E-learning In Higher Education Research Articles

Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education

The purpose of this paper is to define a reference framework for introducing eLearning practices in mainly face-to-face higher education institutions. We suggest a suitable adoption and management of associated infrastructures and processes, in order to guarantee the ethical use of data in the related academic and learning analytics. A theoretical framework is proposed after years of practice and experience in the institutional government of IT processes related to learning technology. The digital transformation of teaching should imply the right technological decisions made by people and for people, in order to achieve a more inclusive, participative, and human university supported by technology. digital transformation is a social requirement of governments, companies, and institutions, and it should take into account the associated risks of the unethical use of technology, which leads to the dark side of transformation processes. eLearning approaches, especially with the influence of the COVID-19 outbreaks, are increasing the need for digital mechanisms in universities. Further, there is a need for strategical support and reference models if we are to avoid these undesired effects.

E-Learning in Higher Education and Covid-19 Outbreak: Challenges and Opportunities

Driven by the current circumstances of the COVID-19 outbreak, this study investigates the rise of online teaching in higher education (HE). It collects feedback from the teaching professionals regarding their opinion on E-learning experience to answer the following question: in the distinctive rise of e-learning during the covid-19 outbreak, what are the main challenges and opportunities in conducting your online teaching? This study has numerous implications related to E-learning in higher education. It provides recommendations to governments and university policy-makers in designing the policies and programs on E-learning. Furthermore, the university’s top management (i.e. president, VP, dean of college and HOD) need to concentrate on the importance of enhancing education quality in their institutions during this exceptional time.

Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science.

E-learning is conceived as a purely virtual training approach. Different learning styles have been proliferated in recent years, especially now, due to the impact of COVID-19 in the educational field. The aim of this study is to discover the evolution of e-learning in higher education (ELHI) in scientific literature indexed on the Web of Science. Co-word analysis and bibliometric analysis was performed. A total matrix of 1261 documents was analyzed through SciMAT software. The results revealed that studies on ELHI are written in English and presented by conference papers. The main source of publication for the conferences is EDULEARN proceedings, while the journal source is Procedia-Social and Behavioral Sciences. Spain is the country with the highest volume of production. It is concluded that research on ELHI use does not have an established line of research, due to its recent creation and the lack of related research. The bibliometric analysis specifies that the research is oriented towards knowing the level of acceptance and application of the pedagogical method in the teaching and learning processes.

A Systematic Review of Online Exams Solutions in E-Learning: Techniques, Tools, and Global Adoption

E-learning in higher education is exponentially increased during the past decade due to its inevitable benefits in critical situations like natural disasters (e.g. COVID-19 pandemic etc.) and war circumstances. The reliable, fair, and seamless execution of online exams in E-learning is highly significant. Particularly, online exams are conducted on E-learning platforms without the physical presence of students and instructors at the same place. This poses several issues like integrity and security during online exams. To address such issues, researchers frequently proposed different techniques and tools. However, a study summarizing and analyzing latest developments, particularly in the area of online examination, is hard to find in the literature. In this article, a Systematic Literature Review (SLR) of online examination is performed to select and analyze 53 studies published during the last five years (i.e. Jan 2016 to July 2020). Subsequently, five leading online exams features targeted in the selected studies are identified. Moreover, underlying development approaches for the implementation of online exams solutions are explored. Furthermore, 16 important techniques / algorithms and 11 datasets are presented. In addition to this, 21 online exams tools proposed in the selected studies are identified. Additionally, 25 leading existing tools used in the selected studies are also presented. Finally, the participation of countries in online exam research is investigated. Key factors for the global adoption of online exams are identified and compared with major online exams features. This facilitates the selection of right online exam system for a particular country on the basis of existing E-learning infrastructure and overall cost. To conclude, the findings of this article provide a solid platform for the researchers and practitioners of the domain to select appropriate features along with underlying development approaches, tools, and techniques for the implementation of a particular online exams solution as per given requirements.

