E-learning In Higher Education Research Articles

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

AbstractUniversity 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

E-Learning Experiences in the Computer Networks Course in Higher Education

This article examines the impact and benefits of e-learning in higher education, focusing on student experience in the Computer Networks course. To evaluate the meaning of e-learning, the author used a complex questionnaire, applied to 98 students from the Technical University of Moldova. The results highlighted the importance of course structure, reliance on deep study, lecturer training quality, feedback and interaction, and use of digital resources. The article argues that e-learning has significant potential to improve academic performance, save time and costs, and provide access to quality educational content. The study highlights the significant contribution of e-learning to improving the learning process in higher education and to meeting the evolving needs of students and labor market demands.

Innovation and Development of Public Fiscal Administration Through E-Learning

In an era characterized by rapid technological advancement and the growing importance of effective public fiscal administration, this study explores the integration of e-learning technologies at the Guimaras State University (GSU) to enhance education and professional development in the field. The research adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews to investigate the impact of e-learning on students and professionals engaged in public fiscal administration programs at GSU. Quantitative results reveal that a significant majority of participants perceived e-learning as highly useful and user-friendly. The findings align with the Technology Acceptance Model (TAM), emphasizing the importance of perceived usefulness and ease of use in e-learning adoption. Moreover, participants reported a positive impact on their learning experiences, citing the flexibility of e-learning, multimedia resources, and interactive elements as key contributors to improved knowledge acquisition. Qualitative insights from interviews underscored the convenience of remote access, the ability to self-pace learning, and the interactive nature of e-learning materials. Challenges such as technical issues and the need for effective support services were also identified. This study's conclusions highlight the potential of e-learning to enhance public fiscal administration education and professional development. Recommendations include enhancing technical support services, providing ongoing training for faculty, expanding e-learning content and resources, fostering an online learning community, conducting longitudinal studies on career outcomes, and sharing best practices with other institutions. Guimaras State University's experience in innovating public fiscal administration education through e-learning offers valuable lessons for higher education institutions seeking to harness technology for academic and professional advancement in critical fields. The findings contribute to the broader discourse on the role of e-learning in higher education and professional development, emphasizing the need for continued adaptation and improvement to meet evolving learner needs and challenges.

The Implications on Innovative Gamification Approach: Station Rotation Gamification (SRG) to Increase Student’s Motivation

Engaging student in learning is a very challenging process. This problem will lead to reducing in students’ interest and motivation in learning. According to Yang and Newman (2019), station rotational gamification aims to boost students' motivation, engagement, and academic success. Station Rotational is a component of blended learning, which combines in-person and online instruction. As a proposed solution to this issue, gamification will be incorporated into rotational blended learning using different stations in this study. This will allow students to learn transferrable abilities and then use them at stations that are optimised for the particular talent.Although gamification has been the subject of prior studies, relatively few have offered it in blended learning and e-learning in higher education in an organised fashion. As a result, the implementation of Station Rotation Gamification in collaborative environments will provide an alternative solution to the engagement issue both inside and outside of the classroom. The suggested approach that was applied in this study is a quasi-experimental to gauge how motivated students are when employing Station Rotation Gamification in a group setting. Following a structured interview with the researcher, 33 motivating questionnaires will be given to the students to complete. The use of Talentlms.com was made to evaluate the validity of gamification in education.The next step is to calculate the means for each construct for the three phases of pre-intervention, interim intervention, and post-intervention. Throughout contrast, Perceived Competence and Perceived Choice show an increase from pre-intervention to interim intervention but both constructs decline during post-intervention. These 2 constructs, effort and value, are gradually increasing throughout these 3 stages. The suggested approach works better at boosting pupils' motivation. This study's key contribution is to normalise the contrast variation and remove lighting variation. Conclusion: Using the suggested strategy effectively and efficiently resulted in an increase in the motivation of the students.

