learning content accessible to all students is gaining special relevance in the context of global trends in higher education related to the massive transition of learning to distance and hybrid formats. Based on the analysis of the official websites of 25 world’s top universities (according to the QS World University Rankings 2021), data on university digital accessibility services were systematized. The data search was carried out by total browsing of university sites’ structure and headings and by keywords. Data on 14 checklist categories were registered. Signs of administrative and project activities in the field of digital accessibility were found for 20 universities (80%), among which 10 (40%) have specialized structural subdivisions for digital accessibility. The content of digital accessibility web services contains data on the following topics: training in digital accessibility for educational content for authors and developers (14 university sites – 56%); a guide for authors (15–60%) and web developers (12–48%); consulting and assistance for authors and web developers (17–68%); accessibility examination (5–20%); legal norms (11–44%) and accessibility standards (16–64%); accessibility testing guide (16–64%); procurement requirements for accessible web products and services (8–32%); frequently asked questions (6–24%), etc. Based on the results of the analysis, the model of university digital accessibility services was developed and corresponding web site was published. It seems important to create similar web resources and corresponding structural subdivisions in universities of the Russian Federation, as well as to approve the intra-university local acts regulating the mandatory fulfillment of digital accessibility requirements in the development of educational content and the procurement of digital products and services. GOST R 52872-2019, based on WCAG 2.1, should be used as the basis for local legal regulations.