E-learning In Higher Education Research Articles

Evaluation of Quality of Innovative E-Learning in Higher Education: An Insight from Poland

The paper presents the results of research on the quality of e-learning in Polish higher education. The authors used an internet questionnaire for the study. The research sample was 621 students. Firstly, the researchers determined 14 variables that are important for the quality of e-learning. Then the students evaluated these variables with scores from 1 to 5. The students agreed the most with the following statements: “using the e-learning platform is convenient” (average: 4.20 and median 5.00), and “logging in to the e-learning platform is easy” (average 4.38, median 5.00). Moreover, the authors studied the relation between the quality of e-learning in Polish universities and the following variables: the ease with which the student can acquire content in traditional teaching and e-learning, the student’s knowledge of information technology and their possession of the resources necessary for e-learning, and the student’s assessment of the innovation of e-learning solutions used by the university where the student studies.

Enhancing teaching materials development course with the ICARE learning model in e-learning

Using e-learning in higher education has many important benefits and advantages in todays world of education. Therefore, this research aims to develop e-learning based on the introduction, connection, application, reflection, extend (ICARE) learning model for developing teaching materials courses in the Faculty of Education, Universitas Pendidikan Ganesha. The Hannafin and Peck development model was adopted as a foundational method, and the digital content developed was subjected to formative evaluation methods, including i) expert validation, ii) individual assessment, and iii) small group evaluation. To ascertain the quality of the developed content, the research engaged 3 expert evaluators, each specializing in media, instructional design, and content. Concurrently, individual evaluation was carried out with 3 students, followed by a small group evaluation involving 9 additional students. Data collection techniques involved both observational measures and questionnaire-based inquiries. The expert assessment showed that the design, media, and content dimensions all fell within the "very good" category. Student reactions, as measured through both individual and small group evaluations, consistently aligned with the "very good" category. Therefore, the attractiveness and practicality of electronic learning (e-learning) fell under the "very good" classification, due to the implementation of the ICARE learning model as the foundational design principle.

E-Learning Impact on Higher Education Institutions during COVID-19 Pandemic: A Bibliometric Analysis

The COVID-19 pandemic forced a rapid shift to online learning in higher education. To understand this evolving field better, this study employed a powerful technique called bibliometrics. Researchers analyzed scholarly publications between 2020 and 2023 in Web of Science, focusing on keywords related to e-learning, universities, and the pandemic's impact. This data-driven approach provided a more comprehensive picture than traditional reviews, revealing connections between research topics, researchers, and specific studies. Furthermore, the VOSviewer tool was employed to identify frequently co-occurring keywords, thus uncovering the major themes within the research. This analysis of keyword co-occurrence allowed the study to pinpoint key trends and areas of focus in e-learning for higher education institutions. Ultimately, this research offers valuable insights for researchers, educators, and policymakers navigating the changing educational landscape and the future of e-learning in higher education.

The Effect of Emotional Intelligence on Higher Education: A Pilot Study on the interplay Between Artificial Intelligence, Emotional Intelligence, and E-Learning

Integrating Artificial Intelligence (AI) and E-learning platforms has become increasingly prevalent in the rapidly evolving landscape of higher Education. However, amidst this technological advancement, the role of Emotional Intelligence (EI) and its impact on the efficacy of AI-driven educational tools still needs to be explored. This pilot study seeks to elucidate the intricate relationship between Emotional Intelligence, Artificial Intelligence, and E-Learning in Higher Education. Drawing upon a multidisciplinary approach, this study investigates the correlation between students' Emotional Intelligence competencies and their engagement with AI-driven E-Learning platforms. The findings of this pilot study are expected to shed light on several critical aspects. Firstly, it aims to uncover how Emotional Intelligence influences students' receptivity to AI-infused E-Learning environments, potentially elucidating strategies for optimizing user experience and learning outcomes. Moreover, by exploring the reciprocal influence between Emotional Intelligence and AI algorithms, this research endeavors to contribute to the refinement of AI technologies, fostering greater personalization and adaptability in educational settings. Furthermore, this study endeavors to address the ethical implications inherent in the intersection of Emotional Intelligence, Artificial Intelligence, and E-Learning. By elucidating the potential risks and benefits associated with integrating these technologies, it seeks to inform policymakers, educators, and AI developers alike, facilitating the responsible deployment of AI-driven educational tools. Therefore, its innovative methodology and comprehensive approach aspire to pave the way for future research endeavors, ultimately enriching the educational landscape with insights prioritizing technological advancement and human well-being.

