E-learning Course Research Articles

Developing a prototype dental trauma e-learning course for medical education.

This article aims to demonstrate how an expert feedback process was used to identify emerging issues within a prototype extracurricular course on dental trauma and show how the feedback was addressed prior to piloting the course more widely. Dowse's Design Research Model was adapted for the design and development of a prototype dental trauma e-learning course. This paper will focus on step five, gathering expert feedback and the evaluation process. Four critical features emerged from the feedback that ought to be incorporated into the e-learning course design, namely, 1) keep resources clinically relevant; 2) keep resources simple to learn; 3) make resources easy to understand; and 4) support self-learning. The results demonstrate the value of an expert feedback process for improving a prototype designed to address a major gap in knowledge among medical doctors identified in the literature.

Towards Legal Ontology for Education

Semantic Web using ontology-based knowledge model has been largely applied to e-Learning systems. The use of domain ontologies leverages the transformation of the learning contents of serving human to machine understandable formats. The ontology-based approach could further support e-Learning activities related to legal compliances, such as legally validate learners’ profiles or protecting intellectual rights in e-Learning courses. This study proposes a novel ontological e-Learning framework including the legal knowledge model, the e-Learning knowledge model and the common knowledge model. A customized ontology engineering method is conducted to construct the preliminary version of these specified knowledge models, while a Semantic Web Rule Language (SWRL) rule base is constructed to capture knowledge of both laws and domain experts. FOCA based validation is introduced to confirm the feasibility of this proposed framework. Improving the FOCA score of the legal core ontology and enriching both the ontological knowledge model and its SWRL rule base are topics that can be explored in future studies.

Analysis of Factors Affecting the Auditory Attention of Non-native Speakers in e-Learning Environments

: One of the most striking characteristics of e-Learning audiences is their diversity. Native and non-native learners can be expected among such audiences and therefore, when developing e-Learning courses it is important to consider the impact of the language level on learning. Specifically, non-native learners are expected to have a diminished auditory perception compared to native ones and hence reduced attention capabilities that could result in a poorer performance. In this study, we assess the impact of linguistic and auditory factors on the attention of non-native learners, namely semanticity, sentence length and noise level. An English language platform mimicking real e-Learning environments is used and attention is quantified by measuring the number of English words correctly identified during a listening task. Our results show that changes in each factor affect the attention score significantly. Interestingly, the effects of semanticity are apparent in noiseless environment, but vanish in noisy ones. Results also show that in noiseless environments, a change in the length of semantic sentences from small or medium to long causes a significant drop in the attention score. Our results demonstrate the importance of carefully accounting for linguistic and auditory factors when designing effective e-Learning courses, especially when they target global audiences and learners with different language abilities are expected.

Biology Blog: Project-Based Learning in Pandemic Periode to Encourage Students’ Creativity

<p>The purpose of this study was to determine the effectiveness of the biology blog project-based learning on the creativity of students and cognitive ability in the e-learning course, biology department program IKIP PGRI Pontianak. The method in this research was quasi-experimental. The research design used in this study was a nonequivalent control group design, using two groups. The instruments used are; student creativity test, creativity observation guidelines, cognitive test. The Wilcoxon test results showed a difference in the effectiveness of using project-based learning between the pretest-posttest control class and the pretest-posttest experimental class. Then at the project implementation stage, the results obtained that students have trained to be collaborative, independent, and creative in making a biology blog. Meanwhile, based on observations, students have been able to use flexibility skills in various ways to solve problems when creating biology blogs, integrating text, images, and videos into blogs. In addition, students use Elaboration skills to develop ideas and details of group assignments in more detail. Thus, this study can conclude that biology project-based learning effectively improved student creativity in making a biology blog.</p>

Strategies for enhancing the effectiveness of e-learning courses in medical education and health professions education

E-learning refers to the employment of technology to facilitate access to learning resources on the internet to enhance acquisition of new knowledge, skills and/or behavior. It is very important to develop an understanding about the process involved in the development of an e-learning strategy, and it has to start with analyzing the existing situation and how e-learning can bridge the gap. Regardless of the e-learning course, if the organizers want to ensure that participants are maximally benefited, it is essential that the organizers take efforts to know their participants, especially in terms of their learning behaviors and needs, so that these areas can be targeted during the course. Finally, the organizers should be always aiming for the improvement of the program through modifications in the program based on the feedback received from the participants. In conclusion, e-learning is an important addition in the delivery of the medical curriculum or the health professions education. However, it is crucial for the organizers to adopt different strategies to ensure that the overall effectiveness of the program can be enhanced and the intended objectives are accomplished.

