E-learning Model Research Articles

Improving Student Interests and Learning Outcomes Using Project Based E-Learning Models

The problem underlying this research is the ineffectiveness of the learning process after the Covid-19 pandemic which resulted in low interest in learning and student learning outcomes. So it is necessary to restore the learning process through appropriate learning models and by the development of the times of students and be able to overcome the learning loss during the Covid-19 pandemic. The purpose of this study was to analyze differences in interest and learning outcomes in Informatics between students who studied with the Project E-Learning learning model compared to students who studied using the direct e-learning learning model. So that this research is expected to be able to provide an overview of learning models that are more effective in informatics subjects and can increase students' interest and learning outcomes, especially in the era of the Industrial Revolution 4.0. The population of this quasi-experimental study with the posttest-only non-equivalent control group design plan was Class IX students of junior high school with two classes selected as samples using a group random sampling technique. Data were analyzed descriptively and using Multivariate Analysis of Variance/MANOVA with a significance level of 5%. The results showed that there were differences in interest and learning outcomes between students who studied with the project-based e-learning model and students who studied with the direct e-learning model, with better results for students who studied with the project-based e-learning model.

Development of a Moodle-Assisted Guided Inquiry Model for General Biology E-Learning to Enhance the Student' Critical Thinking Dispositions

Critical thinking disposition is a component of higher-order thinking skills required to meet 21st-century challenges. This research aimed to develop a Moodle-assisted Guided Inquiry model (GI-Moodle) for General Biology e-learning and to enhance university students' critical thinking disposition. Fenrich's instructional model was used in this development research. Meanwhile, a quasi-experimental study was conducted at the implementation stage. This study was carried out at the Faculty of Applied Science and Engineering, Undikma. The data were collected using validation sheets and the California Critical Thinking Disposition Inventory. Descriptive quantitative analysis and ANCOVA were done. The results revealed that: the general biology e-learning developed was reliable and valid; students' critical thinking disposition increased from the pretest to the posttest, where the GI-Moodle students achieved better than the WhatApp Group-assisted Guided Inquiry students (GI-WAG) and WhatApp Group-assisted Structured Inquiry students (SI-WAG); the implementation of GI-Moodle and GI-WAG E-learning did not have a significant effect, but it was significantly different compared to the SI-WAG class. In conclusion, GI-Moodle is a viable option for enhancing college students critical thinking disposition through General Biology e-learning. It can be a reference for development in other learning

Effectiveness Of E-Learning To Student Learning Satisfaction: A Literature Review

Introduction: E-learning is acquiring knowledge and skills using the Internet, offering learners a versatile and individualized medium for education. It is a novel method of providing high-quality educational services to students through electronic means to enhance their knowledge, abilities, and consistency. Higher education institutions globally are increasingly using several forms of e-learning. Conversely, through engagement, e-learning has secured the improvement of learning abilities, knowledge, and excellence. Material and Methods: This study constitutes a comprehensive examination of the current body of literature. The subject matter, comprising publications published between 2018 and 2023, was selected from various internet sources, such as Science Direct, PubMed, and Google Scholar. We employed the PRISMA methodology to analyze the literature review systematically. Results: Following a comprehensive evaluation of 14 suitable papers, only 10 of the 183 articles chosen for analysis could be analyzed. Evidence suggests that e-learning can facilitate a fresh comprehension of the essential aspects of effective learning methodologies. Conclusion: According to the literature research findings, it was discovered that the e-learning model affects learning satisfaction, which is simultaneous with its influence. The level of contentment that students have with the outcomes of their e-learning experiences can be a primary measure of the quality of education provided in higher education.

Meta-Analisis Efektifitas Penggunaan E-Learning dalam Meningkatkan Pemahaman Konsep Fisika

It is seen that the development of information and communication technology has now penetrated into various sectors, one of which is in the field of education, especially in learning practices. The application of technology in the learning process, especially physics learning using e-learning, is expected to help students understand the material in physics. This study aims to determine the effectiveness of using e-learning media to understand physics concepts. In achieving the objectives in this study we conducted research using meta-analysis by reviewing 18 articles from two journals namely Scopus and Eric by filtering the two journals using the keywords e-learning, physics, and experiment. In this study the variables used in analyzing articles based on the type or model of e-learning and the material used in analyzing the effectiveness of e-learning. The results of this study show the overall effectiveness of the summary effect of 56%. The results also show that the most effective e-learning model or type is E-LMS and Blanded learning with a summary effect of 71% and for the material analyzed in this study the most effective material used is Mechanics with a large summary effect of 47%.