Pedagogical aspect of e-learning in higher education: A systematic literature review

Pedagogical aspect of e-learning in higher education: A systematic literature review

Learner Assessment System in e-Learning with OBE Approach: Activity Performance, Ability Level and Recommendation

E-learning can lead learners to achieve learning outcomes if it is designed based on several principles. One is applying assessments that motivate and inform ability levels. In Outcome-based Education (OBE), assessment is integral to the system. However, e-learning has limitations in providing assessment instruments according to needs, such as assessing complex and detailed aspects and accommodating a variety of numerical and linguistic assessment data. Moreover, the presence and involvement of learners affect their performance and learning outcomes. This study proposes a learner assessment system in e-learning with the OBE approach, including learning design, activity performance analysis, ability level determination, and recommendations. This system adds the e-rubric to e-learning to overcome instrument limitations and accommodate comprehensive assessments. Various numerical and linguistic assessment data are unified using 2-tuple fuzzy linguistics, producing ability levels as two tuples. Performance analysis was based on event log data using descriptive statistical technique and alignment-based conformance checking, from frequency, time, and sequence of activity objects, resulting in five activity performance variables. The performance value of each variable is converted into High, Medium, or Low levels. The ability and performance levels are processed using rule-based methods to produce recommendations for learning stages and activity performance directions. The results of this research can be used as input for academic stakeholders and online learning providers and potentially be applied to the advancement of e-learning in higher education. Doi: 10.28991/HIJ-2024-05-03-03 Full Text: PDF

Impact of ChatGPT on Academic Integrity and Assessment Effectiveness for E-learning in Higher Education: The Need for Redesigning Assessment Practices

In recent years, there has been a growing trend of integrating Artificial Intelligence (AI) into e-learning in higher education. ChatGPT has emerged as one of the most widely utilised AI tools in students' studies. However, the emergence of ChatGPT has contributed to the development of education while simultaneously impacting the integrity of education and the effectiveness of traditional assessment methods. Whether the teacher's teaching goals are achieved or not, whether the students' learning is authentic and effective, and how to ensure the effectiveness of the assessment pose significant challenges to the educator or education sector in the context of artificial intelligence. Therefore, this paper aims to clarify the negative impact of ChatGPT on educational integrity and assessment effectiveness through a systematic literature review. Through the meticulous synthesis and analysis of diverse existing research, this paper finds that several scholars have already clarified the pressing need for redesigning the assessment method within the context of e-learning. However, further research has found that there are several theoretical countermeasures and suggestions for the redesign of assessment methods, but a systematic system of assessment methods has not yet been formed. And there is no reflective analysis of the practice of the redesigned assessment methods. Therefore, this paper will, through a systematic literature review and reflective summarisation of educational assessment practices, aim to investigate effective and responsible assessment methods to mitigate the impact of the rapid development and inappropriate use of ChatGPT on education.

Enhancing E-learning in higher education: Lessons learned from the pandemic

This study delves into the intricate realm of evaluating and refining e-learning practices, drawing upon insights from esteemed higher education professionals. Through a qualitative lens rooted in phenomenology, the research engages in semi-structured interviews with 30 faculty members from seven public universities in Tehran, ensuring theoretical saturation. Employing inductive content analysis, the data examination unveils three core categories of challenges: educational assessment, research evaluation, and university services. Emphasizing the significance of internal task performance, adaptability to dynamic environments, and external institutional promotion, the study advocates for the development of a comprehensive evaluation model and tools to uphold program quality, efficiency, and effectiveness. Against the backdrop of the COVID-19 pandemic, the research highlights the pressing need for Iranian higher education to bolster productivity through strategic resource allocation across education, research, services, and human capital development domains. Such efforts are pivotal in shaping a more prosperous future and bolstering societal scientific and cultural standing.

Critical success factors, institutional actions and instructors’ acceptance of e-learning in higher education: a systematic review

PurposeThis study conducts a systematic literature review to examine the interrelationships between e-learning critical success factors, instructors' perceptions of these factors, and the corresponding institutional actions taken by higher education institutions to achieve success in e-learning implementation, by fostering instructors’ acceptance of e-learning as a viable mode of delivery in higher education.Design/methodology/approachThe research design employed in this study involves a systematic literature review of 43 peer-reviewed articles from EBSCO host and Scopus databases. The selected methodology employed thematic analysis of the gathered data by utilizing a multistep qualitative coding method of analysis. FindingsThe systematic literature review delivers three key findings. First, there is a notable divergence between instructors' perceptions of critical success factors for e-learning in higher education and the perspectives of other stakeholders, such as students, e-learning experts, and institutional management. Second, it emphasizes the importance for higher education institutions to understand and address instructors' perceptions to facilitate effective e-learning implementation. Third, the literature suggests potential causal relationships between institutional actions addressing the success factors deemed important by instructors and instructors' sustained acceptance of e-learning as a viable delivery mode.Research implicationsThe present study enriches knowledge of instructor perceptions of critical success factors for effectiveness in higher education by extending research in institutional management actions to enable their achievement. This study has implications for research strands on how instructors’ motivation and propensity for e-learning acceptance can be influenced by institutional management and how to reduce the level of resistance to adopting e-learning courses by addressing e-learning’s critical success factors as perceived by instructors.Originality/valueBased on the theoretical insights derived from the systematic literature review, a conceptual framework is constructed, integrating the three concepts under investigation: success factors, institutional actions, and instructors' acceptance of e-learning in higher education. This framework provides a basis for future research seeking to validate the potential causal relationships among these concepts. Moreover, the study contributes to existing literature by addressing and consolidating research strands related to critical success factors and instructors' perceptions of e-learning effectiveness in higher education.