LEARNING TRENDS, STRATEGIES AND CONSIDERATIONS: AN EVALUATION OF THE HYPRID E-LEARNING PRACTICE AT THE REGIONAL IT INSTITUTE USING DEMAND-DRIVEN LEARNING MODEL

As a force contributing to social and economic development, E-Learning is fast becoming an accepted and indispensable part of the main-stream of educational systems in both developed and developing countries, with particular emphasis for the latter. This growth has been stimulated in part with the increasing use of networked computers as a medium for network-enabled transfer of skills, information, and knowledge in various areas. The traditional context of learning is experiencing a radical change. The concept of traditional education does not fit well with the new world of lifelong learning, in which the roles of instructor, students, and curriculum are changing. Rather than replacing traditional classrooms and teaching methodology, E-Learning should serve as a complementary mechanism to lifelong or remote learning.Today, Egypt has thousands of training companies and institutions giving training and educational programs, including degree, non-degree and certificate programs. The need to evaluate an E-learning system has been proved to be vital to establishments in the planning phase of their training programs. The choice is critical and quality management becomes crucial. One of the biggest E-learning projects in Egypt is the E-learning system of the ministry of education. This system is based on a well known collaboration suite named Centra. On the other hand, E-learning in the Egyptian universities/institutions is still in the very early stage. There are many theoretical and technological issues that need to be explored. Therefore, the need for a tested quality management scheme is becoming crucial.E-learning quality has been defined in terms of the design of the e-learning experience, the contextualized experience of learners, and evidence of learning outcomes. However, E-Learning course design and overall program quality are sometimes compromised in an effort to simply get something running in response to pressing demands of the consumer. Accordingly, educators and researchers have voiced concerns over the lack of appropriately rigorous evaluation studies of E-Learning programs and systems. Hence, comes the Demand-Driven Learning Model (DDLM) as a Quality Standard. The DDLM has five main components: the quality standard of superior structure, three consumer demands (content, delivery, and service) and learner outcomes. It is important that these constructs are operationally defined to allow easy application of the DDLM by practitioners and researchers.On the other hand, Literatures have shown different best practices in the area of assessing and evaluating E-Learning quality in different contexts and in different countries. However, best practices in Egyptian context are still very limited and not mature enough to be reported. Accordingly, the objective of this paper is to demonstrate the best practice of the Hybrid E-Learning model at the Regional IT Institute, as well as to evaluateInternational Journal of Internet Education http://ijie.journals.ekb.egJuly, 2021 ISSN: 1687-6482International Journal of Internet Education http://ijie.journals.ekb.egthis Hybrid model using the Demand-Driven Learning Model. It emphasizes the two E-Learning degree programs delivered by the Institute namely: the Master of Science in Business Information Technology, delivered in cooperation with Middlesex University in the UK, and the Master of Science in Human Resources Education in cooperation with University of Louisville in the USA.Building on the DDML model, the evaluation has been performed through conducting four focus groups, in which current and previous students have participated. The results showed that participants emphasized the critical importance of the blend between the two learning extremes (the traditional and the E-Learning models) particularly in the dimensions of the delivery, service and outcomes. Meanwhile, the content dimension showed no significant difference among the three models, namely; the E-learning, the traditional learning and the hybrid E-Learning model applied at RITI. The concept of Hybrid E-Learning is still not mature enough; however, presenting the best practice of the Regional IT Institute may help adding to the stream of literature in this domain, particularly in the Middle East area.

