E-learning Practices Research Articles

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

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

Medical Educationduring COVID-19: Association between e-Learning Practice and Mental Health Status of Medical Students in Universiti Kebangsaan Malaysia

The emergence of Coronavirus disease 2019 (COVID-19) pandemic forced the Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM) to ensure the transition from face-to-face learning to online teaching for continuity of education. This study aimed to investigate the association between e-learning and mental health status of UKM medical students. A cross-sectional study was carried out among Years 4 and 5 UKM medical students. Participants were randomly selected from a registered list. Students’ perceptions of e-learning usage prior to and during COVID-19 pandemic and its relation to mental health status were assessed using The World Health Organisation Quality of Life (WHOQOL-BREF) and Hospital Anxiety and Depression Scale (HADS) questionnaires. Mean scores for depression were 5.35 (SD 3.38) and anxiety 6.48 (SD 3.36). The frequency of e-learning usage per week was increased during COVID-19 compared to pre-COVID period (p=0.045). Comparing the four domains of quality od life (QOL), psychological health had the lowest mean score of 62.63 (SD 15.22) while the environmental domain was the highest 69.34 (SD 10.92). Total QOL scores were significantly correlated with depression (p<0.001) and anxiety (p<0.001). This study provided insights into the effect of e-learning practice on medical students’ mental health status. A significant increase in e-learning usage during COVID-19 was observed.

Identifying slow learners in an e-learning environment using k-means clustering approach

Currently, the majority of e-learning lessons created and disseminated advocate a “one-size-fits-all” teaching philosophy. The e-learning environment, however, includes slow learners in a noticeable way, just like in traditional classroom settings. Learning analytics of educational data from a learning management system (LMS) have been considered by the researchers as a potential means of identifying slow e-learners and supporting, contesting, and altering present educational practices in e-learning. We used the students’ rates of learning and grade points along with the total learning time, which is calculated from the time series log data, to cluster the learners. The rate at which a student learns determines whether he or she is a slow learner, an average learner, or a gifted learner. For classifying learners, we followed a step-by-step procedure that included instructional design to create a dataset, learning analytics of the dataset, and a machine learning strategy to cluster e-learners. The system has been adequately integrated with the methods for measuring student learning. A strategy based on the revised Bloom’s Taxonomy is offered for the assessment of learners. The K-Means clustering approach is used to group learners who have similar performance without collecting a learner’s previous academic records or demographic information. In the experimental evaluation, 7.7% of e-learners are grouped as slow learners, while advanced learners make up 61.3 percent of the student body and average learners make up 31 percent. According to the study, there is a correlation between learning rate and academic success, with fast learners having a lower learning rate.

Motivational Challenges in E-Learning at the University of Bisha, Saudi Arabia

During the COVID-19 pandemic, schools, colleges, and universities switched from their traditional modes of classroom teaching to online/e-learning. This has boosted e-learning culture and made it a common practice in Saudi universities. Blending e-learning and traditional teaching methods in educational institutions empowers today’s students with online systems to support their pursuit of academic knowledge and skills. Because this is a recent endeavour in Saudi Arabia, it presents many challenges. There has been very little serious research done on the best practices to improve students’ e-learning outcomes. This study investigates the motivational and technological impediments encountered by Saudi students, using a questionnaire as a research tool to explore their real life e-learning experiences and issues at the University of Bisha, Saudi Arabia. The objective was to identify effective motivational strategies to engage learners. This in-depth study yielded many firsthand insights into issues that impede students’ motivations in e-learning. After analyzing each problem, the paper proposes some concrete, innovative tips and teaching strategies for both the teachers and the students to make a feasible and significant difference in the e-learning practice.

