E-learning Course Research Articles

School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements

School psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists’ practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was developed and implemented by nine psychologists through a partnership between the Ministry of Education and the Portuguese Psychology Association, focused on the Multi-tiered Systems of Support framework for constructing inclusive schools. The main aim was to empower school psychologists to support adequate, inclusive, and multi-tiered intervention responses in their schools, resourcing a collaborative and supervised approach. From all Portuguese regions, 327 psychologists participated in the training from October 2020 to April 2021. This article focuses on the trainers’ experiences of training, collected through a focus group, reflecting on the challenges, opportunities, and necessary improvements for future training in school psychologists in Portugal on this topic. Trainers have identified organizational and pedagogical aspects as critical to the training delivery and quality that should be addressed in future training courses for school psychologists.

Optimizing the E-learning experience: The importance of personalization and essential design elements

This paper aims to investigate the fundamental elements necessary for effective e-learning course design, and to explore the impact of personalization on learner engagement, motivation, satisfaction, and performance. Using a mixed-method approach, the study collects data from both an online survey and qualitative interviews to identify the key elements, including clear learning objectives, engaging multimedia, assessment and feedback, personalization, and accessible design. The data is analyzed using descriptive statistics, factor analysis, and regression analysis to determine the effects of personalization on learner outcomes. The findings suggest that personalization significantly enhances learner engagement, motivation, satisfaction, and performance, offering valuable insights into how e-learning courses can be designed to improve the overall learning experience. The article provides practical guidance for educators and instructional designers to create effective e-learning courses, underscoring the importance of personalization in optimizing the benefits of technology for learning. The study’s originality lies in its comprehensive examination of the essential elements of e-learning course design and the impact of personalization on learner outcomes, making a significant contribution to the field of e-learning research.

The co-development and evaluation of an e-learning course on spinal cord injury physical activity counselling: a randomized controlled trial

BackgroundHealth, fitness and lifestyle professionals can play important roles in promoting physical activity in groups at risk of developing an inactive lifestyle, such as people with spinal cord injury (SCI). Tailored counselling is a promising tool to promote and improve physical activity levels. To support professionals to effectively have a conversation about physical activity with clients with SCI, evidence-based training and resources are needed. This project aimed to (1) co-develop an e-learning course on best practices for SCI physical activity counselling and, (2) examine the effectiveness and usability of this course.MethodsGuided by the technology-enhanced learning (TEL) evaluation framework, we used a systematic, multistep approach to co-develop and evaluate an e-learning course. The development process was informed by input and feedback from a diverse group of end-users and experts (n > 160) via online surveys and (think-aloud) interviews. A randomized controlled trial was used to compare learning outcomes (post-knowledge and self-efficacy) between participants who completed the course (intervention group) and the wait-listed control group. Usability, learning experiences, and satisfaction were assessed among all participants.ResultsForty-one participants (21 intervention-group; 20 control-group) with various backgrounds (e.g., lifestyle counsellors, physiotherapists, occupational therapists, recreation therapists, fitness trainers) enrolled in the randomized controlled trial. After completing the course, participants in the intervention group showed significantly improved knowledge on the best practices for SCI physical activity counselling and higher self-efficacy for using these best practices in conversations with clients with SCI compared to the control group (p <.001). Participants reported above average usability scores, positive learning experiences, and high levels of satisfaction when completing the course.ConclusionWe used a systematic, multi-step, theory-informed approach to co-develop and evaluate an evidence-based e-learning course on SCI physical activity counselling to support professionals to promote physical activity in their daily practices. The overall positive findings demonstrate that the e-learning course is feasible and ready for further implementation in various health and community settings. Implementation of the e-learning course can help professionals improve the physical activity support they provide to their clients, and subsequently increase physical activity participation in people with SCI.

Iranian medical students' E-learning continuance intention after end of COVID-19 pandemic.

