E-learning In Education Research Articles

Professional Development Effectiveness of E-Learning on Quality of Students’ Performance in Higher Education

Technology has played an important role in education, changing the learning environment’s traditional style. Widespread use of technological devices harnesses the educational process and creates opportunities to make education available everywhere and at any time. E-learning provides a way to manage and overcome challenges faced by traditional higher education institutions by allowing them to be more competitive. This research conducted a case study of Taif University to evaluate the effectiveness of e-learning development in the higher education sector, and examined its impact on student performance quality, aiming to identify the important axes for developing higher education e-learning. The study analysed the requirements for developing e-learning and investigated opportunities to build and develop e-learning capabilities in higher education in general and Taif University in particular. Many external and internal influences contribute to e-learning trends in higher education; external funding, tuition fees, technology costs, and education development all influence internal pressure to reduce institutions’ costs. Thus, higher education is turning to e-learning to relieve these pressures, because it significantly reduces costs and improves both learning effectiveness and learning outcomes compared to traditional methods. Despite the advantages of e-learning, some higher education institutions remain in the experimental stages of developing and benefiting from it. This research study the relationships between e-learning difficulties, providing requirements, supporting e-learning, and providing e-learning services in higher education and quality performance.

EFL Students’ Online Course Satisfaction and Attitudes Towards E-Learning in Post-Pandemic Hybrid Education

Purpose: This study seeks to identify the EFL students’ satisfaction with the online courses they took within the scope of hybrid education in the post-pandemic period and their attitudes towards e-learning, and to determine whether there is a relationship between these two variables. 
 Design/Methodology/Approach: Students studying in Iğdır University English Language and Literature Undergraduate Program in the spring semester of the 2021-2022 academic year constitute the population of this research. Since there are online courses at all levels, including the preparatory program in the department, all of the department students were included in the research and in order to collect the research data, the Online Course Satisfaction Scale and the Attitudes towards E-learning Scale were administered at four levels (Preparation, 1st, 2nd, and 3. Grades) of the program. The data obtained were transferred to the SPSS program and descriptive and inferential analyzes were carried out.
 Findings: The research findings indicated that the students were moderately satisfied with their experiences in online courses and they had mildly positive attitudes towards e-learning. The students’ satisfaction was not affected by their gender, nor their perceived L2 proficiency, but by the year of study, juniors and preparatory year students having the highest satisfaction means. As regards the learner attitudes, male students had significantly more positive attitudes towards e-learning than females and the sophomores and juniors reported more positive attitudes than students at other levels. A statistically significant relationship between online course satisfaction and attitudes towards e-learning was identified as a result of the analyses. 
 Highlights: The moderate satisfaction and attitude levels found as a result of the study suggest that the challenges the students encountered during the emergency remote teaching might be continuing in hybrid education practices. The implementation of more solid, realistic and systematic program evaluation is suggested in order to mitigate the factors adversely affecting EFL students’ satisfaction and attitudes towards e-learning.

Effective Delivery of Student-Centered E-Learning in Higher Education

Effective Delivery of Student-Centered E-Learning in Higher Education

Universal Design and Language Teaching: Disrupting the Pedagogies of Realistic Mixed-ability Teaching

Although computer-assisted language learning and computer-assisted learning can be seen to be the precursors of if not simply the very backbone of E-learning, it is still rare to connect E-learning with special education needs (SEN) pedagogy. The full potential of cross-breeding computer-assisted language learning and Universal Design for Learning has been experimentally investigated by this author, but apparently not by others. Findings in the above-mentioned studies point to augmented learning opportunities for the whole classroom by aiming to offer comprehensive scaffolds design reaching out to SEN learners. The comprehensive SEN-compatible design, though, can be used, as the author has documented (Kasch 2019, 2020) by non-struggling average and above-average learners as well so as to virtually disrupt the classical language pedagogical ideas of having to face the limits of "realistic mixed-ability teaching". Rather, as a few studies also point to - e.g. , E-Learning pedagogy can be enlightened by Universal Design for Learning (UDL) and thus offer learners what they need, being offered scaffolds and support they did not think belonged in language learning materials. This presentation will look at struggling and non-struggling learners' experiences of using assistive universally designed E-learning materials in interview responses (n = 32) in English language learning and come up with a proposal for how UDL can inspire language learning in E-learning designs and pedagogy in general so as to disrupt pedagogical thinking underlying contemporary E-learning designs in language teaching.