E-learning in higher education and social development

The paper deals with digital education. Currently, digital education is getting popular, particularly in current pandemic event COVID 19 which has been emerged in China recently. Authors discussed online education issues. Authors reviewed different literature on e-learning and online education worldwide, as well as highlighted the online problems emerged in different countries. Now, when in many countries distance learning is actively imposed on people who do not have not only teaching aids and methodological competence for digital learning, when some people do not even have access to digital devices, there are no conditions for learning outside the classroom and there are many other problems, the problem digital inequality becomes its one channel for increasing general social inequality. Our research, which contributes to the study of current and likely future problems of digital education, its role and interaction with other spheres of society, including science and industry, is a contribution to solving the problem of social well-being, including sustainable development. Sustainable development is a controversial concept that combines two leading lines: the line of harmonization of the development of society in all its separate spheres and the harmonization of relations between spheres, and the line of achievements, evolution of each of the spheres and relations of spheres.

The effect of E-learning on education process enhancement & in-house customers' satisfaction (An experimental design)

At present, Higher education sector in Egypt plays an important role. The exponential change in technology initiates improving its services. As a result of the increased pressure to improve competitiveness, and due to COVID19 circumstances, academic institutions are motivated to adopt a system perspective, elevating strategies towards achieving E-learning. This research is mainly targeting exploring practices of E-learning in higher education, its influence on enhancing the education process and in-house customers' satisfaction (students). There’s a dissimilarity between E-learning teaching and the traditional teaching, there are many debates. Creating effective E-learning environment has become a top priority for higher academic institutions. The parameters of the E-learning system effectiveness are not revealed. The main objective of this research is to find out whether the online teaching method compared to the traditional teaching method, in different colleges of the Arab Academy for Science, Technology and Maritime Transport (AASTMT); will achieve a higher quality level than that created using the traditional education approach in specific. The research aims at exploring students’ perceptions towards E-Learning teaching method & traditional teaching method concerning learning environment satisfaction, quality of achievements and performance. The research approaches adopted in this study includes executing an experimental study using a quasi-experiment design to direct the Arab Academy for Science, Technology & Maritime transport (AASTMT) to different knowledge bases in instruction technology. Moreover, the findings from this research would provide evidence and add to the body of knowledge in higher education. The methodology of the research is seeking to apply E-learning to manage development and improve performance, as a starting point to assess the effect of applying E-learning on enhancing the education process. This research is the first in higher education in Egypt to hold a comparison between teaching methods and study the effect of this combination of dimensions together and analyze the E-Learning teaching method effect on enhancing education and improving quality. Finally, the research will elaborate the problems faced to improve the E-Learning teaching method as a prerequisite for higher education since the beginning of COVID19 pandemic.

Understanding satisfaction essentials of E-learning in higher education: A multi-generational cohort perspective

Despite the increasingly critical role of e-learning in higher education, there is limited understanding of the satisfaction essentials of multi-generational students' cohorts undertaking online courses. In this study, we examine the perceived value of educational experiences of multi-generational students' cohorts studying via an online learning management system (Moodle). The study analysed survey responses from multi-generational students (N = 611) on a core subject in an undergraduate business school programme. The results show that Generations X, Y and Z students produce different students' satisfaction levels in distinct components of the online programme; namely, course design, course delivery, course delivery environment and preference of the mode of delivery. Generations cohorts account for remarkable effects in the total satisfaction of students on the online learning programme. The results suggest that contextualising online teaching based on multi-generational students' cohort composition could be one strategy to enhance student learning experience and satisfaction.

Prioritizing Methods and Strategy for e-Learning in Higher Education to Improve Effectiveness

Prioritizing Methods and Strategy for e-Learning in Higher Education to Improve Effectiveness

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.