Coronavirus disease (COVID-19) pandemic caused the closure of many face-to-face classes in Iran's universities of medical sciences, so e-learning was adopted as the alternative method. This study aims to examine the medical students' perspectives on e-learning continuance intention. In this quantitative study, the population included 1,453 students and the statistical sample size was determined to be 305 students using the Cochran formula. The participants were selected using stratified sampling method based on the field of study and the data were collected by e-learning evaluation questionnaire. The data were analyzed using SPSS 26.0 in addition to descriptive statistics. The results showed the mean perceived autonomy, perceived competence, and communication in e-learning, intrinsic motivation, information quality, e-learning applicability and students' satisfaction with e-learning courses were 2.61, 2.81, 2.91, 3.03, 2.98, 2.92, and 3.31, respectively. There was no significant correlation between the competence and applicability, user satisfaction and e-learning continuance intention. Moreover, e-learning continuance intention had the highest correlation with students' satisfaction (0.787) and information applicability (0.784), respectively. Medical students had a tendency to continue e-learning, even after controlling the COVID-19 outbreak, and health education policymakers can be of use in this opportunity to developing educational services.

TRANSFORMING LEARNING EXPERIENCES IN ART AND DESIGN APPRECIATION: A RESEARCH ON E-LEARNING DESIGN AND DEVELOPMENT

The paper focuses on the design and development of an e-learning course in art and design appreciation. Using the ADDIE model, the study explores the integration of the See Think Wonder approach in the e-learning context. The research aims to enhance learners' engagement, understanding, and appreciation of art and design. The study consists of analysis, design, development, implementation, and evaluation of art and design appreciation e-learning. The findings indicate that the See Think Wonder approach positively impacts the e-learning environment by increasing learner engagement, critical thinking skills, and emotional connection to artworks. The approach facilitates active participation, critical discussions, and improved observation and interpretation of artworks. The e-learning platform offers flexibility and accessibility, enabling learners to study at their own pace. Multimedia elements and interactive activities enhance the learning experience. Evaluation results support the effectiveness of the course, with learners recognizing the value of the See Think Wonder approach in enhancing art and design appreciation. It improves their confidence in analyzing artworks and deepens their understanding of artistic elements and principles. The research contributes to the field of art and design education by highlighting the potential of e-learning in transforming learning experiences. It provides insights for educators and instructional designers seeking to enhance art and design education through digital platforms.

Female-Perpetrated Child Sexual Abuse: A Vignette Study Investigating Professionals' Gender-Related Perception Bias and the Influence of an E-Learning Course

The attitude of professionals towards victims’ disclosures of child sexual abuse has a decisive influence on the well-being of the victims. However, both vignette studies as well as victim surveys suggest that professionals’ perception on sexual abuse is influenced, among other factors, by the perpetrators’ gender. The present analysis investigates whether professionals’ perception of sexual abuse is influenced by the perpetrators’ gender, the professionals’ gender as well as their experience and field of profession. Additionally, the effect of an e-learning course was examined. As part of an e-learning course on child sexual abuse, N = 1925 German professionals (social work, educational, medical-therapeutic, legal professionals) were presented with pre- and post-editing vignettes differing in the perpetrators’ gender and the ambiguity of the situation. The professionals had to rate the situations in terms of sexual abusiveness. The findings revealed that the same situation would be more likely classified as abusive when the perpetrator was male, particularly in ambiguous situations. Moreover, work experience, personal experiences with sexual abuse, and awareness of sexual abuse had significant positive relationships with the professionals’ rating of the abusiveness of a situation. An effect of training was identified, with situations being more likely rated as abusive after the course, specifically in cases with female perpetrators. Victims of female-perpetrated sexual abuse are still often disbelieved, and their experiences trivialized because professionals perceive violence by women differently due to gender stereotypes and a lack of knowledge on female-perpetrated violence. This study highlights the important effect of training. Both science and professional practice need to increase knowledge about female-perpetrated child sexual abuse, as it remains a taboo topic.

