Implementation Of E-learning Research Articles

Future English Teachers’ Perspective towards the Implementation of E-Learning in Covid-19 Pandemic Era

<p><em>This research was conducted to investigate the future English teachers’ perspective towards the implementation of e-learning in Covid-19 pandemic era. There were 60 respondents involved in this research. A survey method was carried out in this research. The data of this research was collected by distributing a questionnaire. The questionnaire was formulated based on the theories about the pros and cons of the e-learning implementation. Descriptive analysis was done to analyzed this research data. The data of this research was transformed into percentage. The result of this research showed that the future English teachers find e-learning is beneficial for them, but still have some lacks to overcome. Besides, the subjects of this research are aware of things they need to prepare before they conduct e-learning, and they also suggest the stakeholders in Indonesia to improve the technology development to support the e-learning implementation.</em></p>

Implementasi E-Learning Sejarah Kebudayaan Islam Pada Masa Pandemi COVID-19 Di MTsN 4 Gunungkidul

The Covid-19 pandemic that hit Indonesia had an impact on the world of education so that the Central Ministry of Religion created a learning application in the form of E-Learning Madrasas for distance learning. MTs N 4 Gunungkidul stated that it was ready to learn with Madrasa E-Learning during the Covid-19 pandemic. Therefore, the purpose of this study is to describe the implementation of E-Learning during the Covid-19 pandemic at MTs N 4 Gunungkidul. This study uses a descriptive qualitative approach. Data collection techniques by conducting observations, interviews, questionnaires and documentation. The results showed that the implementation of Madrasah E-Learning in Islamic Cultural History Subjects during the Covid-19 pandemic at MTs N 4 Gunungkidul was able to implement E-Learning well. The implementation of Madrasah E-Learning is carried out in 3 stages: the preparation stage, the implementation stage and the evaluation stage. The strategy is in the use of Madrasah E-Learning features and in learning. Constraints are in the features of Madrasah E-Learning that need to be updated and perfected as well as network and internet quota constraints.

E-LEARNING AND TEACHING IN HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY AND EDUCATION - INITIAL EVALUATION OF EFFECTIVENESS AND FEASIBILITY MODEL ON A LARGE SCALE

E-Learning and Teaching is a modern method of teaching and learning based on information technology. In particular, during the industrial revolution 4.0, information technology and digitization develop strongly and rapidly in all countries, which make the traditional teaching method lose the leading position in modern education. Because E-Learning and Teaching allows the maximum exploitation of its features and utility in online teaching and learning, reduces training costs, time and brings convenience for learners anytime and anywhere. Recognizing the importance of online teaching and learning trends in the industrial revolution 4.0, Ho Chi Minh City University of Technology and Education (HCMUTE) has applied and implemented the E-Learning and Teaching system on the basis of teaching management systems such as LMS/FHQLMS and Google Classroom. This article contributes to describing the current situation and difficulties in the implementation of E-Learning and Teaching, aiming to build an E-Learning and Teaching application on a large scale in HCMUTE in particular and Vietnam in general.
 
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Implementasi E-Learning Berbasis Moodle di Masa Pandemi Covid 19

This study aims to determine the results of the implementation of moodle-based e-learning. This type of research is a descriptive analysis with a frequency distribution, namely concluding based on the data obtained during the study. The research sample was 71 people. The results of the study found that there were 19.3% of students who answered strongly agree; 61.5% of students who answered agreed; 16.4% answered disagree 2.7% answered strongly disagreed with using moodle-based e-learning during the Covid-19 pandemic. For some students who answered disagree and strongly disagreed, it was because the student concerned did not yet have a laptop and their place of residence was far from urban areas. In conclusion, the use of moodle-based e-learning is very appropriate, in order to overcome conventional learning activities that cannot be done due to the COVID-19 pandemic and the availability of facilities and infrastructure is very much needed so that learning outcomes can be realized.
 Keywords: e-Learning, Moodle