Improving Student Learning by Building Infrastructure, Capacities and Competencies: A Multinational e-Learning Partnership and Initiative

The COVID-19 pandemic disrupted education systems worldwide, requiring many higher education institutions (HEIs) to make immediate shifts towards online course and program delivery. While leaders simultaneously sought innovative solutions, many lacked the infrastructure to make such time-sensitive and resource-intensive changes. With substantive foundation funding, one private university in Africa partnered with one public university in the United States of America (USA) and co-designed and coimplemented an e-Learning initiative to deliver high-quality, inclusive e-Learning. Using a participatory evaluation approach and an evaluation framework that accounts for structural and institutional inequities in education, researchers representing both universities also co-examined this e-Learning initiative’s impacts, including its successes and challenges, using survey instruments, interviews, and focus groups. In this research paper, the authors provide some background to contextualize the research project, present details on the methodology used to conduct the research project and present the results via four key themes: participants’ experiences, successes, challenges, and implications and recommendations. The paper concludes with a discussion on the key findings of the research project and how they impact theory and practice in e-Learning.

A Descriptive Learning Analytics: An Online Learning Programmes and Load-shedding Conundrum

Electricity load-shedding in South Africa has become a new challenge for students pursuing online learning following the Covid-19 outbreak. This article thus investigated the way load-shedding affects students in pursuing the Advanced Certificate in Teaching (ACT) programmes. Pre-Covid-19 and during load-shedding data between 2018 and 2022 was gathered and analysed using a descriptive learning analytics tool. The research took place at a South African university where the researcher is currently employed. Learning analytics data has been available for years, but it is now being effectively harnessed to improve learning and teaching through relatively recent developments in learning analytics tools. However, the load-shedding conundrum works against this objective of harnessing learning and teaching. Research has also shown that in the least developed countries, effective e-learning practices face significant barriers, primarily stemming from insufficient infrastructure, economic challenges, low levels of computer literacy, and the added challenge of power outages. Using a constructivist paradigm, the study employed a mixed qualitative approach, which included desktop historical data and semi-structured interviews. Three participants were purposely selected because of their role in overseeing ACT students situated in both rural and urban areas. The study revealed that numerous programmes were discontinued, enrollment declined, ACT Blended shifted to e-learning, persisting load-shedding conundrum affected e-learning, a low throughput rate, and digital illiteracy contributed to an increased rate of student dropouts. This research recommends that universities should embrace the evolution of e-learning through the digitalisation of learning processes to enhance efficiency. Keywords: Load-shedding, E-learning, Learning Analytics Tools, Declined Enrolment, Low Throughput Rate vs High Distinction Module Pass Rate

Active pedagogy in university e-learning for the construction of Social and Emotional Skills

In the digital age, digitization impacts many domains, specifically education, which is considered a pillar of economic and social development. In fact, e-learning enables the integration and use of new technologies and generates working methods based on active teaching methods, thus implying innovation in the learning practices adopted by students. However, university teaching presents many difficulties in developing and constructing students' social and emotional skills such as collaboration, creativity, and analytical skills which are necessary for learning and guaranteeing successful integration into the labor market. This quantitative study aims to identify the main activities and active teaching methods used to develop social and emotional skills and focuses on the impact of student active practices in university e-learning on the development of these key skills. To ascertain this, we distributed a questionnaire to Education Sciences students in Rabat and carried out a correlational analysis between active e-learning practices and the construction of social and emotional skills. Our results reveal significant correlations between active pedagogy in university e-learning and the development of social and emotional skills of students. Therefore, our work can contribute to innovative teaching and learning practices, adopting the appropriate active pedagogy for the construction of key competencies. Keywords: Social and emotional skills - university e-learning - active pedagogies - pedagogical innovation - educational technologies.

Perception and attitude of nursing students toward e-learning

Background: Information technology (IT) has undeniably eased out online teaching in days of social isolation. The sudden closure of institutions during the COVID-19 pandemic brought a halt in academics; later resumed through the inception of e-learning. Pandemics can neither be forecast nor overruled. Striding through this trying trend, it was thought prudent to determine nursing students’ attitude toward acceptance and practice of e-learning. Aims and Objectives: Striding through this trying trend, it was thought prudent to determine nursing students’ attitude toward acceptance and practice of e-learning. Materials and Methods: A descriptive cross-sectional study was conducted among 144 randomly selected nursing students of a Nursing College in Kolkata during August–October 2022. A self-administered structured questionnaire with demographic details incorporating a standard scale admeasuring attitude of students was used. Data were analyzed and validated statistically. Results: The majority used mobile set and cellular data as data-source (95 and 99%, respectively). Advantages of e-learning were screenshot of slides (96%), home-stay (94%), and reduced cost of hostel/transport (84%). Disadvantages included internet problems (83%) and inadequate bedside training (74%). Domain means for perceived usefulness, e-learning versus conventional learning, intention to adapt, ease of learning, and learning stresses were more than scale means reverberating higher acceptability. About 62.5% exhibited a favorable attitude toward e-learning. Family income, age, origin, and past experience were significantly associated with domains of e-learning; of which “Intent to get accustomed” was relevant. All domains related to e-learning found having significant positive correlation with each other indicating the strong value of e-learning among participants. Conclusion: As an alternative during the pandemic, 62.5% of prospective nurses showed a positive attitude toward e-learning. It is recommended that e-learning be made student-friendly through IT training making it a vital option for teaching-learning during catastrophic challenge.