Designing e-learning courses for classroom and distance learning in physics: The role of learning tasks

Digital learning technologies have grown increasingly important in physics education, partly enforced through the COVID-19 pandemic. During the pandemic, digital technologies allowed for continued teaching and learning of students even when schools were closed. While research in psychology and educational technology has yielded many insights into the effectiveness of e-learning courses, fewer studies have examined the design of e-learning courses. Few studies have empirically investigated the design of learning tasks as a central element of e-learning courses. The present study analyzes how the design of tasks in e-learning courses, specifically with respect to their degree of openness as well as the relevance of their contexts, influences students’ behavioral engagement, learning outcomes, and situational interest. Due to the importance of e-learning courses during the COVID-19 pandemic, we also analyzed the extent to which specific learning settings (classroom learning, distance learning) influence the effects of e-learning course design on students’ behavioral engagement, learning outcomes, and situational interest. To investigate the research questions, we analyzed a total of N=1060 datasets for 12 different e-learning courses (3 to 5 lessons, middle school physics), of which n=557 were completed before and n=503 during the COVID-19 pandemic. The results suggest that e-learning courses with a high proportion of learning tasks that relate to meaningful real-world contexts appear to be more conducive to behavioral engagement, learning outcomes, and situational interest. Regarding the consideration of open-ended tasks, the results suggest that these appear to be more useful for classroom learning but should be used in a limited way when designing e-learning courses for distance education. Published by the American Physical Society 2024

The Mediating Role of Self-Regulated Learning in the Relationship between Technical Self-Efficacy and Satisfaction with E-Learning Courses among Learners in the Optimal Investment Program for Educational Cadres at Northern Border University

هدفت الدراسة الحالية إلى الكشف عن العلاقة الارتباطية بين الكفاءة التقنية والتعلم المنظم ذاتياً والرضا عن المقررات الالكترونية، وكذلك الكشف عن الدور الوسيط للتعلم المنظم ذاتياً في العلاقة بين الكفاءة التقنية والرضا عن المقررات الالكترونية. حيث تكونت عينة الدراسة من (134) دارساً في برنامج الاستثمار الأمثل للكوادر التعليمية بجامعة الحدود الشمالية. وقد اشتملت أدوات الدراسة على ثلاثة استبيانات؛ استبيان الكفاءة التقنية، استبيان التعلم المنظم ذاتياً ، واستبيان الرضا عن المقررات الالكترونية. وقد أشارت نتائج الدراسة إلى القدرة التنبؤية للكفاءة التقنية والتعلم المنظم ذاتياً بالرضا عن المقررات الالكترونية، وأن التعلم المنظم ذاتياً وسيطاً دالاً في العلاقة بين الكفاءة التقنية والرضا عن المقررات الإلكترونية

Evaluation of a training course for general practitioners within the melanoma multimedia education programme of the Italian Melanoma Intergroup: a study protocol.

The text discusses the role of general practitioners (GPs) in the prevention and early diagnosis of melanoma, a type of skin cancer. It highlights the need for GPs to be able to recognize suspicious skin lesions and refer patients to specialist dermatology centers. However, many GPs lack comprehensive training in diagnosing melanoma. The text mentions that various training courses have been conducted for GPs, but their impact on clinical practice has been limited. The MelaMEd Programme is an e-learning course developed by the Italian Melanoma Intergroup (IMI). The programme aims to provide GPs with comprehensive knowledge of melanoma prevention, diagnosis, and treatment. It includes an e-learning section, and a dedicated platform called MelaMEd platform, which offers a multimedia atlas of melanoma. The objective of the study is to evaluate the impact of the MelaMEd programme on GPs' diagnostic accuracy, knowledge of melanoma, and management of suspicious lesions. The methodology involves administering pre-training and post-training questionnaires to participants, assessing their diagnostic skills and evaluating the training course's effectiveness. The study aims to demonstrate the effectiveness of the MelaMEd programme in improving GPs' ability to recognize and manage melanoma. It also seeks to identify areas for improvement and recommend interventions to enhance diagnostic accuracy. The results will be analyzed statistically using descriptive, univariate, and multivariate analysed methods.