The Task-Based Approach to Online Language Learning: An Example of Practice

Distance learning, face-to-face learning, mediated communication, virtual classrooms, and e-tasks, are all terms that have recently been at the heart of the preoccupations of practitioners and the research community in Education Sciences and Didactics. But what exactly is it about? And what does it have to do with language teaching and learning? In what forms is it relevant to use these Internet-based devices? What changes does this imply for the teacher and what is his/her role from now on? These are some of the questions that this article will attempt to answer. The focus is on language learning in an e-learning teaching device and the conditions that must be met for this mode of learning to be effective.

Study Results of the e-Learning Readiness of Mongolian Students

While the pandemic has increased the use of e-learning in education, access varies by location. In order to determine what kind of policy support is needed to support e-learning in the future, it was found that the readiness of students for e-learning is at average level. The purpose of this study is the correlation between the e-learning readiness and technical skills, the ability to communicate with the teacher, the ability to communicate with colleagues, and the communication skills of our country's high school students using an international survey questionnaire. Research analysis were done using SPSS. According to the study results, the location of the schools, the age and gender of the students do not affect the e-learning readiness. However, the fact that the student has his own computer and has sufficient Internet access affects the readiness of e-learning. According to the correlation analysis, technical competence, communication competence with the teacher, communication competence with colleagues, and communication competence are positively related to each other. Also, a survey of students' e-readiness was taken from the teacher, and a discrepancy was observed between the students and the teachers.

A cost-consequence analysis of eLearning videos designed to supplement the consent process in lower limb arthroplasty.

Since the Montgomery ruling in 2015 surgeons have been tasked with identifying material risk when taking informed consent. Despite this, there has been limited uptake of technological aids to supplement the consent process although such aids are shown to improve patient knowledge and satisfaction. ConsentPLUS is a free-to-access website with bite-sized educational videos designed to clearly explain lower limb arthroplasty procedures to patients and aid their consent. The authors performed a prospective cost-consequence analysis, outlining any costs associated with the intervention and any quantitative or qualitative impacts the intervention may have on patients. A total of 3,143 consecutive patients were identified who were undergoing total knee or hip replacement in 25 elective NHS orthopaedic units. The total cost of development and projected 10-year running fees for ConsentPLUS total £75,000. Health Foundation support means the service is free-to-access for centres throughout the UK. Mean exposure time per patient was 10min 29s, equivalent to £185,437 of additional contact time according to the National Tariff. Mean clinic time was reduced by 17min owing to the earlier identification of material risk. Patient knowledge on pre- and post-video quizzes increased from 7.01 to 9.08 following eLearning (paired t-test = 0.998). The process had an overall satisfaction rate of 97%. Educational eLearning videos are an accessible and digestible way to supplement the consent process. This enables earlier identification of material risk in clinics owing to improved patient knowledge, leading to increased patient satisfaction with arthroplasty consenting.

E-Learning Environment Based Intelligent Profiling System for Enhancing User Adaptation

Online learning systems have expanded significantly over the last couple of years. Massive Open Online Courses (MOOCs) have become a major trend on the internet. During the COVID-19 pandemic, the count of learner enrolment has increased in various MOOC platforms like Coursera, Udemy, Swayam, Udacity, FutureLearn, NPTEL, Khan Academy, EdX, SWAYAM, etc. These platforms offer multiple courses, and it is difficult for online learners to choose a suitable course as per their requirements. In order to improve this e-learning education environment and to reduce the drop-out ratio, online learners will need a system in which all the platform’s offered courses are compared and recommended, according to the needs of the learner. So, there is a need to create a learner’s profile to analyze so many platforms in order to fulfill the educational needs of the learners. To develop a profile of a learner or user, three input parameters are considered: personal details, educational details, and knowledge level. Along with these parameters, learners can also create their user profiles by uploading their CVs or LinkedIn. In this paper, the major innovation is to implement a user interface-based intelligent profiling system for enhancing user adaptation in which feedback will be received from a user and courses will be recommended according to user/learners’ preferences.