Implementing e-learning environment at universities in Bosnia and Herzegovina

The ubiquity of e-learning has necessitated research into its application and effectiveness. This study scrutinizes the factors influencing e-learning adoption in Bosnia and Herzegovina, specifically within the higher education sector. To determine these influential factors, the study surveyed professors from both private and public universities via emails, achieving 220 responses from over 1,500 sent. The collected data was analyzed using SmartPLS, and regression modeling was used to determine the significant relationships among the factors. The findings highlighted seven key elements, including e-learning policies, institutional readiness, quality e-learning systems, course design quality, awareness of benefits, interactive discussions, and motivation. Furthermore, the research unveiled six substantial gaps in the current e-learning structure: resource insufficiency, lack of e-learning skills, ineffective course design, inadequate knowledge of benefits, low motivation, and a lack of student-centered learning. It has been concluded that these seven factors, and their intricate relationships, significantly impact the successful adoption and effectiveness of e-learning tools within universities. The research offers practical guidance for universities aiming to implement or enhance e-learning practices, emphasizing areas requiring increased attention and resources. It underscores the importance of not only the technical infrastructure but also the quality of course design, the role of awareness and motivation, and the necessity of a student-centered approach.

The Antecedents of Mobile-Assisted Language Learning Applications Continuance Intention

The purpose of the research is to analyze the factors that influence the continuance intention to use Mobile-Assisted Language Learning (MALL) applications in the context of language courses in Indonesia. The study aims to understand the key factors that contribute to users' intention to continue using MALL applications, particularly in the context of the COVID-19 pandemic and the shift towards online and remote language learning. The research used the expectation-confirmation model and self-determination theory. Moreover, the research utilized a mixed-methods approach to achieve its objectives. A quantitative approach was employed, involving a survey with 445 respondents who had experience using MALL applications. The survey data was then analyzed using covariance-based structural equation modeling. Additionally, qualitative research was conducted through interviews with 17 respondents to gain a deeper understanding of rejected hypotheses and gather qualitative insights. The most important results of the research include identifying the factors that influence the continuance intention to use MALL applications. The study found that users' perceived usefulness of the application, their satisfaction with its usage, and their self-regulation ability significantly influence their intention to continue using MALL. These findings highlight the importance of these factors in shaping users' decision to persist with MALL applications for language learning. By understanding the factors that influence users' intention to continue using MALL, educational institutions and application providers can improve their offerings and tailor them to meet the needs and expectations of learners. This research advances the e-learning area by shedding light on the factors that influence the continuance intention to use MALL applications. By uncovering the importance of perceived usefulness, satisfaction, and self-regulation ability, the study contributes to the understanding of user behavior and decision-making in the context of e-learning. The findings can inform the design and implementation of MALL applications, leading to more engaging and effective language learning experiences in online and remote settings. This research contributes to the advancement of e-learning practices by providing evidence-based insights into the factors that drive user intention and adoption of technology in language learning.

