E-learning Materials Research Articles

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.

E-Learning Model to Identify the Learning Styles of Hearing-Impaired Students

Deaf students apparently experience hardship in conventional learning; however, despite their inability to hear, nothing can stop them from reading. Although they perform impressively in memorizing the information, their literacy and reading capability still appear to be weak since they lack the chance to revise by listening and practicing repetitively. Currently, the teaching media for deaf students are quite rare and inadequate, forcing them to face difficulties in integrating new knowledge, even though most of the contents are in a form of written, printed, downloaded, or even accessible via an e-learning platform. However, it is crucial to bear in mind that each learner is different. There is evidence showing that some learners prefer particular methods of learning, also known as learning preferences or learning styles. Thus, the present study reports the sequence of learning styles obtained by using a modified VRK + TSL model that categorized students based on their learning styles. We also propose four different ways of teaching using content-adaptive learning styles, namely visual, reading/writing, kinesthetic, and Thai sign language. Based on personal preferences and the principle of universal design under synthesized learning, an e-learning model was developed to identify deaf learners’ learning styles. The objective is to provide e-learning to identify the learning styles of hearing-impaired students and to respond with up-to-date e-learning materials that can be used anywhere and at any time. These materials must support the education of deaf students. As a result, learners have increased efficiency and increased learning outcomes.

Development and Evaluation of E–Learning Materials with Kotobee Application in Physical Science for Grade 11 Students

This study aimed to develop and evaluate e-learning materials with Kotobee Application in Physical Science as an aid for modular distance learning for Grade 11 students in selected junior and senior public high schools of the City Schools Division of Antipolo during the SY 2021-2022. Descriptive research design was used in this study. It utilized a questionnaire-checklist adopted from the Learning Resources Management and Development System of the Department of Education with some modifications to determine the acceptability of the developed learning materials in terms of content quality, instructional quality, and technical quality. Twenty science experts and 60 science teachers from different schools in Antipolo were requested to evaluate and validate the materials with respect to the aforesaid variables. The results revealed that the Science experts and teachers evaluated the developed learning materials as Very Satisfactory in terms of the said aspects. Consequently, it was found out that there was no significant difference on the evaluation of the two groups of respondents. The suggestions of the evaluators for the improvement of the material were: a) include instructional videos; b) enhance the presentations of the pictures to catch the learner’s interest; c) make sure to give a copy of key to corrections for the teacher’s reference; and d) conduct an orientation among the teachers and students for the familiarity of the application; e) target the affective aspect of the learners by including the reflection part which allows them to express their feelings towards answering the activities using the developed e-learning materials.

E-Learning Material of Evidence-Based Medicine for Laypersons.

There is a need for evidence-based medicine (EBM) education for laypersons. However, there are few materials or opportunities to learn EBM for Japanese laypersons. The aim of this study was to develop and test the usability of e-learning material on EBM for health-conscious laypersons in Japan. This study was conducted in two steps. First, content elements for the material were identified using purposive evaluation and a prototype of the e-learning material was developed. Following this, usability testing of the material was conducted. A questionnaire survey and qualitative semi-structured focus group interviews were conducted with health-conscious laypersons. Subsequently, the material was refined and finalized. A total of 217 descriptions related to EBM were extracted from 12 materials and were integrated into 56 major elements. Each element was rated from the viewpoint of usefulness for laypersons and reviewed by four expert panelists, and finally 18 elements were confirmed, most of which were critical appraisal skills related to critical health literacy. For the usability testing after constructing the material, 25 laypersons participated, and 19 (76%) felt very/rather much interest in the contents of the material in the questionnaire. The results of five focus group interviews showed that the effectiveness of the e-learning material was influenced by the story and characters, and whether the contents of the material were consistent with interviewees' daily interests. The e-learning material on EBM was found to be of interest to health-conscious laypersons and appeared to be useful in participants' daily lives. This study successfully developed novel e-learning material on the essential components of EBM for laypersons in Japan. [HLRP: Health Literacy Research and Practice. 2022;6(4):e290-e299.] Plain Language Summary: This study developed and tested the usability of e-learning material to encourage health-conscious laypersons in Japan to learn the fundamentals of evidence-based medicine. Most of the contents of the material are related to critical health literacy. The usability testing showed that the material was of interest to non-health professionals and useful for dealing with health information in their daily lives.