Development and Validation of an E-Learning Education Model in the COVID-19 Pandemic: A Case Study in Secondary Education

E-learning was crucial during the global lockdown. In this way, this article aims to propose and validate a holistic framework in which all the E-learning services are needed to ensure their effective implementation and use. To this end, an original 3S-T model, to measure E-learning success based on self-student assessment, was developed. This innovative model, which reinforces the existing theoretical framework of models, identifies a wide array of success predictors and relates them to various measures that help to reach success, including learning and academic achievements. The validation of the 3S-T model was carried out using the partial least squares structural regression equations modeling technique (PLS-SEM). In this analysis, four major constructors were identified as determinants of E-learning service performance, namely, the surrounding conditions, system characteristics, tutor’s development and student’s own performance. Although each of them is composed of several subcategories, finally, 15 indicators that estimate the fulfillment of these factors were defined and evaluated. The present study is strongly connected to the fourth goal of the Agenda established by the United Nations, which seeks Quality Education to ensure the sustainable development of countries.

Requirements for the use of E-learning in university education

E-learning is one of the most important modern methods of education, as it helps in solving the problem of the knowledge explosion, the increasing demand for education, expanding opportunities for admission to education, being able to train, educate and rehabilitating workers without and educating housewives, which contributes to raising the percentage of learners and eliminating on illiteracy. To reach scientific results in this research, the researcher was interested in analysing the concept and its definition and then its applications by analysing and synthesising many results from previous studies and writings without resorting to a field study or analysis of the content of textbooks. This study found that there is weak knowledge of the uses of e-learning in university education and the administration's lack of interest in developing teachers' skills in using e-learning in their teaching. Keywords: Education, E-learning, interactive technology, modern methods;

A Systematic Mapping of E-Learning Research: An Interdisciplinary and Multi-paradigmatic Perspective from the Universitat Oberta de Catalunya

E-learning research is a dynamic and ever-expanding interdisciplinary field. Research in this area is often conducted at the intersection of social science, cognitive science, learning sciences, as well as engineering and computer science. Common concerns in the field include ambiguity and confusion toward how best to approach methodological design as well as tensions around whether the field is coherent or fragmented. E-learning research has been characterized as a multi-paradigmatic knowledge field with distinct theoretical foundations and a horizontal knowledge structure composed of “specialist” languages. There has been a remarkable increase in systematic literature reviews in the field, representing a burgeoning research industry. Although there is a clear division between technical and social scientific approaches, there is a scarcity of literature which attempts to synthesize the evidence on how e-learning research is conducted across disciplines and within distinctive research communities from a multi-paradigmatic perspective. The objective of the current study is to systematically map research done in the field of e-learning in higher education at the Universitat Oberta de Catalunya (UOC) within the frame of an institutional analysis. The aim is to identify key features and distinctive approaches to research across disciplines in this area from a multi-paradigmatic perspective. A systematic mapping review has been conducted, synthesizing research published between 2015-2020 by authors affiliated with the UOC. The study identified 291 articles, the majority of which use quantitative approaches following both design-based research methods as well as design and development research aims across three distinct research areas (a) educational research, (b) discipline-based education research and (c) learning engineering research. Fragmentation was identified across distinct research areas and communities of practice, particularly between research aims and the methods used to achieve these aims. By empirically examining the claims about methodological capacity and coherence in e-learning research, recommendations are offered for reorienting the field by: (a) increasing interdisciplinary collaboration through integrated research agendas; (b) supporting the expanding profession of the ‘learning engineer’; and (c) promoting methodological capacity, clarity and innovation.