Measuring Student Involvement When Taking Tests in E-learning Courses

The ongoing SARS-CoV-2 pandemic has significantly affected the education process of young people in primary, secondary, and tertiary education, as well as those who improve their competences through various courses and trainings. The practically incessant lockdown in education has resulted in a situation in which distance learning, which most often plays a supplementary role, now constitutes the basic form of education. This situation has forced the selection and adaptation of the available e-learning tools to the types of classes and levels of education. Despite great progress in the development of e-learning technologies, constant stimulation and maintenance of students’ interest in the content presented and monitoring their activity still pose a problem, which also concerns the education of computer science students in issues related to computer graphics. Currently, the preferred model of distance learning is based on various technologies and IT tools that enable the implementation of synchronous and asynchronous work. Prompt acquisition of data on students’ activity allows trainers to adjust the form and content of the presented material to their expectations. It also makes it possible to identify issues that pose great difficulties to students. This paper discusses modern solutions and trends in designing e-learning courses based on the new interactive e-learning platform Quizer. The aim of the research is to determine the course effectiveness using the user activity-monitoring module designed and implemented for the Quizer e-learning platform. The correctness of the answers correlates with the number of attempts to answer it (−0.65). The time devoted to a given question was usually high for questions with low correctness of answers.

Identifying Entrepreneurial Interest and Skills among University Students

This study presents the profile of the participants in an online course on entrepreneurship that followed a challenge-based learning methodology and was applied to undergraduate students at a university in Mexico. Students were given challenges related to the Sustainable Development Goals (SDGs) during the course and were allowed to recognize their interest in solving these problems. This paper seeks to identify the entrepreneurial profile of university students through their experiences, interests, attitudes, and entrepreneurial skills. Although entrepreneurship courses are offered more frequently in universities, it is necessary to know the characteristics of the students’ interest and their abilities to continue strengthening them. The data were collected through a questionnaire conducted with 20 multidisciplinary participants. The analysis compared the results of those who finished the course vs. those who did not to determine the significant differences in their answers. The results showed that the participants generated sustainable business ideas that favor local and global problems. Additionally, the students showed great interest in social entrepreneurship and developing companies based on the knowledge acquired during their university studies. It is recommended to continue with the training so that these ideas can become real ventures through linkages with other actors in the entrepreneurial ecosystem and favor the solution of sustainable problems. The questionnaire instrument enabled identifying the students’ characteristics, interests, and entrepreneurial skills, which could be strengthened with other programs that train them. It was also possible to recognize skills that they did not possess before starting the e-learning course which require further strengthening.

Virtue-based ethics and integrity of research: train-the-trainer programme for upholding the principles and practices of the European Code of Conduct for Research Integrity (VIRT2UE)