Return on investment for developing electronic courses at Umm Al-Qura University: A case study

This study focuses on using the return-on-investment (ROI) method to assess the effectiveness of e-learning programs and projects at universities. It aims to increase the efficiency of these programs and help identify promising e-learning initiatives for the future. Research indicates that only a small percentage (8%) of educational institutions measure the ROI of their teaching programs. This particular research evaluates the ROI of an e-learning course development project at Umm Al-Qura University, conducted between 2019 and 2021 under the E-Learning and Distance Education Deanship. The methodology of the study involves descriptive analysis. This includes assessing the project's ROI, reviewing related literature, creating research tools, and performing statistical data analysis. The study found that the project had an ROI of 189.9%, meaning it produced nearly double the investment made in it. This indicates financial success, as the benefits of the project surpassed its costs. Moreover, the study highlights several indirect advantages of the project. These include increased satisfaction levels among students and faculty with the e-learning courses and enhanced learning outcomes. The project also aimed to improve the skills of students and faculty in using computers, the internet, and distance communication tools, thereby contributing to the overall institutional work system at Umm Al-Qura University.

COLONTOWN Searching Safari: Education to remove barriers to pursue clinical trials for patients with metastatic colorectal cancer (mCRC).

82 Background: Clinical trials can expand otherwise limited treatment options for patients with metastatic cancer. Yet, the complexity of the trial landscape can prevent patients from pursuing trials. Even in mCRC patients motivated to participate in trials, 79% described trial search negatively, mainly ‘overwhelming.’ We hypothesized that “clinical trial-literacy” and familiarity with the tools/process of pursuing trials were critical precursors for patients to incorporate trials into their treatment plan. To test this, we, as managers of COLONTOWN, a large, online CRC patient/caregiver community, developed an interactive course. Methods: We reviewed many posts from the COLONTOWN clinical trial groups to identify gaps between the desire to participate in a trial and the knowledge/tools needed to do so. We then determined those most likely to benefit as mCRC MSS patients interested in, but not in urgent need of, trials. We developed a 4-week long course with 5 hours of live online sessions and 5 hours of homework. Participants built fluency in the language of clinical trials, learned about available tools, and identified and assessed trials in the context of their personal needs and disease dynamics. Unlike most other trial resources, the focus was on informed patient-centered decision-making, not on the science or mechanics of trials. The course was offered 3 times in 2022/23 with iterative improvements after each session. Participants (n=48) were assessed for their attitudes around trials before and after the course to measure impact. Results: We found that our repeatable, scalable course improves mCRC patient perceptions of and skills to pursue trials as evidenced by pre-course vs. post-course surveys. This included average response to “How prepared do you feel to find a clinical trial?” increasing from 2.1 to 3.8 on a 5-pt scale and positive sentiment about the process rising from 7% to 71% (table). Positive feedback on meeting course objectives and amount of coursework being ‘just right’ (96% and 92% of responses, respectively) support the material’s value for time invested. Conclusions: Through systematic skill building, self reflection, and practical tools, our guided course can build confidence and empower patients and caregivers to take the next step to pursue clinical trials. Patient education can indeed help overcome often-overlooked emotional and knowledge barriers to pursuing clinical trials present even in a motivated patient population. Next, we plan to create and assess the benefit of an additional on-demand e-learning course and to expand to other patient groups. [Table: see text]

Innovation in surgical trauma care education: assessment of a Panamerican Trauma Society online surgical skills course hosted by the Spanish Surgical Association.