Determinant Factors Driving Vocational Schools Students’ Intention to Use E-Learning

The involvement of e-learning in entrepreneurship education has invited the attention of scholars in developed and developing countries throughout the Covid-19 pandemic. This paper examines the determinant factors driving intention to adopt e-learning entrepreneurship among vocational school students in Indonesia. A quantitative research method employed a survey model to explain in detail how the effect of endogenous variables on exogenous variables either directly or through moderator variables. A total of 430 vocational students in Jakarta of Indonesia were involved in this study and collected using the convenience technique. We are adopting Structural Equation Modeling (SEM-PLS) to estimate the proposed model. The findings indicate that teacher characteristic, learning content, playfulness, students’ perceived usefulness, and ease of use have a strong impact on the intention to use e-learning in entrepreneurship. The study also notes that variables perceived usefulness and perceived ease of use successfully moderated the effect of teacher characteristics, design of learning contents, and playfulness on the intention to use e-learning entrepreneurship. The findings of this research are the first step in studying the enactment of e-learning in entrepreneurship education.

Developing an e-learning curriculum to educate healthcare staff in the acute hospital setting about autism.

When attending acute hospital settings, autistic children and adults rely on health professionals and ancillary staff to interact with them appropriately to facilitate accurate diagnoses and management of health concerns. Health outcomes for autistic people are adversely affected by comorbidities as well as difficulties in accessing and navigating acute healthcare environments. These factors demonstrate a need to develop targeted education for healthcare staff working in the acute hospital setting. This article discusses the background to the project, including the results of a literature review that highlighted some of the difficulties this patient group experiences in accessing health care. It discusses the development and evaluation of an e-learning education programme for healthcare staff working in an acute hospital setting using Kern et al's (1998) six-step approach to curriculum development. Staff reported a desire to learn more about autism and how to make patient consultations and experiences more accessible and productive. It was acknowledged that there are many undiagnosed autistic adults navigating the acute health system and it is anticipated that the e-learning programme will assist staff in identifying and meeting their needs. During research with an autism advocacy group, there was a clear recommendation for the use of the term 'autistic person' rather than 'person with autism', which is reflected in the resulting education programme and this article.

Higher education and the new normal: implications for sustainable post covid-19 era in Nigerian tertiary institutions

This study assessed readiness of Nigerian Tertiary institutions towards adopting e-learning education as a new normal post COVID-19, identified e-learning packages available for use in the institutions before and during the COVID-19 Lockdown using the E-Learning Survey for Academic Staff and Students of Nigerian Tertiary Institutions (ELSASSoNTI). This research adopted an online survey using a quantitative method of data collection. A structured Google Form questionnaire was shared with academic staff and students of public and private tertiary institutions in Nigeria via different online platforms. Population comprised all academic staff and students of South-East Nigerian Tertiary Institutions. A sample size of 615 academic staff and students responded to the instrument. Data were analyzed using descriptive and inferential statistics. Results revealed that: tertiary institutions in Nigeria are to a larger extent not ready for the adoption of e-learning education approaches as teaching-learning alternative during emergencies. Majority of tertiary institutions except private universities did not adopt any e-learning platform for use before and during the COVID-19 lockdown. There is lack of basic resources, logistics, and inadequate capacity for the effective adoption and implementation of e-learning within Nigerian tertiary institutions. The study thus recommends, among other things; provision of facilities needed for smooth transition to the new normal, training programs to improve the confidence of academic staff and students in using e-learning platforms. These would improve their e-learning readiness, overcome the usual disruption of school activities during emergencies and ensure a sustainable post Covid-19 era in the higher education sector.