Background: Recognising the importance of addressing ethics and research integrity (ERI) in Europe, in 2017, the All European Academies (ALLEA) published a revised and updated European Code of Conduct for Research Integrity (ECoC). Consistent application of the ECoC by researchers across Europe will require its widespread dissemination, as well as an innovative training programme and novel tools to enable researchers to truly uphold and internalise the principles and practices listed in the Code. Aim: VIRT2UE aims to develop a sustainable train-the-trainer blended learning programme enabling contextualised ERI teaching across Europe focusing on understanding and upholding the principles and practices of the ECoC. Vision: The VIRT2UE project recognises that researchers not only need to have knowledge of the ECoC, but also to be able to truly uphold and internalise the principles underpinning the code. They need to learn how to integrate them into their everyday practice and understand how to act in concrete situations. VIRT2UE addresses this challenge by providing ERI trainers and researchers with an innovative blended (i.e. combined online and off-line approaches) learning programme that draws on a toolbox of educational resources and incorporates an e-learning course (including a YouTube channel) and face-to-face sessions designed to foster moral virtues. ERI trainers and researchers from academia and industry will have open access to online teaching material. Moreover, ERI trainers will learn how to facilitate face-to-face sessions of researchers, which focus on learning how to apply the content of the teaching material to concrete situations in daily practice. Objectives: VIRT2UE’s work packages (WP) will: conduct a conceptual mapping amongst stakeholders to identify and rank the virtues which are essential for good scientific practice and their relationship to the principles and practices of the ECoC (WP1); identify and consult ERI trainers and the wider scientific community to understand existing capacity and deficiencies in ERI educational resources (WP2); develop the face-to-face component of the train-the-trainer programme which provides trainers with tools to foster researchers’ virtues and promote the ECoC and iteratively develop the programme based on evaluations (WP3); produce educational materials for online learning by researchers and trainers (WP4); implement and disseminate the train-the-trainer programme across Europe, ensuring the training of sufficient trainers for each country and build capacity and consistency by focusing on underdeveloped regions and unifying fragmented efforts (WP5); and develop the online training platform and user interface, which will be instrumental in evaluation of trainers’ and researchers’ needs and project sustainability (WP6). Impact: The VIRT2UE training programme will promote consistent application of the ECoC across Europe. The programme will affect behaviour on the individual level of trainers and researchers – simultaneously developing an understanding of the ECoC and other ERI issues, whilst also developing scientific virtues, enabling the application of the acquired knowledge to concrete situations and complex moral dilemmas. Through a dedicated embedding strategy, the programme will also have an impact on an institutional level. The train-the-trainer approach multiplies the impact of the programme by reaching current and future European ERI trainers and, subsequently, the researchers they train.

Developing a differential attainment e-learning course for consultants who supervise trainees within Oxleas NHS Foundation Trust

AimsTo create an e-learning course to promote awareness of differential attainment and encourage supervisors to reflect on their own experiences and practice.MethodFunding was gained from Health Education England to create the e-learning course. A questionnaire was constructed to gauge baseline knowledge and attitudes towards differential attainment amongst the consultant body. All consultants attending a local Faculty Day were asked to respond, and following this an explorative discussion on the topic was chaired by the authors. The results of the survey were collated and free-text answers were coded thematically. In parallel, information from academic publications and professional resources was gathered and summarised. A script was created with support from web developers Kineo and was refined over several drafts. The e-learning module was published on the Oxleas learning environment on the 10th February 2021.Result34 supervisors responded to our questionnaire. 75% had heard of DA, with 45% identifying personal experience of it. However only 35% identified it as a problem in their work place and 39% did not consider it in their clinical practice. Thematic analysis of free text comments revealed three main themes – emotions and experiences associated with differential attainment, a desire for increased training and a desire for more open discussions with struggling trainees. Some answers also revealed poor or incomplete understanding of the topic.From the questionnaire and the literature, four key areas were identified – defining differential attainment, describing the scope of the problem, challenging misconceptions about differential attainment and the role of the social network in attainment. These four areas became section titles for the e-learning course.ConclusionThere is an appetite for information pertaining to differential attainment amongst our consultant body. A trainer facing e-learning course was created to promote awareness and reflection on current practice. Evaluation of the impact of the module is ongoing. The course is being shared with the confederation of South London local education providers.

The professor support system in reality shock transition from traditional to virtual instruction in Covid-19 pandemic

Dear Editor The Covid-19 pandemic around the world made professors shocked all over the country who needed pedagogical, content and technological knowledge to overcome it. With the onset of the pandemic, professors who had to take distance education faced a severe dilemma that could lead to chaos for the university's educational leaders. In line with the efforts made throughout the country to solve this problem, the need to design a professor support system at Birjand University of Medical Sciences (BUMS) was also felt. Some efforts which were done in BUMS in this regard include: knowledge support, technical support, forming a support group, designing e-learning courses, development of virtual education in laboratory courses, providing preparation for taking student exams in a completely virtual way and development of a system for quantitative and qualitative evaluation of professors' educational performance during the course. As a conclusion, existing a professor support system is a crucial element for academic leaders, especially in a crisis. Besides, the evaluation of professors� performance and distinguishing good and poor performance between them is very effective in motivating them and it will lead to more accountability. Obviously, students in this situation also need a student support system so that they could overcome their problems.