Returning to the Academic Campus as the End of the Covid-19 Pandemic

The Covid-19 outbreak created challenges for higher education as well as opportunities for transitioning to flexible models of teaching and learning adapted to the vision and culture of institutions of higher education in the new era. This study examines students’ perceptions of face-to-face teaching and learning on the academic campus, after engaging in multiple e-Learning models during the pandemic. The findings of the current study show that we cannot resume full face-to-face learning as in the past. Most students (some 60%) expressed a clear and unequivocal preference for exclusive online learning. Students nonetheless expressed the belief that studying on campus allows them interpersonal and social interactions with students and faculty on campus. The findings of the current study support the consensus within the scientific community regarding the beneficial effects of socio-emotional learning programs on academic, emotional, and behavioral capabilities, the atmosphere in class, and students’ achievements.

Development Of An E-Learning Model Using CMS Moodle During Covid 19

Every aspect of life, particularly the field of education, has seen a change in orientation as a result of the COVID-19 pandemic. Education is changing, and distance learning can help. In-person interactions are no longer the main focus. The purpose of this study is to use the CMS paradigm to create an e-learning model. In addition, the paradigm of teacher-oriented learning has given way to student-oriented learning. Students are now positioned as learning subjects rather than as learning objects in this student-oriented learning environment. These days, there are a lot of learning resources available, and e-learning involves the use of technology (the internet). Through the use of the Internet, intranet, or online media, educational resources can be made available to students through e-learning. further networks of computers. Given that computer technology is used by educators, students, and educational institutions to carry out teaching and learning activities, e-learning has become essential for the academic community. Software for online and website-based learning activities is known as Moodle-based e-learning media. This medium takes the form of an online course presentation tool where instructors can post lesson plans, instructional videos, PowerPoint presentations, discussion boards, and tests pertaining to certain journal articles.

Personalization-based deep hybrid E-learning model for online course recommendation system

Deep learning, a subset of artificial intelligence, gives easy way for the analytical and physical tasks to be done automatically. There is a less necessity for human intervention while performing these tasks. Deep hybrid learning is a blended approach to combine machine learning with deep learning. A hybrid deep learning (HDL) model using convolutional neural network (CNN), residual network (ResNet) and long short term memory (LSTM) is proposed for better course selection of the enrolled candidates in an online learning platform. In this work, a hybrid framework that facilitates the analysis and design of a recommendation system for course selection is developed. A student’s schedule for the next course should consist of classes in which the student has shown interest. For universities to schedule classes optimally, they need to know what courses each student wants to take before each course begins. The proposed recommendation system selects the most appropriate course that can encourage students to base their selection on informed decision making. This system will enable learners to obtain the correct choices of courses to be studied.

Trends in the use of flipped classroom model and its effectiveness in higher learning education: A systematic review

A flipped classroom is an e-learning model that blends traditional face-to-face teaching and online teaching. It is gaining popularity in nowadays education systems. This review aimed to evaluate the research trends in the usage of flipped classrooms in higher learning education. During the review, sources were retrieved from various databases such as Google Scholar, Scopus, and ERIC to name a few. Using systematic search and selection methods to answer the proposed research questions regarding the types of methodological approaches that have been regularly used in the flipped classroom research; subjects of flipped classroom teaching practices have been widely researched; kind of technological platforms have been used in flipped classroom research; the outcomes of flipped learning research and the challenges encountered in flipped classroom implementation. The analysis showed that the quantitative methods are the most used while education is the subject most reported in flipped classroom research. Learning management systems are the most technological platforms that have been used in flipped classroom research. Academic achievement is the major learning outcome reported in the analysed flipped classroom research. The reluctance of instructors and students to adapt to new roles is among the challenges reported in the analysed reports. Overall flipped classroom model has a positive effect on students’ learning outcomes. Therefore it is encouraged to use the flipped classroom model taking into consideration the challenges reported to make it more effective.