Incorporating surgical skills education in trauma care is essential for young surgeons and surgical trainees. This study describes an innovative e-learning course for teaching trauma care surgical skills in an international cooperative setting. Furthermore, it aims to offer valuable insights on enhancing e-learning practices. The Panamerican Trauma Society and the Spanish Surgical Association have joined forces to launch an online course focusing on advanced trauma care surgical skills. This report provides an in-depth examination of the project and scrutinizes participant feedback through a post-course survey. The survey thoroughly evaluates their satisfaction level, the usefulness of the course content, and their view on its clinical relevance. Three hundred eighty-two surgeons from 16 countries completed an online course. Three hundred seventy-nine of them responded to the post-course survey. The mean age was 36, with 64% females and 36% males. The course consisted of 9.9h of academic content, including 5h of video lectures and 4.9h of live discussions. Ninety-seven percent of the participants were practicing general and acute care surgeons, and only 2% were exclusively dedicated to trauma surgery. Sixty-one percent of participants highly valued real-time interaction with faculty, and 95% believed their trauma surgical skills would improve. Additionally, 93% of the participants were satisfied or very satisfied with the e-learning experience. The use of video-based instructional materials has revolutionized surgical education. With online courses in trauma surgery, surgeons can now improve their skills and better prepare themselves to handle severe trauma cases. This innovative approach to surgical education has proven to be very effective and can potentially enhance patients' quality of care.

The Online Teaching Learning Platform (PK Learning): Students’ Perspective

Online learning will most certainly have an important role to play in future learning. E-learning courses come in a variety of formats and utilize a range of technologies. E-learning enables students to complete training and educational objectives with greater ease and flexibility. PK Learning is an online education with an interactive and self-paced form of learning that can be used by Muhammadiyah Program Khusus to learn anytime, anywhere. This study described middle-school students’ attitudes toward the use of PK Learning from its accessibility, flexibility, and effectiveness. There is one class in each grade consisting of 30 or 31 students, which was used to collect the data, which means that 93 students from grades 7, 8, and 9 participated in this research. The data was collected in the form of a descriptive case study with interviews and observation. The purpose of this study was to explore the student’s perception of the use of PK Learning. Analysis percentage and the result of the interview were used to capture the responses. Analysis of the data revealed three major positive perceptions toward PK Learning: accessibility, flexibility, and effectiveness. Based on the findings, The use of PK Learning from students’ perceptions in the Muhamamadiyah Program at Khusus Junior High School is discussed.

Efficacy of a Physical Activity e-Learning Course Delivered to Early Childhood Educators on Preschoolers' Physical Activity and Sedentary Behaviors: A Cluster Randomized Controlled Trial.

This study examined the effectiveness of an early childhood educator (ECE)-focused physical activity e-Learning course on children's physical activity and sedentary time in childcare. A cluster randomized controlled trial was conducted in 12 childcare centers in London, Ontario, Canada. A total of 145 preschoolers and 42 ECEs participated in this study. ECEs in the intervention condition completed a 5-hour e-Learning course related to physical activity. Outcomes were preschoolers' minutes of moderate- to vigorous-intensity physical activity, light-intensity physical activity, and sedentary time assessed using accelerometers. The intervention did not have a significant effect on moderate- to vigorous-intensity physical activity (d < 0.01, P = .984), light-intensity physical activity (d = -0.17, P = .386), or sedentary time (d = 0.07, P = .717) from baseline to postintervention. There was also no significant intervention effect on moderate- to vigorous-intensity physical activity (d = 0.27, P = .260), light-intensity physical activity (d = -0.08, P = .740), or sedentary time (d = -0.15, P = .520) from baseline to follow-up. Providing ECEs with online training in physical activity through an e-Learning course may not be sufficient to increase physical activity levels among young children in their care. It may be essential to deliver multicomponent interventions to increase preschoolers' engagement in physical activity in childcare.