Are Japanese university students ready for remote language learning?

PurposeThe purpose of this study is to assess Japanese university students’ readiness for taking e-learning language courses. The focus is placed on students’ self-analysis of their abilities to use their smart devices for remote language learning activities.Design/methodology/approachJapanese university students’ readiness for the shift towards remote learning has been measured by a self-reported online survey. The question items are based on three categories of Gay’s e-readiness models (2018). The survey was conducted before and after the fully online five-month English courses to examine to what extent students’ e-readiness had changed through the progress of the courses.FindingsThe results suggest that students have few difficulties using the university e-learning software provided. However, students reported limited enthusiasm and aptitude for the online English language learning components. These levels were approximately the same before and after the courses, with the exception of increased online learning confidence.Originality/valueThis study evaluates to what extent groups of Japanese university students’ e-readiness has changed over time. The survey looks at different perspectives including Web research, time management, enthusiasm for online language learning and their thoughts and opinions about interacting with their classmates. Although the sample size is small, the discussion considers the data in the context of the Japanese learning environment and existing e-readiness research, seeking to provide teaching insights for instructors and suggestions for further research.

Views of Social Studies Teachers on E-Learning

Online educational platforms have recently been used to compensate for educational activities that have been interrupted all around the world due to the pandemic during the year 2020. This study was conducted to reveal reflections of e-learning on social studies courses. Among qualitative research designs, the case study method was used. The data were collected using semi-structured interview. The study group consisted of 27 social studies teachers working in public secondary schools in Adıyaman province of Turkey. Those teachers were determined based on purposeful sampling method. These teachers were determined based on non-random purposeful sampling criterion. They were interviewed considering that they used the online education platform intensively during the pandemic and had the necessary experience to make evaluation in this regard. The data were collected between September and November 5, 2020. The data were analysed using inductive analysis. The study results showed that social studies teachers could not literally adapt to e-learning activities due to their lack of knowledge about using computers. They did not internalize virtual education but had a perception that such education could be used as a supportive one for face-to-face education or for review. The study found that the EBA (Education Information Network), the most comprehensive online educational platform in Turkey, could not literally meet the needs in terms of infrastructure and content. Teachers endeavoured to adapt to e-learning during the pandemic and they welcomed admiringly the preparations made by the MEB (Ministry of National Education) despite the deficiencies therein. The majority of teachers stated they did not receive any course related to e-learning during their undergraduate education. In-service e-learning training can be provided to social studies teachers. E-learning courses can be included in the programs in education faculties. The Ministry of National Education can enrich its infrastructure.

Effectiveness of e-learning to develop the ability to recognise and manage stroke

Background: With stroke continuing to affect people in the UK and around the world, the need to develop health professionals in the management of patients with the condition and ensuring staff can meet the requirements of guidelines is key. Aim: This study aimed to assess the effectiveness of e-learning to develop ambulance staff in the management of acute stroke and stroke mimics by looking at their engagement with the course and knowledge attainment. Method: A small-scale study focused on an e-learning course on stroke management and before and after questionnaires. Results: Participants demonstrated good engagement with the course. However, the before and after questionnaire results were mixed, with 46% of participants demonstrating an increase in their knowledge up to 6 weeks after undertaking the course, 32% remaining the same and 22% showing a decrease. Conclusion: The data suggest more around the general approach to e-learning rather than on the topic of stroke management. Regardless of the course's content and its overall effectiveness, if students do not afford a suitable amount of time to engage with the learning materials, their ability to develop is greatly diminished.

Enabling Interactivity through Design: Outcomes from a Gamified Health Insurance Onboarding Course

The purpose of this study was to examine new hires’ learning outcomes and perceptions of an interactive gamified e-learning course in a health insurance organization. The conceptual framework drew from literature surrounding the Understanding by Design process and the relationship between engagement and interactivity in e-learning. The researchers also explored the role of course design to support interactivity. This article employed a pre-test, post-test, and a survey implemented to 121 new hires to examine learning outcomes and perceptions of a gamified e-learning course. To provide an in-depth understanding of the quantitative data, the authors followed up with 10 semi-structured interviews. Results from this study highlighted that participants experienced high levels of engagement and understanding of foundational insurance information.