Model Pembelajaran E-Learning dalam Meningkatkan Keterampilan Menulis Teks Eksplanasi

Someone who cannot attend conventional education due to various causative factors, such as having to work (time constraints), geographical conditions (geographical constraints), long distances (distance constraints), physical conditions that are not possible (physical constraints), the capacity of conventional schools that are not possible (limited available seats), phobia of school, dropping out of school, or because they are educated through family education at home (home schoolers) it is possible to be able to keep learning, namely through e-Learning. E-learning or distance learning is expected to improve the quality of learning. This study used an experimental method by providing treatment. The class was divided into two groups, namely the experimental class with the e-learning model and the control class with conventional learning methods. In this study, researchers used a quantitative approach method. The result of this study is to find out the difference between learning with e-learning models with conventional learning.

EFAS/EAN survey on the influence of the COVID-19 pandemic on European clinical autonomic education and research

PurposeTo understand the influence of the coronavirus disease 2019 (COVID-19) pandemic on clinical autonomic education and research in Europe.MethodsWe invited 84 European autonomic centers to complete an online survey, recorded the pre-pandemic-to-pandemic percentage of junior participants in the annual congresses of the European Federation of Autonomic Societies (EFAS) and European Academy of Neurology (EAN) and the pre-pandemic-to-pandemic number of PubMed publications on neurological disorders.ResultsForty-six centers answered the survey (55%). Twenty-nine centers were involved in clinical autonomic education and experienced pandemic-related didactic interruptions for 9 (5; 9) months. Ninety percent (n = 26/29) of autonomic educational centers reported a negative impact of the COVID-19 pandemic on education quality, and 93% (n = 27/29) established e-learning models. Both the 2020 joint EAN–EFAS virtual congress and the 2021 (virtual) and 2022 (hybrid) EFAS and EAN congresses marked higher percentages of junior participants than in 2019. Forty-one respondents (89%) were autonomic researchers, and 29 of them reported pandemic-related trial interruptions for 5 (2; 9) months. Since the pandemic begin, almost half of the respondents had less time for scientific writing. Likewise, the number of PubMed publications on autonomic topics showed the smallest increase compared with other neurological fields in 2020–2021 and the highest drop in 2022. Autonomic research centers that amended their trial protocols for telemedicine (38%, n = 16/41) maintained higher clinical caseloads during the first pandemic year.ConclusionsThe COVID-19 pandemic had a substantial negative impact on European clinical autonomic education and research. At the same time, it promoted digitalization, favoring more equitable access to autonomic education and improved trial design.

Engaging Young Minds: A Novel Approach to E-Learning in STEM Subjects

E-learning in STEM (Science, Technology, Engineering, and Mathematics) disciplines presents unique challenges in fostering engagement and comprehension, particularly among younger learners (11 years and above). Traditional e-learning approaches that foreground theoretical understanding prior to practical application often result in reduced learner engagement due to high abstraction levels (Clark & Mayer, 2016). This paper proposes an innovative pedagogical approach: begin with simple, hands-on tasks to pique interest and foster engagement, gradually integrating complex theoretical concepts (Papert, 1980). It explores how interactive technology, when designed for understanding rather than aesthetics, aids in visualising and manipulating STEM concepts. However, the paper acknowledges the limitations of current technology in replicating tactile real-life experiences (Shaer & Hornecker, 2010). It argues for the development of immersive e-learning models combining practical learning and interactive technology, to inspire young learners towards further STEM education. The paper invites collaborations to explore these proposed strategies and transform STEM e-learning.

Utilization of e-books to enhance self-directed learning for clinical laboratory science specialists

Ongoing education plays a crucial role in enhancing the competence of clinical laboratories Sciences Specialists (CLSs). However, CLSs often encounter obstacles when trying to learn in involved clinical settings. To tackle these challenges and cater to the specific learning requirements of medical technologists, we developed a learner-centred electronic book (e-book) that fosters self-directed learning among them. To assess the e-book's effectiveness as continuing education (CE) material for CLSs, a cross-sectional study was carried out at two medical centres in Riyadh. The e-book's content was tailored to meet the specific practice requirements and learning needs of CLSs. The study employed The New World Kirkpatrick Model, which includes four levels (reactions, learning, behaviors, and results), to evaluate the impact of the e-book on the participants' learning. A total of 280 medical technologists took part in the study, completing a questionnaire and a post-test, which provided valuable insights into their learning patterns, satisfaction with the e-book, and the learning outcomes they experienced after using it. After using the e-book, a majority of readers reported positive learning experiences and improvements in their learning outcomes, encompassing knowledge acquisition and changes in behavior. Furthermore, the e-book successfully presented a new continuing education (CE) activity and reached CLSs from diverse laboratory settings. The affordable and learner-focused e-book efficiently addressed the obstacles to continuing education (CE) faced by CLSs. The interactive and flexible nature of e-learning was especially beneficial in enabling learners to actively participate in clinical scenarios related to laboratories. This research holds the potential to serve as a foundation for medical educators to develop e-learning model for CE.