E-Learning-Based Education Resilience in Indonesia

During the COVID-19 period, the e-learning system saw increased usage and study; existing dimensions related to technologies and learners are not adequately explored while discussing e-learning adoption. As a technology, adopting e-learning for education in Indonesia confronts numerous resilience problems due to its benefits. This article analyzed the resilience paradoxes, namely, transformation, sociocultural, modernization, integrity, and ethics, to raise awareness and elicit the essential responses to enhance e-learning adoption and utilization. The approach used in this study is qualitative and phenomenological. 25 people were interviewed for this research; participants include teachers and students. The analysis step is easier to understand and is explicitly designed to analyze and conceptualize qualitative data using the most recent QSR qualitative research software. The study examined the divergent and contradictory perspectives of technology supporters and technology doubters on e-learning in Indonesian education; this gives a valid starting point for a critical and in-depth debate about e-learning; it is not simple to reconcile this dilemma. However, this study works to be knowledgeable of paradoxes and be prepared to resolve the issue and get the intended results.

Effectiveness of flipped teaching on the knowledge and self-efficacy of nursing personnel in non-pharmacological pain management-aromatherapy: a quasi-experiment

BackgroundAromatherapy is effective in treating pain; however, aromatherapy is not offered in formal nursing education in Taiwan. This study designed aromatherapy training courses for nurses using the flipped teaching approach and explored the effectiveness of the method, which can serve as a reference for future aromatherapy courses.MethodsA quasi-experimental design and convenience sampling were adopted. The participants were nurses who had been employed for over one year in two hospitals in Taiwan. Forty nurses were included in the experimental and control groups. The intervention of this study was performed in February 2020. Nurses in the control group received one hour of introduction to the use of aromatherapy in pain management. This class was delivered using the traditional teaching method, during which a researcher served as the lecturer. Nurses in the experimental group received a 2.5-h flipped teaching course on aromatherapy. Two weeks before classroom activities, the nurses in the experimental group watched a 30-min aromatherapy concept video on an e-learning teaching platform. Thereafter, the nurses participated in two hours of classroom teaching in both groups. The course design included group discussions, mind mapping, case discussion, practice with essential oils, and do-it-yourself essential oil preparation.ResultsPre- and post-test knowledge and self-efficacy in aromatherapy were assessed. There were no significant differences in the pre-test knowledge and self-efficacy scores between the two groups. The test was analyzed using a generalized estimating equation. Post-test knowledge and self-efficacy results showed that the change in scores in the experimental group was significantly better than that in the control group, indicating that flipped teaching improved the participants’ knowledge and self-efficacy in aromatherapy.ConclusionsThis study confirmed that flipped teaching was effective in helping nursing personnel learn aromatherapy. Implementation of aromatherapy by nurses in clinical practice and its impact on patient care should be further assessed.

Using the Technical Teacher Application (Gl 4.0) in the Post Pandemic

The implementation of the e-learning teaching and learning process using commercial media still has limited access and some focuses on the knowledge aspect, so that it becomes an obstacle for teachers in assessing aspects of students' attitudes and character. This article aims to describe the development of a blended learning platform in order to develop students' readiness to use the internet as a learning mode in the era of internet-based technology openness. The research method used in this study is a qualitative research method with a case study approach. Through the object of research teachers and students. Obtaining data by observation, documentation study and focus group discussion were then analyzed by data reduction, data presentation and conclusion drawing. The results of this study indicate that there is user readiness in accessing the LMS platform through optimal use of GL 4.0, the establishment of teachers presenting KBM planning in virtual managerial has been achieved by being shown to be able to prepare and upload learning resources (teaching materials and enrichment materials), assessment of student achievement and interaction. and communication of teachers with students or students with colleagues. GL 4.0 provides a space for teacher creativity so that the learning space is facilitated properly and is fun for students. Teachers in the maturity of mixed learning management between online and offline (blended learning) are the main requirements to be able to carry out these learning activities . The conclusion is that GL 4.0 is the platform of choice for blended learning KBM adaptation in schools because the simplicity of the platform makes it easy for users to complete media attributes or features that facilitate the conditions for blended learning to take place.