Evaluating the impact of cloud e-learning in higher education: An empirical investigation

The motivation for conducting this study is to investigate the potential of Cloud e-learning to address the high-cost and high-complexity challenges of conventional learning methods for the upgraded learning processes in higher education. The overall direction of this research is driven towards how the actual usage of Cloud e-learning module affects students’ perceptions and academic performance. A Cloud e-learning module is designed and developed to promote optimised resource utilisation in the e-learning processes in higher education. A pretest-posttest method was adopted to study the impact of Cloud e-learning usage among students and whether the diffusion of Cloud e-learning has caused a change in students’ perceptions. The pretest-posttest results and students’ academic performance were then analysed to examine the impact from the actual usage of Cloud e-learning module. The findings reveal that the change of students’ perceptions is time variant, indicating students’ mixed perceptions on the usage of Cloud e-learning module. Analysis evidently reveals that the use of Cloud e-learning improved students’ learning performance in theoretical subjects. This research is useful to educators and ICT practitioners in making informed decisions in adopting the right ICT infrastructures to support e-learning in higher education.

Enhancing Learning Outcomes and Student Engagement: Integrating E-Learning Innovations into Problem-Based Higher Education

With the rapid development of e-learning in higher education, this study explores the application of the problem-based learning (PBL) learning model in the e-learning ecosystem. This article explores the concept of participatory engagement in the e-learning ecosystem and integrates it with PBL theory through the use of ICT to support interaction and collaboration. The research method used is R&D learning models in the Heavy Equipment Technology course at Universitas Negeri Padang. The research findings should be interpreted cautiously due to limitations such as differences in contexts across various courses and factors related to technology implementation in the learning environment. The study results show that it can improve learning outcomes and students’ critical thinking skills. Specifically, 70% have implemented Bloom’s cognitive taxonomy Level C4 and above, aided by a self-reflection participation process that enables students to reflect on content, learning processes, and understanding through internal dialogue, generating new ideas and solutions. This is evidenced by the results of the Path Coefficients test with P-Value EE → LO 0.050 and PBL → LO 0.046, as well as Specific Indirect Effect EE → SPR → LO 0.003 and PBL → SPE → LO 0.047 where the value is ≤ 0.05. The implications include guidance for designing effective e-learning ecosystems and adaptive learning strategies in higher education. Future research is recommended to further explore the impact of this integration and develop more effective PBL models in diverse courses and other educational institutions.

Analysis of student responses toward activities using e-learning in higher education

The aim of this study is to investigate how students respond to learning activities using e-learning. Researchers analyzed students' responses based on four aspects of activity, including attendance discipline, assignment collection accuracy, enthusiastic use of e-learning teaching materials, and participation in group discussions. The research method used in this study is a quantitative descriptive method and usability testing method. The data analysis technique used is descriptive percentage. The sample for this study consisted of 100 students from the informatics education study program, including the batches of 2019, 2020, and 2021. The results showed that the average response rate of students towards e-learning activities was 67.19% for the year 2019, 81.32% for the year 2020, and 78.59% for the year 2021. Based on the findings, it can be concluded that students from all three batches responded positively to the e-learning activities.

E-Learning in Higher Education amidst Covid-19 Pandemic: Challenges and Opportunities Faced by the Students of the University of Delhi

E-Learning in Higher Education amidst Covid-19 Pandemic: Challenges and Opportunities Faced by the Students of the University of Delhi

Mapping Students' Readiness for E-Learning in Higher Education: A Bibliometric Analysis

This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students’ readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was Computers and Education and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.