Editorial : COVID-19 and e-learning in higher education

Editorial : COVID-19 and e-learning in higher education

Industrial Design Graduates’ Perspective on E-Learning in Higher Education

This article discusses the criteria for emphasizing on graduates’ perspective on using e-learning in higher education and focus on Industrial Design programme. Nowadays, just theory teaching methods as used in earlier time cannot provide sufficiently well for students’ learning especially for design programme like Industrial Design. The use of the Internet, digitalization and virtualization enables the integration of technology and educational resources to help form a learner-oriented teaching environment. This study is seeking to incorporate the platform of creative teaching which is e-learning and including the use of lively transferable skill. The objectives of this article are to study perception of e-learning system as a creative teaching method for Industrial Design programme; to investigate the outcome of e-learning system as a creative teaching method for Industrial Design programme. A quantitative research design was conducted to examine Industrial Design students’ perception on e-learning. For the purpose of this study, convenience sampling was employed whereby the population of this study comprised the respondents from Johor Bahru, Malaysia only. A total of 35 Industrial Design students were participated in this study and they were agreed to voluntarily participate in the study. In summary, this article consolidates the effectiveness of e-learning as a type of learning method and the importance of e-learning in higher education for Industrial Design students.

E-learning e strategie inclusive: uno studio per rilevare le opinioni dei docenti dell’Università Roma Tre.

This contribution addresses aspects of the reflection on e-learning for higher education, with the purpose of outlining some operational considerations related to the presence of technologically mediated practices within university’s educational contexts. The culture of functioning in enabling contexts and the principle of accessibility as a cornerstone of inclusive teaching were the two perspectives considered here and applied to focus the implementation of inclusive e-learning, and to assess its usability and sustainability from an educational and methodological point of view. It is intended to highlight how fundamental, in the educational planning phase, the function of the teacher who consciously chooses the use of educational tools and devices. The study in question intends to explore, through the administration of a specific questionnaire, the opinions of university teachers in relation to the design and organization in an inclusive sense of their e-learning training offer in the university context. An investigation of this type may also encourage the launch of further studies on the philosophy of Universal Design to be deepened within higher education in our country, according to practices already present at an international level.

Sviluppare ambienti inclusivi nella formazione universitaria online: esiti di una ricerca esplorativa.

This paper refers to the «Interdisciplinary Research Project» of the Department of Education at Roma Tre University. The title of the project is «E-learning for higher education: setting up an integrated model for the qualification of learning and educational relationships in online courses» and represents a development of a previous research (Bocci, 2019a), which was aimed at outlining some dimensions and issues of inclusive online education. Taking as a background the different theoretical perspectives that study inclusion and inclusive processes (such as the Bio-Psycho-Social Model, the Social Model, the Capability Approach and the Universal Design) in the present paper the authors show the results of an exploratory survey aimed at verifying the validity of a new search tool − an analysis form developed starting from the work of Grainne Conole (2013) on MOOCs − used to analyze the level of inclusion of some university online courses of the EduOpen platform. The aim of the work is to provide a self-analysis tool to better guide in an inclusive perspective those who design and deliver e-learning courses. The first results are encouraging and lead to further investment of resources in this direction.

An Empirical Study of Students' Intention to Use Cloud E-Learning in Higher Education

Technological progress has resulted in constant change of social structures and led to continuous evolution of attitudes and values. Thus, a timely and compre-hensive integrated technology acceptance framework was established, and factors predicting intention to use Cloud e-learning were empirically identified. A total of 11 determinants from varying sources of IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values were unified and analysed in an integrated manner. The target population for this study was a group of IT students in a private university in southern region Malaysia. The results obtained from this study observed that content quality, pedagogical quality, perceived usefulness, social influence, attainment value, and utility value significantly predict intention to use Cloud e-learning. By integrating IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values into a single framework, new insights on Cloud e-learning ac-ceptance in higher education can be attained.

Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education

Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.

Challenges and Successes: A Teacher’s Reflection on E-Learning Exertion

Electronic-learning (E-learning) has been extensively utilized and gaining more impact in higher education. Some studies have compared face-to-face teaching to online learning to decide which of the design provides the highest learning outcome and create the most students’ satisfaction. This paper references some of the research work on the use of e-learning in higher education. I would like to share my 12 months teaching experience utilizing e-learning in my day to day teaching activities, from the challenges faced from the beginning of the e-learning utilization to the successes that I got from that e-learning that I got. Challenges did appear in the first month of the e-learning exertion. As can be expected there are many challenges faced by academics regarding the use and success of e-learning in an academic environment. Further, it can be divided into five categories: learning styles and culture, pedagogical e-learning, technology, technical training, and time management challenges.