Google Classroom as E-learning Mode at SMP YPM 7 Sidoarjo

Technology has grown speedily so that people can access the internet and also can communicate with others easily. By means the development of technology, many people use it not only as a communication tool but also for the implementation in the educational world in regard students learn to use computers and all things about technology. Furthermore, students and teacher can also do teaching and learning activities online, Google Classroom, as one of the online learning platforms that applied at SMP YPM 7 Sidoarjo. Based on the background of the study, the purpose of the study focuses to discribe How is the implementation of e-learning by using google classroom at SMP YPM 7 Sidoarjo and what the students’ perception. In order to answer the two formulated research questions, there are two types of instruments in this research. Those obtained from document google classroom and questionnaire. This is a qualitative research design the writer describe the data briefly. This research conducted under the assumptions there are various perceptions towards the implementation of google classroom as E-learning at SMP YPM 7 Sidoarjo. Whereas, the result of the questionnaire explain about the Perception of the student, the instrument showed that the student’s majority had a positive Perspection. The conclusion in this research is there is neccesity to elaborate some suggestions regarding google classroom as e-learning the The teacher should be more explore application of google classroom it self.

E-scouts in support of online teaching during the SARS-CoV-2 pandemic.

Introduction: During the SARS-CoV-2 pandemic, students with an affinity to digital technology supported the online teaching activities of lecturers on an ad-hoc and needs-oriented basis. The aim of the study was to determine the necessity and acceptance of these so-called e-scouts. Methodology: An online survey was sent via the Faculty of Medicine mailing list of department heads and teaching coordinators. Thirty valid responses were identified and evaluated. Results: The e-scouts provided support in particular with preparing audio commentaries of presentation slides, video recording of presentations, and the implementation of case-based e-learning. The main reasons for requesting help from the students were technical support, equipment loan, and support with how to use the learning platform and course management system. Overall, the lecturers rated the service provided by e-scouts as highly satisfactory and praised their prompt and competent assistance. Over 50% of the lecturers stated their wish to continue working with e-scouts in the future and integrate online activities into their teaching even beyond the SARS-CoV2 pandemic. Discussion and conclusion: With the support of the e-scouts, lecturers received assistance with developing and improving their own media competence without bureaucratic hurdles, aiming to create online courses for the local teaching and learning platform. Thereby, the e-scouts’ perspective was very helpful in providing both important insights into how students learn as well as impulse toward the further development of digital teaching activities.

E-Learning Implementation in Physical Education Department in Higher Education During COVID-19 Pandemic

The implementation of e-learning is getting more vigorous as the revolution of industry 4.0 has also affected the education domain. The E-learning system must be planned comprehensively and educational institutions cannot run the system suddenly. Education in Indonesia should be run at home, including higher education. The purpose of this research was to determine and to compare the implementation of e-learning in the Physical Education (PE) Department in public and private college. Data were collected using a questionnaire adapted from e-learning readiness factors and national rules of e-learning implementation. Based on score, the PE department in Sports Faculty did better e-learning than STKIP PGRI Trenggalek, but both institutions had many aspects that had to be leveled up and improved to keep the learning meaningful and of high quality.

E-learning Practice at Medical Universities in Poland in the Perspective of the SARS-CoV-2 Pandemic

Abstract The epidemiological situation resulting from the SARS-CoV-2 pandemic caused the Polish universities to fully switch to distance education in March 2020. Medical e-learning has not yet been broadly implemented into the education process. Therefore, examples of successful e-learning implementations or the organization of the process of medical e-learning offer a valuable source of knowledge today, which is needed immediately. The article presents e-learning practices at the Polish medical universities during the SARS-CoV-2 epidemic during the period from March to September 2020, covering seven universities in Poland that offer medical and health studies. The organization and implementation of e-learning classes is presented, including knowledge evaluation practices, providing example decisions issued by university rectors, on which the teaching process was based. A detailed presentation of the schools’ organizational units or workgroups that played an important role in the process of coordination of measures supporting e-education is also included. The article also presents a description of the software applications, utilities, and services used at the schools in the course of the process of online education. Below are some examples of specific such implementations in selected university courses.