Evaluating science teachers’ flipped learning readiness: a GETAMEL approach test

ABSTRACT Flipped learning has become an ally in education. However, although the literature has identified multiple benefits of using this strategy to improve student learning outcomes, its adoption and implementation by teachers in science education remain scarce. This study examines antecedents of science teachers’ flipped teaching readiness to act, aiming to encourage more teachers to use this strategy. The study implemented the General Extended Technology Acceptance Model for E-Learning (GETAMEL) approach as the theoretical framework. A cross-sectional research design study, including 398 in-service science teachers, was implemented in five Turkish cities during the first semester of 2022. The results indicated that the GETAMEL approach provided adequate prediction power to explain science teachers’ flipped teaching readiness. It was also shown that all hypotheses were supported, and constructs of the conceptual model were significant activators of intention to use the flipped learning approach for science teaching. Moreover, subjective norm, experience, perceived enjoyment, anxiety, and self-efficacy on perceived usefulness, attitude, and intention acted as mediator constructs. Overall, this study guides researchers and practitioners to better comprehend science teachers’ flipped teaching readiness.

Model of E-Learning Based on Student's Interpersonal Emotion Regulation Using Smote

Model of E-Learning Based on Student's Interpersonal Emotion Regulation Using Smote

Online E-Learning System

The proliferation of internet technologies and the World Wide Web (WWW) has brought about a substantial surge in the past decade, promising the potential for learning at any time and from any location. This newfound accessibility has proven to be a significant advantage for learners worldwide, granting them the ability to engage with online environments and thereby facilitating improved access to a plethora of learning resources available in open repositories. As contemporary communication technologies continue to evolve, the concept of e-learning has emerged as an omnipresent and influential force, bestowing a newfound flexibility upon the learning experience. However, amidst these advancements, a notable limitation persists in the form of the widespread adoption of a one-size-fits-all approach within many e-learning systems. These systems often prioritize harnessing the capabilities of Information and Communication Technologies (ICT) to deliver learning content in standardized, uniform formats. Our research endeavors have been dedicated to addressing the inherent challenges related to the presentation style and categorization of learning content within online environments. This pursuit seeks to comprehensively assess the effectiveness of these approaches in meeting the diverse range of learning needs. This investigative journey has culminated in the development of dynamic policies and models that facilitate the personalized recommendation of suitable learning content, transcending the constraints of traditional methodologies. At its core, our research aspires to harmonize learner requirements with the inherent capabilities and styles of learning objects, ultimately leading to the identification of optimal Learning Objects (LOs) for every phase of the learning cycle. General Terms - Comparative Study, Online E-learning Systems, Semantic Web Technology, Intelligent Mobile Agent. Keywords - Intelligent Agent, e-learning, Semantic Web technology, Ontology, Online e-learning Models, Learning Management Systems.

EFFECTIVELY USING E-LEARNING TEACHING METHODS – EXPERIENCE EVIDENCE AT THE BANKING UNIVERSITY OF HO CHI MINH CITY

In this study, the authors choose a quantitative research method to evaluate the effectiveness of using E-learning at the Banking University of Ho Chi Minh City (HUB) from the perspective of students' experiences. In which, the effectiveness of using E-learning in research is seen from three aspects, namely (1) the acquisition of course materials, (2) lecture performance, (3) satisfaction with the lesson. Lectures are based on the model of E-Learning (Johnson, 2008) with some appropriate adjustments according to actual conditions to evaluate the effectiveness of using E-learning at HUB. At the same time, the study also examines the effectiveness of using E-learning at HUB under the influence of factors related to (1) students' ability to use technology as well as factors representing the learning environment. Online learning in which students participate, including the usefulness, photo-social interaction and social presence in the online learning process affect the effectiveness of E-learning at HUB. This helps the research team to propose valid and meaningful recommendations for the effective use of E-learning at HUB.