Mapping Research Themes and Future Directions in Learning Style Detection Research: A Bibliometric and Content Analysis

This study aims to provide a comprehensive overview of the current state and potential future research in learning style detection. With the increasing number and diversity of research in this area, a quantitative approach is necessary to map out current themes and identify potential areas for future research. To achieve this goal, a bibliometric and content analysis will be conducted to map out the existing research and identify emerging topics and directions for future research. The study analyzes 1074 bibliographic sources from Scopus and visualizes the results of the bibliometric analysis through co-occurrence and thematic map analysis using VOSviewer and BibliometriX software. Content analysis is then conducted based on the results of the co-occurrence analysis. The findings reveal a significant increase in publications and citations in the field, with popular research topics including classification, adaptive learning, and MOOCs, and the most frequently used learning style models being Felder-Silverman, VARK, and Kolb. Emerging research topics include the use of EEG signals, online learning, and feature extraction. Future research may focus on classification, intelligent tutoring systems, MOOCs, online learning, adaptive learning, and deep learning. This study provides valuable insights into the current and future research trends in learning style detection, which can support the development of adaptive e-learning systems, intelligent tutoring systems, and MOOCs. By identifying popular research topics and emerging areas of study, this research can guide the design and implementation of effective online learning environments. Additionally, the study advances the field of e-learning knowledge by providing a comprehensive overview of the most frequently used learning style models and potential research areas. It sheds light on the ongoing development of learning style detection research and the potential for future advancements in the field, ultimately contributing to the growth and improvement of e-learning practices.

Digital ethics in education: An examination of Omani information studies students’ ethical competencies during e-learning

Shifting to an e-learning style forced students to learn many skills and competencies to benefit from their experience in an e-learning environment. Ethical competencies play a crucial role in ensuring the fairness of students' assessments and the overall educational process. During the COVID-19 pandemic, the research used a questionnaire to evaluate the ethical understanding of students enrolled in Sultan Qaboos University's Information Studies Department using a quantitative methodology. The findings of this study reveal a significant lack of basic ethical competencies among students in the e-learning environment which negatively impacts their educational experience. The responses obtained indicate a low level of awareness regarding ethical practices in e-learning as well as a lack of knowledge concerning learning misconduct practices. The study suggests the implementation of an educational program that addresses academic ethical practices and e-learning misconduct across all educational levels. The outcomes of this research contribute to a better understanding of current e-learning practices among students, raise awareness about the importance of ethical competencies in e-learning and provide guidance for students to develop ethical digital competencies.

ASSESSMENT OF KNOWLEDGE, ATTITUDE, AND PRACTICE TOWARDS E-LEARNING AMONG UNDERGRADUATE MEDICAL STUDENTS IN GAUHATI MEDICAL COLLEGE, GUWAHATI, ASSAM – A PILOT STUDY

Objectives: The objective is to conduct a pilot study to assess the knowledge, attitude, and practice (KAP) of e-learning among undergraduate medical students. Methods: An observational, questionnaire-based, and cross-sectional pilot study was carried out for 1 month among undergraduate medical students of Gauhati Medical College and Hospital (13 from each phase of MBBS). We compared the responses of KAP among the participants of each phase of MBBS. Results: A total of 52 undergraduate medical students participated in the study. 43 (82.69%) were male and 9 (17.31%) were female with a mean age of 21.63±1.63. 18 (34.62%) owned a personal laptop or computer and 45 (86.54%) of them had access to Internet facility. Majority of them i.e. 48 (92.31%) used only smartphones and were competent in using software applications. Most of them agreed that e-learning should be supplemented in regular teaching curriculum (76.92%). Statistical analysis was done by using one-way analysis of variance and post hoc test (Tukey), to know the mean KAP score of e-learning among the participants of three phases of MBBS and also the significance of KAP towards e-learning. It showed that p value was significant in case of knowledge and practice but not in case of attitude. Conclusion: The results that were found in each category of KAP toward e-learning were almost comparable to other studies which were conducted using a structured and validated questionnaire. Thus e-learning can be a useful tool in enhancing the learning experience among students.

Exploring The Effectiveness of E-Learning: A Scoping Review of Qualitative and Quantitative Research

E-learning has emerged as a modern and widely adopted method of education that utilizes electronic systems for educational programs. Its popularity stems from its affordability, flexibility, and ability to transcend geographical boundaries. However, challenges exist in implementing e- learning through mobile technologies due to inadequate infrastructure and support. As the demand for accessible and adaptable learning methods increases, researchers and educators must optimize the online learning experience and address associated challenges. Qualitative and quantitative research methods have been employed to study e-learning, offering in-depth understanding and objective measurements. This article presents a scoping review of qualitative and quantitative research in the context of e- learning, highlighting their respective strengths and limitations. The findings illustrate the diverse range of topics explored through these methods, demonstrating their value in enhancing e-learning practices and interventions. By combining qualitative and quantitative approaches, researchers.