DEVELOPMENT OF WEB-BASED LEARNING IMPLEMENTATION AND ANDROID APPLICATIONS TO BRING TEACHER CAPABILITY

This study aims to determine the results of the process of developing a web-based e-learning implementation book and an android application, as a way to hone the teaching skills of prospective teachers. The instruments in this study were observation sheets, books, and questionnaires. Based on the achievement of the product, product evaluation is needed including validation of material experts and media experts. The stages in this study with the ADDIE model are (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The results of this study obtained that the web-based e-learning implementation book and android application have fulfilled (1) Validation data with the average results obtained from the media validation sheet from media experts 93.67% and 85 material experts, 33%. (2) seen a positive influence from the results of the post-test with a percentage of 91.68% and (3) shows the response of prospective teachers after using e-learning books in the main field test showed a percentage of 82.68% so that they can hone their ability to teach independently.

Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon

Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.

Gamifikasi untuk Pembelajaran

Gamification is a method that is currently slowly but surely starting to be looked at to be developed together with the e-learning Learning Management System (LMS). However, the nature of gamification in learning is still not widely known by many parties. This article will try to explain some important things you need to know to develop Gamification. Some of the things that will be discussed in this article are the definition of gamification, the basic elements of gamification, the types of gamification, and the implementation of Gamification and LMS E-learning.

EFL Teachers' Perceptions of the Barriers and Opportunities for Implementing eLearning at Afghanistan Universities

eLearning is implemented as an educational approach in teaching and learning EFL globally. Although, eLearning is said to enhance EFL education, there are still barriers and opportunities for the use of this approach that needs to be investigated. While there is wide research on eLearning, within the context of Afghanistan EFL practices, there is a need for more investigations. The current study aimed to investigate the perceptions of Afghan EFL teachers' perceptions, barriers and opportunities of implementing eLearning at universities. The study applied a qualitative approach. The respondents were 6 EFL teachers, purposefully selected from the English Department of a particular university in Afghanistan. The data were collected via semi-structured interview. Thematic analysis was used for coding. The findings showed that the teachers have a basic understanding of eLearning as well as its potentials for use at university-level EFL teaching and learning. It is also highlighted that the educational system has been transformed, and that eLearning provides a practical and visual language teaching with an anytime/anywhere learning opportunities. Some of the major barriers of eLearning implementation mentioned by the teachers include lack of regular supply of electricity, low speed internet, limited access to ICT tools, and lack of computer labs. The EFL teachers' interest to implement eLearning shows they are motivated to use eLearning in the EFL classroom, but due to the barriers, it is a challenge that the teachers find it hard to overcome as one of the biggest challenges is the lack of regular supply of electricity. The findings could help the Ministry of Higher Education of Afghanistan to consider this as an urgent need for changes to be made especially as in the new normal, COVID-19 pandemic era, due to digital disruption, virtual classrooms have become the norm worldwide. Without proper ICT systems, power supply and skills, both the teachers and students in Afghanistan would be greatly disadvantaged.

The e-Learning Quality Model to Examine Students’ Behavioral Intention to Use Online Learning Platform in a Higher Education Institution

This paper aims to understand the behavioral intentions of students in using e-learning in a public university in Indonesia. We apply the e-learning quality model to observe the quality factors that trigger intentions. The quality factors include assurance, empathy, responsiveness, reliability, and website content. Understanding how these quality learning factors may affect a student’s behavior intention to use e-learning is important to bring e-learning implementation success. We collected 502 responses from university students at a public university in Indonesia that implements a Moodle-based e-learning platform – namely ShareITS. Out of 5 (five) quality learning factors, we found only 2 (two) that significantly affect the e-learning quality – i.e., responsiveness and website content. The result shows that the teacher-student engagement in the e-learning platform and also the better visual design of ShareITS can improve the quality of the e-learning platform.