A systematic review of the factors \u2013 enablers and barriers \u2013 affecting e-learning in health sciences education

BackgroundRecently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technology – regardless of learners’ geographical locations and timescale – to enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factors – enablers and barriers – affecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature.MethodsA systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using ‘Textword’ and ‘Thesaurus’ search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factors – enablers and barriers – about el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis.ResultsOut of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills.ConclusionsThis study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners’ motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.

The determinants of teachers’ continuance commitment to e-learning in higher education

Technological evolution involves a challenge for teachers and higher education institutions to achieve e-learning success. This paper addresses this issue from the teachers’ perspective to reveal what characteristics of the e-learning system affect teachers’ continuance commitment and contribute to the increase and permanence of e-learning programmes. This study investigates possible relationships among intrinsic and extrinsic variables (self-efficacy beliefs, system quality and organisational impact) and teachers’ continuance commitment. Based on previous information systems and e-learning research literature, this study presents an extended version of the Information System Success Model. The PLS-SEM method was employed to analyse the data collected from a probabilistic representative sample of 90 online teachers, 54% of them are male from different ages and teaching disciplines, and 78.6% of them are full-time teachers. Results show that having a well-established learning management system in the institution reinforces the instructors’ commitment. Institutions should build a learning environment that fits instructors’ needs, develop a creative, collaborative, secure, friendly and up-to-date platform with quality interactions between learners and instructors. Apart from offering good system quality and technical assistance, perceived organisational impact reveals as a key to achieving teachers’ commitment to e-learning.

Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic from the Perspective of Higher Education Students

Aim/Purpose: The objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during the COVID-19 pandemic. Further, the study analyzes the moderating effect(s) of gender and level of the course on the quality of e-learning in higher education during the COVID-19 pandemic. objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during COVID-19 pandemic. Background: The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education “e-learning.” The learning supported with electronic technology like online classes and portals to access the courses outside the classroom is known as e-learning. This study aimed to point out the variables influencing the quality of e-learning, such as administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support. Methodology: An inferential statistics cross-sectional study was conducted of the students of higher education institutions in India and the Kingdom of Saudi Arabia with a self-administered questionnaire to learn the students’ perception of e-learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 784. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the quality of e-learning and the seven independent variables and two moderating variables in the higher education sector. Contribution: The study aims to explore the quality of e-learning in higher education from the students’ perspective. The study was analyzed based on the student’s data collected from the higher educational institutions of India and Saudi Arabia. The study will support the top management and administrators of higher educational institutions in decision making. Findings: The findings revealed that there is a positive relationship between the set of variables and the quality of e-learning in the higher education sector. Also, there is a significant difference in the perception of the students between gender, level of the course, and quality of e-learning in the higher education sector during the COVID-19 pandemic. Recommendations for Practitioners: The results of the study can help top management and administrators of higher educational institutions to improve their actions. Higher educational institutions need to concentrate on the study outcomes related to administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support to enhance the quality of e-learning. The study revealed that there should be a difference in the procedure of providing e-learning based on the level of the course and gender of the students. Recommendation for Researchers: The results were examined and interpreted in detail, based on the perspective of the students, and concluded with a view for future research. The study will be beneficial for academic researchers from different countries with a different set of students and framework. Impact on Society: The study revealed that the positive results of the students’ perspective on the quality of e-learning would help the policy-makers of the country in providing the learning process during the COVID-19 pandemic. Also, the result explored the importance of the quality aspects of e-learning for improvement. Future Research: There is a need for future studies to expose the quality of e-learning in higher education in the post-COVID-19 pandemic. Further researchers will bring the performance level of e-learning during the COVID-19 pandemic.

E-učenje u visokoškolskom obrazovanju iz perspektive kritičke pedagogije Paula Freirea

E-učenje u visokoškolskom obrazovanju iz perspektive kritičke pedagogije Paula Freirea