Analysis of the state of the art of modern e-learning in higher education in Germany

E-learning as a part of blended learning and a means for implementing distance learning, as well as an independent phenomenon of the modern information society, has been introduced and studied by researchers for several decades. In various countries, the relevance of e-learning and the use of e-learning tools in higher education have increased during the coronavirus pandemic. Different countries have their own approach and experience in using e-learning tools. Therefore, it is advisable to study it both for each country separately and in comparison. In the course of the research, the analysis of scientific publications on the topic of e-learning in higher education in Germany over the last 10 years has been made, which has shown certain changes in the interest in this issue of German scientists. The survey of students and teachers of the University of Konstanz (Germany) has been conducted regarding the use of e-learning tools and their attitude to e-learning. Despite the fact that the results of the analysis of the scientific works of German scientists show a drop in interest in e-learning problems in Germany and a slight rise during the coronavirus pandemic, the results of the survey indicate an unequivocal interest in e-learning tools of teachers. In general, it is possible to state the positive attitude on the part of teachers and uncertainty on the part of students.

The Cognitive Component of Academic Teachers’ Attitudes Towards E-Learning – Research Report

The content of the article was directed at determining the level of the cognitive component of university teachers in relation to the use of e-learning in the process of academic education. The purpose of the research being carried out was to determine the dependence of the cognitive component of academic teachers’ attitudes toward e-learning in higher education on the implementation of a distance learning course in Poland. For the purpose of our own research, a survey method was chosen, while the technique used was questionnaire surveying. The research tool used to determine the cognitive component was a test consisting of a set of 30 purposefully selected single-choice questions with three possible answers. The test consisted of three main parts, and each part contained questions on basic knowledge and specific aspects of the issues discussed. The questions were created to verify the mastered content, which was implemented during a training course designed for university teacherson the use of e-learning in the process of educating students. They were used to determine the scope and depth of knowledge possessed by academic teachers regarding the use of elearning in the academic learning environment. Based on the analysis of the study, it can be noted that the implementation of trainingcourses to improve the teaching and information and communication skills academic teachers at the University of Rzeszow brought an increase in the level of the cognitive component. The task of academic teachers is to self-improve their workshop. The role of lecturers is to constantly update their knowledge using various e-learning technologies for this purpose. A key role is the awareness of the need for lifelong learning in a rapidly developing reality.

Students’ and lecturers’ perceptions towards e-learning in higher education

This research determines the perceptions of students and lecturers on using e-learning at a private university in Batam. A mixed methods approach was employed to find out these perceptions. Researchers further collected the data through open and closed questionnaires from 243 students (2019-2022 school year) and 19 lecturers who were actively teaching and using e-learning. After obtaining the data, the questionnaire results were calculated using SPSS software version 25 and transcribed qualitatively. The results show that students and lecturers had positive perceptions towards e-learning. This is measured by the knowledge, adaptation, benefits, and attitudes of students and lecturers in using e-learning. However, several obstacles were faced by them, such as time management, difficulties in accessing the e-learning website, the user interface (UI) display is quite complicated, unsupported internet signal, and others. It can be concluded that both lecturers and students have good ability in using e-learning at higher education levels.

E-learning and its role in producing minds and training learners

The study aimed to identify e-learning and its role in producing minds and training learners. The study also aimed to identify the role of e-learning in developing learners and increasing their knowledge and identifying the obstacles to using e-learning in higher education in Kuwait and ways to solve them. The researcher used the descriptive survey approach and the study sample consisted of (140) a student and a male student of higher education. The results of the study concluded: The role of e-learning in developing learners and increasing their knowledge came to a high degree from the point of view of the sample, as it was found that the study members agreed. The obstacles that prevent the trainees from using e-learning came to a high degree, as the study participants agreed on the proposals submitted by the researcher to reduce the obstacles to the use of e-learning in higher education in Kuwait. The study also recommended a number of recommendations, most notably: spreading awareness of the importance of e-learning and modern teaching methods, encouraging male and female students towards benefiting from e-learning, and commitment to providing clear plans and strategies for employing e-learning patterns. In the different educational stages, the availability of devices and internet service for students in their homes, and work on designing and building electronic courses based on the principles and standards of educational design, and presenting them through the global or local network around the clock. Developing a strategic plan for the continuation and sustainability of distance education through electronic platforms, even partially, so that educational institutions are ready and ready to switch to distance education if necessary, and work on electronic platforms and work to improve performance through them and update them constantly.