PENINGKATAN KINERJA SISTEM E-LEARNING DALAM PERSPEKTIF UNIVERSITAS 4.0 MENGGUNAKAN KERANGKA IT BALANCED SCORECARD

Bina Darma University (UBD) as one of the university based information technology currently has been assisted by the use of IT in implementing its strategy. University 4.0 is a university that makes students as a learning center and assisted by the use of IT. UBD in conducting learning has been assisted by e-learning which is one of the benchmarks of 4.0 University perspectives. E-Learning implementation assists the learning process by students and lecturers. The performance of the e-learning system has not been measured. Measurements are performed to improve the quality of e-learning systems in the 4.0 university perspective. To perform analysis used the IT framework Balanced Scorecard consisting of four perspectives namely Corporate Contribution/Business Contribution, User Orientation, Operational Excellence and Future Orientation. The result of this research is an improved analysis of quality and strategies to improve the quality of e-learning systems in the 4.0 university perspective.

Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic - A case study from Malaysia.

We present the implementation of e-learning in the Master of Medical Physics programme at the University of Malaya during a partial lockdown from March to June 2020 due to the COVID-19 pandemic. Teaching and Learning (T&L) activities were conducted virtually on e-learning platforms. The students' experience and feedback were evaluated after 15weeks. We found that while students preferred face-to-face, physical teaching, they were able to adapt to the new norm of e-learning. More than 60% of the students agreed that pre-recorded lectures and viewing videos of practical sessions, plus answering short questions, were beneficial. Certain aspects, such as hands-on practical and clinical experience, could never be replaced. The e-learning and study-from-home environment accorded a lot of flexibility. However, students also found it challenging to focus because of distractions, lack of engagement and mental stress. Technical problems, such as poor Internet connectivity and limited data plans, also compounded the problem. We expect e-learning to prevail in future. Hybrid learning strategies, which includes face-to-face classes and e-learning, will become common, at least in the medical physics programme of the University of Malaya even after the pandemic.

Factors enabling and hindering an eLearning programme for nurses and midwives in Afghanistan

Afghanistan faces an acute shortage of trained healthcare providers. To build capacity of nurses and midwives, in 2014 a private hospital in Afghanistan initiated an eLearning programme to enhance their knowledge and skills. The study was conducted to identify facilitating and hindering factors for the successful implementation of eLearning. Data collection took place between June and September 2016, when seven Maternal and Child Health (MNCH) related eLearning sessions were conducted. The participants were nurses and midwives working in MNCH wards at the research sites in Bamyan, Faizabad and Kandahar, along with the programme planners and facilitators. Data was collected through pre/post and delayed post-tests, observations and questionnaires, semi-structured interviews and documents analysis. The results highlight four major factors as important for the successful implementation of eLearning, namely: curriculum, context, technology and individual. The needs assessment ensured relevance of the sessions to the needs of the participants. However, pedagogy was lecture-based with limited focus on skills development. Poor connectivity and language of instruction posed challenges. eLearning has shown the potential for developing knowledge and skills of nurses and midwives. Clear communication between teams involved in planning and implementation of the programme, technology infrastructure, design of online pedagogy and facilitator readiness are critical for the success of eLearning in low and middle income countries.
 Keywords: Health care providers/system, eLearning Programme, Nurses, Midwives, Maternal and child careHow to cite this article:Naseem, A., Ali, K.Q., Juma, A., Sajwani, A., Khan, B.A., Sayani, A. & Abidi, S.S.R. 2020. Factors enabling and hindering an eLearning programme for nurses and midwives in Afghanistan. Scholarship of Teaching and Learning in the South. 4(2): 80-99. https://doi.org/10.36615/sotls.v4i2.106.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Examination of influence of e-learning on academic success on the example of Bosnia and Herzegovina

The continuous development of information technologies has changed the way in which education is organized. Students are now more likely to choose e-learning in order to achieve better results during their studies. To examine the influence of e-learning application on academic success, the study inspected multidimensional relationships in e-learning. The research is directed towards improvement of students’ academic success. The research was conducted on the territory of Bosnia and Herzegovina (BiH), and for that purpose a random sample was used. Data from students were collected through a questionnaire while hypotheses were proven with the help of the structural equation model (SEM). Results have shown that metacognitive strategies and computer self-efficacy have a direct significant influence on academic success, while the set goals do not directly influence academic success. In addition to that, this research has proved that online environment and social interactions with other participants play a significant role in the achievement of academic success. The results obtained in this research will help higher education institutions improve their e-learning strategies and implementation efforts. Furthermore, the used research model contributes to the improvement of understanding of e-learning, both in practice and in theory.