A structured, blended learning program towards proficiency in epileptology: the launch of the ILAE Academy Level 2 Program

The ILAE Academy is the online learning platform of the International League Against Epilepsy (ILAE) and offers a structured educational program addressing the competency-based ILAE curriculum in epileptology. The platform was launched in July 2020 with a self-paced course portfolio of interactive e-learning modules addressing ILAE Level 1 learning objectives, defined as the entry level in epileptology. Using feedback questionnaires from completed Level 1 courses as well as sociodemographic and learning-related data obtained from 47 participants, we show that over 50% of learners have an entry level in epileptology and do not have access to on-site training and over 40%do not have access to on-site training. Most respondents found the case-based e-learning modules relevant to their practice needs, and the time for completion was regarded as viable for most, reiterating the value of an online self-paced training in the field. Participants who have successfully completed all compulsory e-learning material of the Level 1 program and received their final certificate will now be eligible to subscribe to the Level 2 program. The Level 2 program addressing the proficiency level of the ILAE curriculum of epileptology was launched on the ILAE Academy platform in May 2022. The Level 2 program will offer an evolving series of self-paced, interactive, case-based e-learning modules on diagnosis, treatment, and counseling of common as well as rare epilepsies at a higher level of care. An interactive online EEG and MRI reader was developed and is embedded into the course content to satisfy the demands of the learners. The hallmark of this level will be the blended learning with tutored online courses, e.g., the established VIREPA courses on EEG and the newly introduced VIREPAMRI program. Our distinguished faculty willhold live tutored online courses in small groups in various languages and continental time zones. Finally, the ILAE face-to-face curricular teaching courses at summer schools and congresses will represent another pillar of this advanced teaching level. The ILAE Academy will also provide Continuing Medical Education (CME) credits to support career planning in epileptology.

MoneyWise Cash-Flow Simulation Module: Improving Students’ Grade Through Enhanced Personal Financial Planning System

The development of MoneyWise Personal Cash-Flow Simulation Module in teaching and learning focuses on helping students understand the personal financial management elements. The simulation enables the students to experience the essentials of budgeting, record-keeping, valuable tools, and tips on managing cash flows and other related activities in money management. During the simulation, the students have been able to analyse their financial position in various reports, such as the budget template and cash-flow statement. In the meantime, the module will enhance students’ potentials to obtain excellent grades in the personal financial planning course and elevate their skills and readiness to face real-life situations in the future. The findings have shown that the percentage of student’s scores in Part A has increased from 75.9 per cent in semester 20182 to 84.6 per cent in semester 20184. While 80.6 per cent score in 20192 which is above the targeted average, concludes that the objectives have been achieved. The system not only functions as an e-learning material but is also helpful for individuals to record and manage their daily transactions. MoneyWise is an excellent e-learning innovation and relevant financial tool to elevate financial literacy, aligning with the National Strategy for Financial Literacy 2019-2023.

Piloting an E-Learning Applied Behavior Analysis Course for Caregivers of Children with Autism in the Czech Republic.

The telehealth model can allow for cost-effective supports in areas where limited applied behavior analysis (ABA) services are available. As a result, e-learning programs for parents of children with autism have become part of the telehealth paradigm. In the Czech Republic, one of the many places where there are limited ABA supports and no available ABA e-learning courses for families, the development of an e-learning course that is freely available, and linguistically and culturally appropriate, is needed. It was anticipated that this course could mirror some of the free e-learning materials available to English-speaking caregivers and provide foundational knowledge to later support more intensive ABA services. Therefore, a pilot study was developed to assess an ABA e-learning course for caregivers in the Czech Republic with the aim of validating its efficacy and assessing whether a synchronous component was needed for the best outcomes. The materials were not meant to replace best practices in more intensive caregiver training but provide foundational skills for later more successful local services. Results demonstrated that a total of 33 caregivers completed the course, making statistically significant gains in their ABA knowledge and rating the course highly. Interestingly, the addition of the synchronous component only impacted the knowledge gain outcome. Suggestions for supporting caregivers in e-learning course completion and directions for future research are additionally explored.