E-Learning in Higher Education during the COVID-19 Pandemic: A Bibliometric Analysis

Abstract It is undeniable that the COVID-19 pandemic has caused serious problems to education on a global scale, as well as to health systems and national economies. As a result, governments around the world have had to make extraordinary efforts to solve the various problems encountered not only in the area of health and the economy, but also in education. In terms of education, the changes include, but are not limited to, curriculum revisions, the provision of technology resources and infrastructure, changes in the academic calendar, and policies regarding instructional delivery and assessment. To limit the spread of the pandemic, universities, institutes and academic schools had to switch to online education using available educational platforms. This has been reflected in the emergence of numerous publications dealing with the subject. The study aims at the quantitative evaluation of the research carried out and published in the field of e-lerning in the university environment in the context of the pandemic crisis, starting from a comprehensive bibliometric analysis based on Scopus publications. The distribution of published papers in terms of years, authors, institutions, countries, journals, the network of co-authors, co-citations, and the cooccurrence of keywords is discussed. The main conclusions regarding the research trends in the field are drawn. The study represents a useful resource for those interested in the field of e-lerning in the academic environment in the context of COVID-19 that captures the main changes produced in the field and the potential research directions.

Advancing, empowering, and reshaping Saudi society through integrating e-learning technology into higher education

This research endeavors to propel, empower, and transform Saudi society through the strategic integration of technology-led e-learning within the higher educational institutions of the Kingdom. With the imminent future of learning heavily reliant on technology, the potential for ubiquitous and on-demand knowledge acquisition is set to revolutionize education in the upcoming decades. Our findings underscore the profound influence of technology-led learning on higher education in Saudi Arabia, establishing its pivotal role in driving societal progress. Central to our investigation is an in-depth exploration of diverse e-learning technologies and their profound implications on advancement and empowerment, ultimately instigating a substantial metamorphosis in the fabric of Saudi society. By affording individuals access to a tailored technology-led e-learning platform, the study envisages a profound restructuring of the populace, fostering a skilled and adaptive citizenry. A notable aspect of our research is the discernment of the government's instrumental role as a mediator in facilitating the adoption and implementation of technology-led e-learning, particularly in segments of society where access to these resources remains limited or absent. This mediation bears relevance in the context of the nation's vision for 2030 and forms a cornerstone of our contributions to inform the Ministry of Education and the Kingdom at large about the prospects of embracing a technology-led e-learning system. Moreover, our study delves into the scope and limitations surrounding the implementation of technology-led e-learning within higher education, effectively charting a course for societal transformation by invigorating the higher education system with innovative pedagogy. In conclusion, our research expands the horizons for Saudi learners and educational institutions alike, creating pathways for connectivity, talent acquisition, and representation on the global stage through the medium of advancing technology-led e-learning in higher education within the Kingdom.