Quality and Effectiveness of Virtual Education From the Viewpoint of Rehabilitation Professors and Students of Ahvaz Jundishapur University of Medical Sciences During the COVID-19 Pandemic

Objectives: The emergence of COVID-19 and its prevalence in the global community had various economic, social, emotional, psychological, and educational impacts. The closure of schools and universities in the country because of the outbreak of COVID-19 has led to the emergence of e-Learning in education at all levels. Given the importance of virtual education during the pandemic and the need to improve its quality at schools and universities, this study aims to explore the quality, efficacy, and understanding of the strengths and drawbacks of virtual education from the perspectives of professors and students at Ahvaz Jondishapur University of Medical Sciences. Methods: In the domains of physiotherapy, occupational therapy, speech therapy, and audiology, the current descriptive-analytical study was done with 17 professors and 210 undergraduate and postgraduate (master’s degree) students. The data was collected using the Persian version of the Watkins e-learning standard questionnaire and was analyzed via the SPSS software, v. 26. Results: From the professors’ perspective, the quality and effectiveness of virtual education based on different components of the questionnaire did not differ significantly and all dimensions were considered effective. However, the students considered the dimensions of technology access and online skills and relationships as strengths and faced challenges in the importance of success. Discussion: Considering the identified strengths and challenges, it seems that policymakers in the field of education should pay special attention to providing the necessary conditions and facilities to improve the quality of learners’ virtual education.

Hybrid Learning and Teaching in Mathematics Courses Due to COVID-19

The educational strategies have changed in Pakistan due to COVID-19. This epidemic covers almost 204 countries and territories all over the world and on 11th March 2020, WHO declared this outbreak as a pandemic. Pakistan has become one of the two hundred and four countries over the world has stopped their educational activities and closed their institutions for unspecified d uration. As we know that spring semester was started in the month of January in Pakistani universities, and had covered almost half path of its journey. In this situation, HEC (Higher Education Commission) announced that universities must convert educational activities in hybrid teaching mode and start online teaching. We made a case study on the Learning Management System (LMS), Campus management System, and WhatsApp etc. Apply these tools on private sector engineering university where two hundred and fifty students enrolled in different mathematics courses. The outcome of this study shows that quick switching to the online education system was little bit difficult but successful. Though in the beginning, there were some problems for teachers and students both but overall the experience was good. Government of Pakistan will reopen the education institute in the month of September and in these days we are quite close to resume educational activities as per the regular practice. The aim of this study is to support to continue the hybrid teaching mode at tertiary level in the regular teaching practice specifically of Mathematics courses. In hybrid teaching mode, the ratio of face to face teaching is seventy percent and online tools and teaching strategies used thirty percent. This method of teaching and learning keep students connected with their teachers. Lastly, we suggest that there is still a room for betterment in LMS. The result of this study shows that students’ performance in mathematics class and exam has been improved by using different application, software and gadgets. E-learning teaching and learning method will be beneficial strategy.

E-Learning in Vocational Business Education during Covid-19 Pandemic in Nigeria; Challlenges, Benefits and Way Forward

During Corona Virus (Covid-19) lockdown, the introduction of the use of various applications such as zoom and the likes were on high side. Teachers were able to teach from their homes to the students in their respective homes. Unfortunately because of the economy of Nigeria, not everyone has the financial capacity to acquire phones, laptops and other related ICT tools to enable all to participate in the online teaching – learning process, in fact when it comes to adequate usage of ICT products, Nigeria is still far behind; only few are versatile in the use of ICT tools. The corona-virus is seen as the most trying time in the history of mankind. This period prompted concerned personnel and government to give more attention to the alternative to physical teaching-learning process called e-learning; audio, audio-visual, virtual learning and all forms of nonphysical contact teaching – learning process were more utilized. Though as good as it was, this exposes the major strength and huge weakness of the system owning to the fact very many things still need to put in place to take e-learning in Nigeria to its supposed place in the developmental trend of the world at large. This paper examined concept of E-Learning, historical development of E-learning, E-learning during COVID-19, disruptions of COVID-19 in Nigerian Educational Sector, challenges associated with E-Learning in Business education and benefits of E-Learning during COVID-19 pandemic in business education programmes.