Pilot study on applying various research methodologies to investigate the effectiveness of e-learning materials

The COVID-19 pandemic had a major impact on higher education. Students were required to adopt a more independent way of learning, and instructors had to redesign courses to fit the digital space. Increasingly frequent e-learning research provides substantial support for the expansion of online education. The aim of this article is to investigate the effectiveness of e-learning materials among university students using a variety of research methodologies (Groningen Sleep Quality Scale, psychomotor vigilance task, verbal fluency and digit span tests, NASA Task Load indeX and eye tracking). In a pilot study conducted in a laboratory environment, 15 participants were divided into three groups and assigned to study from prepared course pages using content-equivalent e-learning materials. The results demonstrated that the applied research methodologies were appropriate for investigating the issue, allowing the pilot study to reveal a set of criteria encompassing the preferences of students for course structures and e-learning materials.

E-Learning Materials in Earth and Life Science for Struggling Learners

The purpose of the study is to design and validate e-learning materials for a few selected Earth and Life Science disciplines. It concentrated on figuring out how the e-learning content would help increase the learners' conceptual comprehension and their perception of the intervention material's effectiveness. The area of investigation was limited to four (4) areas of investigation: 1) Determine the level of quality of the respondents on the use of the E – Learning Material in Earth and Life Science for Struggling Learners in terms of its objective, content and exercises, 2) Determine the level of acceptability of the respondents on the use of the E – Learning Material in Earth and Life Science for Struggling Learners in terms of its efficiency, usability and adaptability, 3) Know the mean score performance of the control and experimental group on the second quarter topic: matter in the use of E – Learning Material in Earth and Life Science in terms of Pre – Test and Post – Test, and 4) Determine if there is a significant difference between the pre-test performance and posttest performance of the control group and experimental group. It was founded on the level quality in terms of objectives, content, and exercises, it was determined that the e-learning material was highly acceptable to teachers and students as an intervention for the struggling learners. The e-learning material was successful in enhancing the students' competencies in Earth and Life Science disciplines as evidenced by the students' improved performance on the post-test. It was revealed that the e-learning material was highly acceptable to teachers and students as an intervention for the struggling learners in terms of acceptability based on its efficiency, usability and adaptability. According to the students' increased performance on the post-test, the e-learning material was effective in improving the students' competences in Earth and Life Science subjects. It was described that the mean score performance in the pretest of the control and experimental group were both average. While the mean score performance in the posttest of the control and experimental group were described as good. A significant improvement in the students' performance was revealed by the study. Based on the results of the pre-test and the post-test, there was a significant difference in the students' performance of the control and experimental group. Based from the findings of the study the author of this research concluded that there is a significant difference between the posttest mean score of the control and experimental group, hence, the null hypothesis stating that there is no significant difference is hereby rejected. The researcher recommends to change the research paradigm. Investigate the potential modifying impact of learners' academic abilities and parental support on the impact of employing science-related films as a motivating and cognitive teaching strategy during a certain grading period.

Mixed-Method Evaluation of a Community Pharmacy Antimicrobial Stewardship Intervention (PAMSI).

The community pharmacy antimicrobial stewardship intervention (PAMSI) is multi-faceted and underpinned by behavioural science, consisting of the TARGET Antibiotic Checklist, staff e-Learning, and patient-facing materials. This mixed-method study evaluated the effect of PAMSI on community pharmacy staffs’ self-reported antimicrobial stewardship (AMS) behaviours. Data collection included staff pre- and post-intervention questionnaires, qualitative interviews, and TARGET Antibiotic Checklists. Quantitative data were analysed by a multivariate ordinal linear mixed effect model; qualitative data were analysed thematically. A total of 101 staff participated from 66 pharmacies, and six completed semi-structured interviews. The statistical model indicated very strong evidence (p < 0.001) that post-intervention, staff increased their antibiotic appropriateness checks and patient advice, covering antibiotic adherence, antibiotic resistance, infection self-care, and safety-netting. Staff reported feeling empowered to query antibiotic appropriateness with prescribing clinicians. The TARGET Antibiotic Checklist was completed with 2043 patients. Topics patients identified as requiring advice from the pharmacy team included symptom duration, alcohol and food consumption guidance, antibiotic side-effects, and returning unused antibiotics to pharmacies. Pharmacy staff acknowledged the need for improved communication across the primary care pathway to optimise antimicrobial use, and PAMSI has potential to support this ambition if implemented nationally. To support patients not attending a pharmacy in person, an online information tool will be developed.