Methods and tools for analysing students’ digital footprint in the course of work under educational programmes

Collecting and analysing a student’s digital footprint is an integral part of the Russian education development in the conditions of the digital economy. This activity is connected, among the other things, with the assessment of the students’ formed competencies in the course of blended learning in the educational process. The purpose of the research is development of approaches, methods and tools for analysing the data generated in the digital educational environment (DEE), with a view to assessing the correlation between the structure and content of educational programmes and the results of the students’ educational activities under these programmes. The methodology of the essay is based on the Educational Data Mining (EDM), along with the methods for design and development of information systems and databases. The following data processing methods were used: correlation analysis and Distillation of Data for Human Judgment. The analysis used extensive detailed data on various aspects of the educational process, accumulated for over more than 10 years on the basis of Herzen State Pedagogical University of Russia. The authors have developed a tool for collecting and analysing the students’ digital footprint in a blended learning environment, using EDM methods. A series of calculations was made in accordance with the EDM methods, that make it possible to draw preliminary conclusions about the nature of relationship of some selected indicators (number of actions during the course, students’ activity in the course chat(s), final grade for the course work, attendance time at the course), obtained as part of the student work in the Moodle distance teaching system (DTS), with the interim certification results. For instance, the extent of interrelation between the final e-learning course grade and the results of interim certification is 0.7108, which is evidence of close interdependence. The extent of interrelation between the scope of course activities and the interim certification grade (0.314) shows only slight interdependence. Such calculations serve a basis for the assumptions in respect of assessing the impact of student activities on academic success, on the efficiency of e-learning courses and recommendations for modifying the educational resources with a view to improving their quality. The experience, approaches and results presented by the authors testify to expediency of using EDM methods for the analysis of the educational process.

An innovative MOOC platform: the implications of self-directed learning abilities to improve motivation in learning and to support self-regulation

PurposeMassive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness in a blended-learning context. One of the major recurring issues raised in both academic literature and in the press about MOOCs is the consistently high dropout rate of MOOC learners.Design/methodology/approachIn this study, we applied mixed methods as an exploratory case study, which prioritised the quantitative and qualitative approaches for the data collection processes. The data were collected using a MOOC Online Self-regulated Learning Questionnaire (MOSLQ) adapted and created from an existing measuring instrument. The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS Version 22) tool to conduct descriptive analysis. The qualitative results obtained from the transcribed focus group interviews in this study revealed the various behavioural patterns of how undergraduate students self-directed their learning. This focus group interview was conducted to reveal the various ways students organised and strategised their learning patterns in order to derive satisfaction in their distinctive learning behaviours and encourage motivation within their study approaches. Quantitative data collected online included a 30 items survey of which 17 respondents completed the survey items in the blended-learning study. The online course survey included 19 items of which data were gathered from 11 respondents.FindingsAcross the data, it is noticeable and clear that time management and goal setting were among the dimensions that are highly rated close to high level among SRL skills investigated in this study. We found that goal setting and task strategies predicted much better attainment of individuals controlling personal course goals, while help seeking was associated with lower goal attainment among majority of the participants.Research limitations/implicationsThe study also identified several challenges. For example, there were some challenges in learners completing the survey questions even when several reminders were sent out forth nightly. At this preliminary stage, learners participated as lurkers without engaging fully with other non-academic and academic interactive activities such as surveys, in course quizzes and forums. Most of the participants in this course said they enrolled to know more about the new trend MOOC, to make friends, to have fun and so on. Although, these are some of their intentions for participating, some of the participants at some points contributed to discussion forums.Practical implicationsOur platform currently allows learners to direct their learning within the course and also allow the choice of content prerequisite in order to recommend resources necessary for their learning. This study indicates the necessity to support SRL skills and directing development of self-determination skills among the participants. This study when applied to a larger sample will demonstrate effective measurement on areas of reliability and validity as results from this small sample has indicated some high SRL skill levels for individual learners within the research.Social implicationsHowever, the success of any e-learning or MOOC platform should consider the following best practices and objectives: the learners' entire learning experience, the strategies used in developing the course content, the planning of the course delivery and the methods of delivery. Therefore, all e-learning platforms should be designed with a primary focus on the way students learn to improve their own learning skills and help them regulate their own independent learning habits. In another related study, the success of any e-learning course implementation should be carefully considered with regards to the course's underlying pedagogy and how learners engage with the content.Originality/valueThere are many e-learning platforms in existence globally, but little has been mentioned about the development of a MOOC platform in general that could allow independent learning and also adequately demonstrating the components and features used in these MOOC designs. This research's implication is to aid instructional designers to apply best practices in the development of an online course. The best approach in designing a good course is to consider the learners and how they could engage with the course resources independently and develop the ability to self-direct their learning. One of the main goals of e-learning platforms is primarily based on developing learning resources that would be suitable for linear course structure as directed by the course developer or instructor.