How an e-Learning Course Was Created to Support Primary Teachers’ Facilitation of Student Reflective Practice through Educational Vlogging

Abstract This article explains how teachers can use educational vlogging as a tool to facilitate students’ reflective practice in primary schools. Vlogging is a short duration video recording that engages the learner in critical self-reflection. The widespread accessibility of digital devices in Irish schools offer primary teachers opportunities to use vlogging as a tool to enable students to reflect on their learning, and gather learning analytics that provide insight into the learning process. The Educational Entrepreneurial Approach (EEA) (Crotty, 2014) to action research was employed to show how examining a Covid-19 school news broadcasting project provided the rationale for developing and creating an e-learning course. This course consisted of fifteen educational videos that aimed to enable teachers to facilitate student vlogging in a disadvantaged primary school. Research data was gathered through reflective journaling and validated through meetings between me as researcher (Author 1), my Supervisor (Author 2), and fellow students on the MSc. in Education and Training Management (eLearning) colleagues – hereafter referred to as MEME. Findings offer insights into the benefits and limitations of educational vlogging and detail how creating the e-learning course, Vlogging in the Primary School, was transformative for me and for the school. The outcomes indicate that educational vlogging can potentially benefit teachers and students in Irish primary schools and beyond.

Japanese nurses' confidence in their understanding of telenursing via e-learning: A mixed-methods study.

Telenursing e-learning courses have been shown to enhance nurses' skills and knowledge; however, the subjective learning experience is unclear. In this study, we identified meta-inferences to quantitatively and qualitatively understand this experience, as well as the types of knowledge gained through an e-learning course and how they are linked to each other, in order to enhance nurses' confidence in their understanding of telenursing. We employed a single-arm intervention with a mixed-methods convergent parallel design. We converged participants' self-reported pre- and post-course confidence scores with their reflections on the learning experience, which were reported qualitatively as improved or unimproved. A total of 143 Japanese nurses with a mean of 20 years of nursing experience participated in this study. Among the participants, 72.7% demonstrated improved confidence in their understanding of telenursing after completing the e-learning course. The baseline confidence score was originally higher in the group that reported unimproved confidence (p < .001). Although there was no statistical difference in the usability and practicality scores between the two groups, the qualitative learning experience in these aspects differed in terms of the depth of knowledge of telenursing obtained. Nurses' quantitative confidence in their understanding of telenursing after course completion was incongruent with their qualitative perspectives of the learning experience. Nursing educators, healthcare policymakers, and other stakeholders should consider that learners' overconfidence in their understanding of telenursing and comprehension of e-learning materials may result in their failure to develop key telenursing competencies, skills, and knowledge.

EDUCATIONAL ANALYTICS IN UNIVERSITIES: TOOLS FOR ANALYSIS AND FORECASTING

Digital tools for data analysis play an important role in improving and optimizing processes in various fields of activity. A wide range of collected data increases interest in educational analytics to support effective management decision-making at all levels in higher education institutions. In this regard, educational institutions are using digital tools for analysis and forecasting that receive data from the learning management system (LMS) used by universities and provide summarized data in an appropriate format for each group of stakeholders. This article presents digital tools for processing large amounts of educational data accumulated on university platforms such as the Moodle LMS. This study identifies and describes three groups of educational analytics tools for e-learning courses (ELCs) developed on the basis of the Moodle LMS platform. The authors have developed an implementation scheme that includes the process of researching, cleaning, transforming and modeling large amounts of data obtained from the digital educational environment of an educational institution in order to identify hidden patterns, unknown correlations and visualize the necessary information. The article presents a diagram of the components of the system for conducting educational analytics based on Moodle big data and business intelligence systems such as Power BI, which allows creating interactive dashboards based on educational indicators. Using the standard analytical capabilities of Moodle and tools, an experimental study was conducted on the example of the educational portal of the National University of Life and Environmental Sciences of Ukraine, which allowed us to analyze which e-learning materials within educational programs are most popular, how timely students upload their work, what is the student engagement rate in an e-course, or which students potentially will not be able to complete their e-learning on time.

Veterinary teaching in COVID-19 times: perspectives of university teaching staff.