Augmented language model with deep learning adaptation on sentiment analysis for E-learning recommendation

Sentiment Analysis is considered as an important research field in text mining, and is significant in recommendation systems and e-learning environments. This research proposes a new methodology of e-learning hybrid Recommendation System Based on Sentiment Analysis (RSBSA) by leveraging tailored Natural Language Processing (NLP) and Convolutional Neural Network (CNN) techniques, to recommend appropriate e-learning materials based on learner’s preferences. Integration is done on fine-grained sentiment analysis models, to classify text reviews of e-content posted on e-learning platform. Two enhanced language models based on ‘Continuous Bag of Word’ and ‘Skip-Gram’ are introduced. Moreover, three resilient language modelsbased on the hybrid language techniques are developed to produce a superior vocabulary representation. These models were trained using various CNN models to predict ratings of resources from online reviews provided by learners. To accomplish this, a customizable dataset ‘ABHR-1′ is used, which is derived from e-content' reviews with corresponding ratings labeled [1–5]. The proposed models are evaluated and tested using ABHR-1 and two public datasets. According to the simulation results, Multiplication-Several-Channels-CNNmodel outperformed other models with an accuracy of 90.37 % for fine-grained sentiment classification on 5 discrete classes and the empirical results are compared.

Transforming the Pandemic into a gateway for zeroing waste-related emissions at the University of Colombo, Sri Lanka

The University of Colombo (UoC) has turned the Covid-19 pandemic into a win-win situation by adopting new measures to overcome limitations the pandemic has brought in while improving its overall waste management. It has incorporated a paperless system by conducting academic work online, including applying for new courses, distributing e-learning material and submitting assignments. Every lecture, meeting, and function has been held virtually, eliminating food, paper, plastic and decoration waste. Students now study from home and employees have been reporting to work according to rosters, reducing food and office waste generation significantly. The employees now adhere to the pre- and newly included post-pandemic environmental guidelines, litterless lunches, and have been provided with shuttle services for safer commuting, leading to lower greenhouse gas emissions. Identifying the potential environmental damage through improper disposal, using reusable masks is being promoted through regular online awareness programmes; eco-friendly sanitizers are used instead of liquid soap, which consumes water and generates wastewater. Although the amount of waste generated during the pandemic is low, the UoC-owned Waste Storage Center continues to function with waste segregation and recycling, and the composting facility is currently expanding its production. The waste reduction has also caused lowered waste-related greenhouse gas emissions.Keyword: Waste Management, Paperless System, Guidelines, Waste Storage Center, Segregation and Recycling

Revision of the Young Sonographers Basic e-Learning Abdomen Course

Revision of the Young Sonographers Basic e-Learning Abdomen Course Abstract. Current situation: The Young Sonographers e-learning was created in 2017 and contains the theoretical content and the procedure for the practical examination technique of the basic course on abdominal ultrasound. In order to provide an optimal teaching tool for ultrasound training in Switzerland in the future, this e-learning material has now been revised. Methodology: The feedback from various experts as well as from participants, tutors and examiners served as the basis for the revision. Results and discussion: The feedback revealed five categories that needed adaptation: the structure of the examination procedures, the coherence between text and video, the reasonable use of video versus written text, the accurate naming of acts and tools and the quantitative balance of the module structures. After revision of these weak points, new scripts were written and filmed as video recordings. The digitally optimized implementation on the website is still under construction at the time of publication.