A Review of Virtual Reality from Primary School Teachers’ Perspectives

Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers’ perceptions of using VR in their classrooms require further research. A brief review of the literature of 100 existing articles related to teaching within the primary school context was conducted. The articles were obtained by performing a word search within Google Scholar, with the keywords 'virtual reality primary school teachers 2018 - 2023'. Teachers indicated both hesitance and enthusiasm for incorporating VR. The findings of this study indicated that only a low number of articles (n = 11) addressed VR and primary school teachers, compared to the total number of articles reviewed (n=100). Researching VR and teaching assists in supporting the wider fringe aspects of e-learning practices, such as VR. It advances the compass of e-learning knowledge by integrating immersive learning tools into the primary school classroom.

Asynchronous Learning Method: Prospects and Challenges Among Undergraduate Students at Higher Islamic Institution in Indonesia

Distance education technologies have become viable alternatives to traditional education. While asynchronous learning allows students complete freedom of time and location, the synchronous model provides an online learning platform where instructors and students meet in the same or different locations in a virtual environment. This research aims to explore the experiences of eight undergraduate students of the Islamic Education Department at the Al Azhar University of Indonesia in the online Asynchronous Learning Method (ALM). Specifically, it investigates students’ understandings of ALM, explores their perceptions of its advantages and disadvantages, looks into their strategies in coping with challenges and obstacles they face, and their aspirations for ALM. In doing so, a qualitative case study was used to collect the data through open-ended interviews and focus group discussion (FGD) which provide personal and specific pictures of asynchronous learning. The findings revealed that apart from giving students flexibility and independence of learning, ALM has not been utilized optimally at the university level. ALM is mostly used to transfer information without the element of teaching and instructions. Hence, there is room for improvement from the current e-learning practices in which this study provides some recommendations for future online pedagogy.

Evaluation of E- Learning Undergraduate Nursing Students in a Faculty of Nursing

This short investigates the assessment of online education and its usefulness as a learning instrument. The research looks on the many assessment approaches that are used to measure the results and effect of e-learning programmers. It investigates the role of student satisfaction, knowledge acquisition, and skill development in determining the effectiveness of e-learning. The abstract discusses the difficulties and constraints in measuring e-learning, as well as the necessity for standardized evaluation frameworks. Finally, the goal of this research is to give insights into the assessment process, so assisting educators and poli-cymakers in making informed judgements about integrating e-learning into educational institutions. Introduction: The introduc-tion gives an outline of e-learning assessment and its significance in current education. E-learning has gained popularity as an adaptable and readily available learning method, but its performance must be assessed to ensure optimal results. The purpose of this introduction is to emphasize the need of evaluating e-learning programmers to identify their influence on student happi-ness, acquisition of knowledge, and skill development. It also highlights the need of a standardized assessment framework in facilitating accurate and trustworthy evaluations. Educators and policymakers may make more informed judgements to increase the efficacy of e-learning projects if they understand the evaluation process. Research significance: The assessment of e-learning research is critical in the realm of education. For starters, it allows educators to assess the efficacy of e-learning pro-grammers in reaching targeted learning objectives. Second, it sheds light on how e-learning affects student satisfaction and engagement. Third, this research identifies opportunities for improvement in the design and delivery of e-learning. It also con-tributes to the establishment of a standardized assessment system, which promotes comparability and dependability across various e-learning programmers. Finally, the significance of this research resides in its capacity to increase the quality and effi-cacy of e-learning practices, resulting in better educational experiences for students. Method: The Grey Relationship Analysis (GRA) approach is a decision-making tool designed to analyses and assess connections between variables in circumstances when information is ambiguous or inadequate. It is especially beneficial when working with systems with insufficient data or dynamic and complicated interactions. GRA use grey numbers to show the data's uncertainty and incompleteness, enabling for more exact analysis. By generating grey relational grade, the approach assists decision makers to arrive at informed choices by identifying the most significant elements or factors in a system. GRA can be used in a variety of industries, including banking, technology, and management, where there is ambiguous or partial information. Alternative parameters: Analysis, Design, De-velopment, Implementation, Evaluation. Evaluation parameters: E-Learning Environment, Webpage Connection, Learning Rec-ords, Instruction Materials. Result: Analysis in 3rd rank, Design in 4th rank, development in 2nd rank, implementation in 5th rank, evaluation 1st rank. Conclusion: evaluation of e learning is progressed. Here is the rank for alternative parameters Analy-sis in 3rd rank, Design in 4th rank, development in 2nd rank, implementation in 5th rank, evaluation 1st rank.