The digitalization of university teaching has been taking place for many years and, in addition to traditional teaching formats such as practicals and face-to-face lectures, more and more e-learning courses have been used in veterinary education for several years. In the context of the COVID-19 pandemic, universities across Germany had to switch to an ad-hoc, purely digital summer semester. This study evaluated the experiences and implementation of the digital summer semester 2020 at the University of Veterinary Medicine Hannover (TiHo) Foundation from the perspective of the teaching staff. In addition to the technical equipment used by lecturers, this survey also focused on the effects of the digital semester on teaching and the future practicality of digital teaching formats and strategies in veterinary education. Therefore, a questionnaire was designed and distributed among lecturers involved in the digital summer semester 2020. One hundred and three completed questionnaires were evaluated. The results of the evaluation show that teachers see huge potential in blended learning as a teaching method in veterinary education. In addition, teachers were able to digitize teaching well with the available hardware and software. The teaching staff saw difficulties above all in the loss of practical training and in the digitalization of practical exercises. Teachers also needed significantly more time to plan and implement digital teaching compared to pure face-to-face teaching. In summary blended learning offers many advantages, such as increased flexibility for students and teaching staff. In order to be able to use digital teaching methods and strategies profitably in veterinary education in the future, well thought-out didactic concepts and further technical expansion of the universities are required. In addition, the digital skills of teaching staff should be further trained and promoted.

Принципы непрерывного обучения иностранному языку будущих инженеров в вузе

The article discusses the issue of organizing continuous foreign language teaching of future engineers in higher education. The aim of the research is to consider the possibility of applying a non-linear approach to the organization of continuous foreign language learning for engineering students in higher education in terms of systemic, organizational, temporal and other aspects of continuous learning in relation to the Foreign Language discipline. The materials for the study were educational standards of higher education for engineering specialties, materials of engineering forums on the problem of engineering education modernization, regulatory and legal documents of the Advanced Engineering Schools project. The focus of attention is on the current requirements to the set of competencies of a future engineer concerning the development of supra-professional (flexible) skills, such as leadership and entrepreneurial skills; the ability to work in a team, present the results of work, interact in a team, etc.; research skills; skills and abilities required to perform tasks within the framework of interaction between universities and their industrial partners. The study formulates and reveals the principles of continuous foreign language teaching process of future engineers in a higher education institution – systemic, organizational, temporal, age-specific, content-specific, level-specific, technological, and socio-psychological. The principle of technological continuity consists in the development of a system of special tasks based on authentic digital corporate resources, a gradual increase in the number of authentic digital corporate resources used in the learning process, and a complication of tasks and types of learning activities developed on their basis. The principle of socio-psychological continuity of the foreign language learning process is important for the organization of the learning process, as it reflects the specificity of foreign language learning for future engineers and contributes to the successful development of supra-professional skills. The key role in the formulation of this principle is played by taking into account individual-psychological features of engineering students, such as aspiration for leadership, rational understanding of the surrounding reality, etc. These students are characterized by a higher level of general tension and a dominant level of non-verbal intelligence development compared to students of the humanities. Thus, the results of the study allow us to conclude that these principles should be taken into account when designing a system of special tasks, developed on the basis of authentic digital corporate resource s and the capabilities of digital technologies, and when developing an e-learning course in foreign language for future engineers at the bachelor’s and master’s levels in higher education.

Pengembangan Konten Interaktif untuk E-Learning di Lembaga Pendidikan Yayasan

This research focuses on developing interactive media content for an e-learning course, specifically designed for teachers at Pandu Pertiwi Foundation. The objective is to equip them with tools to create engaging Zen-based learning presentations. The methodology adopted is Research and Development (R&amp;D) using the ADDIE model, modified to include analysis, design, development, and implementation stages. During the development stage, the content underwent two cycles of evaluation by experts in material, learning design, and learning media. The implementation stage involved trials with three teachers, representing the end-users, to assess the content's suitability and applicability. The findings from these expert and user trials demonstrate that the H5P interactive content developed is practical and suitable for use in educational settings, offering valuable insights into the effective use of interactive media in e-learning environments.