Investigation of learners’ behavioral intentions to use metaverse learning environment in higher education: a virtual computer laboratory

ABSTRACT The aim of this study is to investigate the determinants that affect undergraduate students’ behavioral intentions to continue learning computer hardware concepts utilizing a Metaverse-based system. The current study examined the factors influencing students’ adoption of Metaverse technology at the tertiary level using a model based on the Technology Acceptance Model (TAM) and the General Extended Technology Acceptance Model for E-Learning (GETAMEL). The data was collected from 210 undergraduate students and Structural Equation Modeling (SEM) was adopted to analyze the responses. The findings show that Perceived Usefulness and Hedonic Motivation have significant positive effect on Behavioral Intention. Additionally, Natural Interaction and Perceived Usefulness significantly affect Hedonic Motivation, while Computer Anxiety negatively affects Hedonic Motivation. Furthermore, Natural Interaction was found to be the strongest predictor of Perceived Usefulness, whereas Experience was the strongest predictor of Perceived Ease of Use. The findings also indicate that Subjective Norms and Self-Efficacy have a significant effect on Experience, while Subjective Norms significantly influence Self-Efficacy. The research results also showed that neither gender nor the department had any effect. The results of this study provide major practical outcomes for higher education institutions and teachers in terms of designing Metaverse-based teaching environments.

COVID-19: Job insecurity as a moderator of e-learning acceptance in Indian organisations

Orientation: Coronavirus disease 2019 (COVID-19) pandemic caused the loss of jobs of more than 340 million individuals worldwide in the middle of 2020. At the same time, COVID-19 pandemic sparked increased usage of digital products, Internet resources, online media technology and e-learning practices.Research purpose: The research strives to explore the moderating role of job insecurity caused by the coronavirus towards the usage of e-learning.Motivation for study: This study aimed to assess the behavioural effects of employees working in the most damaged sectors related to rental and business services of Indian businesses.Research approach/design and method: The investigation used a structured questionnaire for the survey data obtained from 307 employees from the most affected sectors in major cities of India. The research utilised the conservation of resources (COR) theories and the General Extended Technology Acceptance Model for e-learning (GETAMEL) framework for the investigation. To probe the evidence, the researchers used Structural Equation Modelling techniques.Main findings: The findings revealed a substantial impact of ‘job uncertainty’ as a moderator in employees’ acceptability towards e-learning.Practical/managerial implications: The study provides a deep insight to experts, educators, top management, policymakers, team managers and human resource (HR) practitioners about the moderation effect of job insecurity created by pandemics on technology acceptance.Contribution/value add: This study is unique as no researcher investigated the moderating influence of job instability on e-learning acceptability.

The Effectiveness of VILCON'S Blended E-Learning Model in the Covid-19

Along with development existing technology , implementation from Internet use for learning one of them is e-learning. On the situation the Covid 19 pandemic required online learning . Applied online learning No free from objective same learning . As partners and facilitators, lecturers demanded selecting and processing the learning process , so need consider the use of appropriate learning models with characteristics eye college. Selection of the learning model used influential to quality and yield learning. Study This held in framework test the effectiveness of the ViLCon blended e-learning model that has been developed in offline or online learning so learning going on with effective and efficient so that objective Study reached. Study This including quasi- experimental research . Research design experiment used in study is a one group pre-test post-test design. test used has analyzed its validity with tested validity and reliability. Validity test carried out on 40 students class A validity test instrument form question choice double. For measurement done with use help SPSS application. Score average test initial (pretest) understanding draft student before learning is of 38.33% of ideal score and percentage average posttest score of 74.63% of ideal score . Meaningfulness enhancement from percentage average pretest and posttest scores can represented by the average normalized gain that is of 0.59. If confirmed in category from Hake (1999), then results enhancement the including in category medium. this show that use of the VilCon Blended E-learning learning model effective in increase understanding draft students in lecture learning models math. Based on analysis the results and discussions that have been studied outlined can concluded that module VilCon Blended E-Learning learning in learning model lectures mathematics effective used For increase results learning and motivation Tadulako University PGSD student.

A holistic success model for sustainable e-learning based on the stakeholder approach: Case of Vietnamese students during the COVID-19 pandemic

A holistic success model for sustainable e-learning based on the stakeholder approach: Case of Vietnamese students during the COVID-19 pandemic