A Bibliometric Study on E-Learning Software Engineering Education

Due to the substantial development of information and communications technology, the use of E-learning in higher education has become essential to boost teaching methods and enhance students' learning skills and competencies. E-learning in Software Engineering turns out to be increasingly interesting for scholars. In fact, researchers have worked to enhance modern Software Engineering education techniques to meet the required educational objectives. The aim of this article is to analyse the scientific production on E-learning Software Engineering education by conducting a bibliometric analysis of 10,603 publications, dating from 1954 to 2020 and available in the Scopus database. The results reveal some scientific production information, such as the temporal evolution of the publications, the most prolific authors, institutions and countries, as well as the languages used. Besides, the paper evaluates additional bibliometric parameters, including the authors' production, journal productivity, and scientific cooperation, among other bibliometric parameters. The subject of the current study has not been treated by any previous bibliometric studies. Our research is deeper and more specific; it covers a long period of 66 years and a large number of publications, thanks to the chosen search string containing the different spellings of the used terms. In addition, the literature is analysed using several tools such as Microsoft Excel, VOSviewer, and Python. The research findings can be used to identify the current state of E-learning Software Engineering Education, as well as to identify various research trends and the general direction of E-learning research. 

The Challenges and Prospects of E-learning in Higher Education in Bangladesh- A Review

Aims: The main objectives of the research were to identify the significant challenges that Bangladesh's higher education sector needs to improve before implementing e-learning, assess the possibilities for implementation of e-learning in Bangladesh, and the benefits e-learning might offer Bangladesh and how it might help the country's advancement.
 The Challenges of E-Learning in Bangladesh: E-learning is a potential replacement for conventional classroom instruction, but there are several obstacles to its adoption, such as a lack of technology and infrastructure, a digital gap, a lack of trained teachers and educators, and a lack of high-quality E-learning resources. These issues have been exacerbated by the COVID-19 pandemic and the lack of internet connectivity and digital gadgets among some pupils, making it difficult for them to participate in e-learning programs. In addition, the shortage of qualified instructors and resources is also a significant issue.
 The Prospect of E-Learning in Bangladesh: E-Learning has the potential to close the digital gap, expand educational opportunities, and raise academic standards in Bangladesh. It can provide pupils with high-quality instruction and bridge the gap between rural and remote regions. E-learning can also broaden pupil access to education and equip them with the competencies they need to thrive in the real world. Additionally, it can offer pupils attractive, collaborative learning opportunities and allow instructors to track student development and spot areas where students might need extra help. E-learning can revolutionize Bangladesh's educational system by providing students with high-quality instruction, flexible learning, personalized instruction, global learning, and women's empowerment.
 Conclusion: The future of e-learning in Bangladesh looks promising, with the potential to close the digital divide, expand educational opportunities, raise academic standards, advance technology, encourage inclusivity, offer flexible and personalized learning, give access to resources for global education, and empower women. To ensure this, the government should create and carry out programs and policies that support ease and equality, facilitate diversity and accessibility, and keep track of and assess electronic-learning projects.

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.

DIDACTIC POTENTIAL OF FOREIGN LANGUAGE E-LEARNING TECHNOLOGY AT А UNIVERSITY

The article is devoted to the use of foreign language e-learning technology at a university and the description of its didactic potential. The author substantiates the relevance of the introduction of e-learning in the system of higher education. The article reveals the essence of the concept of «e-learning». The features of e-learning that distinguish it from other types of learning are considered in the article. The article provides a classification of e-learning systems. The author proves that the use of e-learning in higher education depends on a number of external and internal factors, and it can be implemented using various methods. Special attention is paid to the advantages of using e-learning in the educational process in higher educational institutions in general and in teaching of foreign languages in particular. The article presents the description of the virtual learning environment Moodle used by the author in the educational process.

Factors of using e-learning in higher education and its impact on student learning

<span lang="EN-US">This research was conducted to evaluate the adoption of e-learning in higher education and its impact on students. The quantitative research design was used in this study, and the technology acceptance model (TAM) was used with two external variables perceived enjoyment (PEN) and perceived self-efficacy (PSE), to analyze the validity and reliability of items and to test the hypotheses. This study was conducted among 592 undergraduate students who were selected using a random sampling technique. The findings of this study have successfully proven all ten hypotheses. It was evident that the students enjoyed e-learning’s adoption, which had succeeded in increasing students’ motivation to learn, increasing students’ confidence, and expanding students’ knowledge.</span>