SPADA Implementation on English E-Learning Course: Mechanical Engineering Students’ Perspectives

This study investigates the Mechanical Engineering students’ perspectives on their E-learning experience using SPADA as the primary platform in learning English, including understanding its features and material delivered, difficulties during the learning process, and suggestions to improve the quality of learning English through SPADA ITN Malang. As the Indonesian government requires every school and institution to begin implementing E-learning, starting from March 2020, in the National Institute of Technology (ITN) Malang, all learning activities that have been performed conventionally converted into virtual learning using the web-based learning management system named SPADA ITN Malang. The findings show that SPADA ITN Malang has positive appraisal by the students in accessibility, comprehension, and satisfaction aspect. However, the difficulties found, which were internet connection and the lack of understanding of the material, should be addressed with suitable learning strategies to create a better English learning environment for the non-English department students.

Modelling the acceptance of e-learning during the pandemic of COVID-19-A study of South Korea

The pandemic of COVID-19 has disrupted normal life and working in almost all parts of the world. Among other industries, the education sector has been hit hard. The learning process should continue and e-learning is the best alternative to replace the conventional classroom setting. E-learning programs and courses were already available for people who were mentally and economically ready for such learning. The severity of the pandemic has forced students to learn through this mode and their acceptance of this system is the point of exploration. The study was conducted on the 375 students studying management program at the undergraduate and graduate level in universities of South Korea. The study examined the instructor characteristics (instructor attitude, competency & interaction), student characteristics (student motivation, mindset & collaboration), and technology acceptance model (perceived ease of use & perceived usefulness) on the behavioural intention of students to accept and use e-learning in the future. The moderating influence of the external factor ‘perceived severity of pandemic COVID-19’ was examined. The results suggested that all factors were positively influencing the behavioural intention to use and accept the e-learning system by the learners during this pandemic. The data were analysed using the partial least square structural equation modelling (PLS-SEM) approach. The findings of this study will be helpful for all the stakeholders of the education arrangement which are moving or already shifted towards e-learning during the current crisis. The study emphasizes the various factors that are critical to the student and instructor characteristics to accept and use this system in this inevitable situation.

The College Students’ Satisfaction for Using Edmodo - the Learning Technology Application as E-Learning Media and Learning Effectiveness Improvement in Economic Higher Institution Mahardika Surabaya

This is quantitative research. The purpose of this study was to reveal the use of Edmodo free learning applications on student satisfaction and learning effectiveness. The population of this study was students of the Mahardika Surabaya Economics College who took e-learning courses. While the sample is 160 students. Sampling was done by Non-Probability Sampling, namely by Accidental Sampling. The instrument used is in the form of a questionnaire. The data analysis used is path analysis. The results of the analysis prove that satisfaction has a significant effect on the effectiveness of learning. Student satisfaction affects the effectiveness of learning because they are satisfied with learning, service, and teaching. They can increase effectiveness, such as doing assigned assignments, presenting, studying, and discussing with colleagues or lecturers.