An NLP Approach for Extracting Practical Knowledge from a CMS-Based Community of Practice in E-Learning

This study aimed to identify the tacit or practical knowledge of an online community of practice (CoP) based on a content management system (CMS) technology. The E-Learning Industry site is one of the most prominent news outlets that provides instructional design and technology (IDT) practitioners with insights into the field. Natural language processing (NLP) techniques were implemented to extract practical knowledge of publicly available and not password-protected text sources in seven news categories. First, the findings suggest emphasizing the production of online articles related to the production of e-learning materials in technology-enabled environments. Second, the results indicate the alternative uses of learning management systems to manage different aspects of the production of e-learning materials. Third, the findings show that the CoP’s main priority was to reference existing materials in the community and external resources. The results of this study have implications and provide recommendations for researchers, community leaders, and practitioners toward improving knowledge discovery mechanisms, increasing transparency and integrity in communities, and increasing practitioners’ ability to self-assess existing practical knowledge against competencies in the field. The present study takes an inventory of the organizational knowledge capital and functions embedded in a CoP using a CMS platform as a delivery mechanism for creating and sharing knowledge.

Covid-19 and the virtual classroom conundrum in Zimbabwean universities

Whilst the virtual classroom has become the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting-lacking responsive information communication technology (ICT) infrastructures and techno-savvy human capital. This exploratory study employed in-depth telephone interviews with five purposively sampled deans, lecturers, and disadvantaged students-one each from each of five universities (three state, and two private). Forty more students for five focus group discussions were selected through stratified random sampling. Our study adopted a qualitative approach to collect, present, and analyse data. The key finding was that Covid-19 has certainly amplified the digital divide and preexisting inequalities in institutions of higher education, particularly in developing nations like Zimbabwe. Further, the study revealed that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion because some students living in poverty struggle to access the e-learning resource materials. In Zimbabwe, the situation has become dire and complicated because of the economic meltdown prevailing in the country. Universities as service institutions are thus encouraged to invest heavily in ICT infrastructure, and the government to subsidise the cost of internet bandwidth and data bundles to enable students to access the e-learning materials.

Penerapan Model Pembelajaran Berbasis Proyek Pada Pembelajaran E-Learning Materi Kesetimbangan Kimia

This research aims to analyze the effect of the application of project-based learning models on e-learning chemical equilibrium material on learning outcomes, student activities and student responses. This type of research is a quasi-experimental with a pretest-posttest control group design. This research was conducted in January 2022. Data collection techniques were obtained by means of tests, observation sheets, questionnaires, and documentation. The population of this research is the students of class XI IPA SMA Negeri 9 Medan. The research sample consisted of 2 classes with a total of 65 students with a random sampling technique. The experimental class was given learning using a project-based learning model in e-learning, the control class was given learning using a direct learning model. This study shows the following results: (1) there is a positive effect of implementing project-based learning models on e-learning chemical equilibrium material on improving student learning outcomes, obtained tcount = 9.91 &gt; ttable = 1.669 and class N-gain value the experimental class is 0.77 with the high category, while the N-gain for the control class is 0.56 in the medium category. (2) student learning activities in the experimental class are very positive or very good towards, the average percentage is 81.83% with the qualification "very good". (3) students in the experimental class showed a positive or good response in the learning process that took place in the classroom, the average percentage of responses was 76.55% with "good" qualifications. This shows that the project-based learning model in e-learning is good for use in the teaching and learning process.

Development of an online assessment system to evaluate knowledge on chemical safety and security

Abstract Education and information dissemination are fundamental to safety and security risk management and mitigation. A web-based examination system called OPCW eQChemSS was developed to assess individuals on their knowledge in chemical safety and security. This can be used as an evaluation tool for chemical safety and security courses, workshops, and seminars. A database of questions was included in this web-based software, which was divided into three categories. Category A is general chemistry level safety, Category B is chemical safety related to organic and inorganic compounds, and Category C is on chemical safety and security and the Chemical Weapons Convention (CWC). The system was designed to automatically check the examination and instantly provide the result of the test in terms of percentage correct answers. A feedback mechanism from the examinees was also included to assess the effectiveness of this e-learning educational material. The importance of e-learning materials in this time of COVID-19 pandemic cannot be more emphasized. The need for readily accessible e-sources that will aid in virtual learning for various topics will be significant even in the coming new normal of hybrid or flexible learning where both online and face-to-face learning may be implemented.