ANALISIS PERSEPSI CIVITAS AKADEMIKA TERHADAP IMPLEMENTASI PERKULIAHAN E-LEARNING SELAMA PANDEMI COVID-19:

ABSTRACT
 The Covid-19 pandemic has forced educational institutions to implement an online learning system. This study aims to explore the cognitive, affective and conative aspects of e-learning implementation; and analyzing the influence of age, gender differences, status and area on the implementation of e-learning at the IAI-N Laa Roiba campus. The research method used is a combination of descriptive analysis and quantitative analysis with a dummy variable regression approach. Research respondents were the academic community of IAI-N Laa Roiba. The results are as follows: e-learning is generally carried out using the Google Classrom application, Google Meet and Zoom Meeting. Other models are WA and website portals. The cognitive aspects of the implementation of e-learning during a pandemic are influenced by effective, conative aspects, and to some extent are influenced by factors of age, gender, education and location of domicile. The affective aspect is obeyed by the cognitive and conative aspects, and to some extent it is influenced by the level of education and gender. While the conative aspect is influenced by cognitive and affective aspects, and to some extent is influenced by the level of education. The factors of age, gender, status, and location did not significantly influence the conative aspects of e-learning implementation during the Covid-19 pandemic.
 Keywords: affective, e-learning, cognitive, conative, Covid-19 pandemic

Drivers Affecting the Acceptance and Use of Electronic Learning Among Ugandan University Students in the COVID-19 Era. A Cross-Sectional Survey Among Three Universities

BACKGROUND.COVID-19 is an emerging and a highly infectious disease that is becoming a global health challenge affecting all sectors. With an aim of preventing COVID-19 transmission, all education institutions were closed and advised to turn to online learning. The present study sought to determine the factors affecting the acceptance and use of electronic learning among Ugandan University students in three universities.METHODSThe study relied on two data collection instruments: questionnaire and semi-structured interview. An online cross-sectional survey was conducted on a population of students in three pre-selected universities: Kyambogo, Makerere and Kampala International University. The students aged 18 and above constituted the study. The online questionnaire was sent to participants through WhatsApp Messenger and E-mails and a total of 614 questionnaires were returned. 15 participants were involved in the semi-structured interview. All analyses were performed using STATA 15.1 and Microsoft office Excel 2016.RESULTS. Of the 614 questionnaires returned, 578 were valid. Majority of the respondents were males (n = 378, n = 65.4%). 60.7% were from Makerere University and majority being in their third year of study (n = 283, n = 49.0%). Overall, 69.2% (n = 400) had good knowledge, 22.5% (n = 130) had good/positive attitudes toward e-learning. Factors associated with knowledge were place of residence (p = 0.023) and gender (p = 0.025). Factors associated with attitudes were age (p = 0.021) and place of residence (p = 0.000). The semi-structured interviews revealed connectivity and skills challenges as the main barriers for implementation of e-learning.CONCLUSIONFor better implementation of e-learning by Universities, effective planning needs to be done with active students’ involvement to avert the negative attitudes. We recommend more studies be done on the Universities’ preparedness for implementation of e-learning.

Key Success Factors of e-Learning Implementation in Higher Education

This study aims to analyse the Key Success Factors (KSFs) of e-learning implementation, so that e-learning can work well and provide maximum benefits for learning activities process in higher education. The method used in this research is begin from investigate the determinant factors based on the results of literature studies and survey techniques. To obtain a more in-depth analysis, then the factors are weighted using the Multi-Attribute Utility Theory (MAUT) method. The results showed that the determinant factors that need to be used as the main consideration in the implementation of e-learning at higher education are organizational factors, technology, and human resources. The dominant factor that needs attention in realizing the effectiveness of the implementation of e-learning in higher education is the organizational aspect which is realized in the form of creating a work culture and setting policies that are binding on the academic community to carry out e-learning.