Voluntary E-Learning Exercises Support Students in Mastering Statistics

University students often learn statistics in large classes, and in such learning environments, students face an exceptionally high risk of failure. One reason for this is students’ frequent statistics anxiety. This study shows how students can be supported using e-learning exercises with automated knowledge of correct response feedback, supplementing a face-to-face lecture. To this end, we surveyed 67 undergraduate social science students at a German university and observed their weekly e-learning exercises. We aggregated students’ exercise behavior throughout the semester to explain their exam performance. To control for participation bias, we included essential predictors of educational success, such as prior achievement, motivation, personality traits, time preferences, and goals. We applied a double selection procedure based on the machine learning method Elastic Net to include an optimal but sparse set of control variables. The e-learning exercises indirectly promoted the self-regulated learning techniques of retrieval practice and spacing and provided corrective feedback. Working on the e-learning exercises increased students’ performance on the final exam, even after controlling for the rich set of control variables. Two-thirds of students used our designed e-learning exercises; however, only a fraction of students spaced out the exercises, although students who completed the exercises during the semester and were not cramming at the end benefited additionally. Finally, we discuss how the results of our study inform the literature on retrieval practice, spacing, feedback, and e-learning in higher education.

Assessing the Use of e-Learning for Higher Education: A Cross-sectional Study of Nigerian Students’ Perspectives

The architecture of a learning system implies a heavy task for e-learning to be integrated into a complicated system that is flexible, time scalable, and capable of lasting, even when there are many diverse tools. Currently, higher education in Nigeria is experiencing a major transformation, considering increased accessibility. Therefore, this study aimed to identify the advantages and disadvantages of e-learning in higher education in Nigeria. A cross-sectional study design deploying both quantitative and qualitative approaches was used to randomly select samples from students of both the College of Education, Moro and the affiliated Ambrosse Alli University, Ekpoma located on the Foreign Links Campus, Moro, Ife North, Osun State, Nigeria. The two groups of students were enrolled for the 2021/2022 academic year. A close-ended structured questionnaire was constructed to collect quantitative data while two interview questions were used to collect qualitative data. Descriptive statistics were used to analyse the data collected. Eighty-one percent of the students stated that e-learning provided scientific materials in an interesting way, while 80% responded that e-learning increased the possibility of contacts between students among themselves and between the students and their lecturers. Seventy three percent of the students indicated that due to increasing social isolation, they spent more time in front of the technical means for social interaction account and face to face with others. Seventy percent of the subjects indicated that there was a presence of electronic illiteracy among parents, which reduced their abilities to follow their children electronically. It is essential for potential e-learners to understand the differences between an e-learning classroom setting and a conventional classroom setting as there are advantages and disadvantages of e-learning in the two environments that could probably influence their overall performances as students.

E-learning in Belgium: a case study of Mons University

The implementation of e-learning in higher education in some European countries is a real challenge. Academics still face resistance from university authorities to launching e-learning centres because of the costs, but they also do not see the point of investing in an inferior type of didactics (they believe that it is impossible to teach effectively online, only possibly in crisis situations such as a pandemic). It turns out that e-learning in the form of bottom-up initiatives was already being organised many years ago in Belgium, for example, and the results have led university authorities to take an interest in investing in e-learning. The aim of the article is to present the innovations implemented at the Belgian university, with particular regard to open e-learning courses. The research is based on participant observation, interviews with employees from the team introducing e-learning at the Belgian university, as well as on source materials from the visited higher education institution. The publication demonstrates that it is possible to implement professional e-learning from scratch, even without substantial support from the university authorities. The research shows that it is possible to implement effective online courses, targeting lecturers, students and external audiences, thanks to innovators who want to implement modern educational methods, while improving their own skills all the time.

E-assessment challenges during e-learning in higher education: A case study

E-assessment challenges during e-learning in higher education: A case study

An Analytical Study on the Challenges of E-Learning in Higher Education

An Analytical Study on the Challenges of E-Learning in Higher Education

Students’ Perception of the Effectiveness of E-learning Environment on Higher Education in Nepal

The study aimed to analyze students’ perceptions of the effectiveness of e-learning in higher education in Nepal. The study adopted a quantitative research approach. Data were obtained using an online survey from 83 students of Pokhara University studying in the School of Development and Social Engineering. Both descriptive and inferential statistics were used to analyze the data. The results indicated that the majority of the students have a positive attitude towards e-learning. Adequate skills to operate an e-learning system was found to have a profound role in shaping students ‘attitude, the feeling of usefulness and ease of use of the e-learning system. Instructors’ collaboration and support were identified to play the paramount role in setting a positive attitude, instilling a sense of usefulness towards e-learning and easing its use. The study revealed a significant positive correlation between students’ attitudes towards e-learning, the quality of the e-learning system, usefulness, and ease of use of e-learning system. E-learning embraced as an alternative to traditional forms of teaching and learning, was found to have an enormous value to offer in this globalized world where internet penetration along with other ICT advancements in every part of the world has a significant role. The study concluded that the students at the tertiary level are very positive toe-learning, so, universities in Nepal can make a grand shift in the way of teaching and learning shifting from conventional to full -fledged e-learning practices.