PELATIHAN E-LEARNING DASAR BAGI GURU

Teaching and learning activities in the classroom now have many challenges and demands. One of the challenges teachers face is the increasing amount of information that students can access, leaving teachers far behind in updating the information that students access. Therefore, it seems that teachers are forced to balance by looking for additional information using various media such as internet access and the latest reference books. After completing the basic e-learning training with a theoretical and practical approach for high school economics teachers in Yogyakarta, the trainees are expected to be able to compile online e-learning learning materials using the Edmodo platform. The adoption of the Edmodo platform is expected to make teachers not only rely on one learning model using conventional models. Based on the description of the implementation of the training activities, it can be concluded that the participation of the training participants is 90%. Participants actively ask and listen to the material given until the e-learning training ends. Participants hope a similar program will be repeated with other skills training programs.&#x0D; Keywords: Training, e-learning, Edmodo

MATHEMATICAL METHOD FOR EVALUATION OF E-LEARNING COMPETITIVENESS OF EDUCATIONAL COMPANIES

The purpose of the article is to analyze the parameters of the educational sector on a global scale, to summarize and present the differences in investments, Internet penetration in the educational sphere in different countries, and to show the impact of COVID-19 on global education. The article highlights educational digital transformations and innovations in different countries, the development of e-learning and new tools and means that have been developed during the COVID waves. The article offers the basic concepts and characteristics for e-learning management of Ukrainian educational companies using effective management and mathematical tools and means. Methodology. To analyze relevant quantitative and qualitative data on e-learning management, a literature review, observation and research methodology, and comparison were used. Stratification and decomposition approaches are used to develop a model for assessing the competitiveness of e-learning educational enterprises. Research results show that the educational field requires new technologies, tools and equipment. Various e-learning platforms and massive open online courses have shown significant effectiveness during the pandemic. At the same time, a significant number of challenges remain: Internet penetration in different countries, investment in the development of learning equipment, the quality of e-learning materials, the ability to teach and learn with all the necessary tools and equipment, and access to devices. Educational companies that understood the trends in time and were able to change their products accordingly have gained additional profits. This study contributes to the evaluation of the competitiveness of e-learning educational companies and organizations. The results of the study were used to further develop the proposed model. The proposed model has six functions that describe the main aspects of a typical domestic educational enterprise. Practical implications. In the context of digital transformation and innovation, companies and countries must understand what tasks they need to solve, what problems to avoid, and find the best way to develop their own activities. These ideas have been developed into a model, which in this study is based on mathematical fuzzy logic and the Hopfield neural network. Value/originality. The model can be implemented in the Ukrainian domestic educational market by companies in order to develop and improve their competitive strategy.

The value of student attendance at face-to-face classes, as part of a blended learning experience

&#x0D; &#x0D; &#x0D; eLearning can create more flexibility for students; more efficiently utilise infrastructure; and can provide high-quality learning at scale. We have investigated perceived value and learning gains associated with online (eLearning) and face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable but that participation in f2f learning opportunities would enhance student learning. Using a design-based research approach, we have evaluated blended learning with interactive eLearning materials, and a collaborative, active f2f class. We have combined qualitative evaluation survey data and quantitative f2f attendance data and student grades. Students overwhelmingly value active learning, both within eLearning materials and f2f classes. Final marks positively correlate with the number of f2f classes students attend. Analysis of a subset of intended learning outcomes (ILOs) shows that students who access the eLearning materials independently and students who attend the f2f class perform equally-well in ILO-related assessment tasks; however, students are more likely to choose an assessment task directly-related to a class they have attended. We suggest that attendance at f2f classes as part of a blended learning experience is beneficial however students can sufficiently obtain selected ILOs from engaging eLearning materials.&#x0D; &#x0D; &#x0D;