Identifying and Mitigating Harmful Comments on Social Networking Sites using NLP, Machine Learning, and the EDAS Method

This short investigates the assessment of online education and its usefulness as a learning instrument. The research looks on the many assessment approaches that are used to measure the results and effect of e-learning programmers. It investigates the role of student satisfaction, knowledge acquisition, and skill development in etermining the effectiveness of e-learning. The abstract discusses the difficulties and constraints in measuring e-learning, as well as the necessity for standardized evaluation frameworks. Finally, the goal of this research is to give insights into the assessment process, so assisting educators and poli-cymakers in making informed judgements about integrating e-learning into educational institutions. Introduction: The introduc-tion gives an outline of e-learning assessment and its significance in current education. E-learning has gained popularity as an adaptable and readily available learning method, but its performance must be assessed to ensure optimal results. The purpose of this introduction is to emphasize the need of evaluating e-learning programmers to identify their influence on student happi-ness, acquisition of knowledge, and skill development. It also highlights the need of a standardized assessment framework in facilitating accurate and trustworthy evaluations. Educators and policymakers may make more informed judgements to increase the efficacy of e-learning projects if they understand the evaluation process. Research significance: The assessment of e-learning research is critical in the realm of education. For starters, it allows educators to assess the efficacy of e-learning pro-grammers in reaching targeted learning objectives. Second, it sheds light on how e-learning affects student satisfaction and engagement. Third, this esearch identifies opportunities for improvement in the design and delivery of e-learning. It also con-tributes to the establishment of a standardized assessment system, which promotes comparability and dependability across various e-learning programmers. Finally, the significance of this research resides in its capacity to increase the quality and effi-cacy of e-learning practices, resulting in better educational experiences for students. Method: The Grey Relationship Analysis (GRA) approach is a decision-making tool designed to analyses and assess connections between variables in circumstances when information is ambiguous or inadequate. It is especially beneficial when working with systems with insufficient data or dynamic and complicated interactions. GRA use grey numbers to show the data's uncertainty and incompleteness, enabling for more exact analysis. By generating grey relational grade, the approach assists decision makers to arrive at informed choices by identifying the most significant elements or factors in a system. GRA can be used in a variety of industries, including banking, technology, and management, where there is ambiguous or partial information. Alternative parameters: Analysis, Design, De-velopment, Implementation, Evaluation. Evaluation parameters: E-Learning Environment, Webpage Connection, Learning Rec-ords, Instruction Materials. Result: Analysis in 3rd rank, Design in 4th rank, development in 2nd rank, implementation in 5th rank, evaluation 1st rank. Conclusion: evaluation of e learning is progressed. Here is the rank for alternative parameters Analy-sis in 3rd rank, Design in 4th rank, development in 2nd rank, implementation in 5th rank, evaluation 1st rank.

Development of Virtual Coding Platform

To achieve an integrated environment and interactive experience of e-learning, we have designed a virtual coding lab system. This paper introduces a concept called a coding lab for teachers and students of a college. It includes creating a website where students can code and that can be monitored by the teacher. The students can also submit the pdf code file to the teacher for assessment. Using some complex web development tools, this paper intends to make life easier for teachers and students by providing a simple user-friendly interface for both and making lab sessions unique and convenient. The principal objective of the project is to create improvement in the existing E-Learning practices. A big problem which the current education system is facing is to providing a good quality education in virtual or online mode. A small part of that is computer language teaching. This is identified as the problem statement to work upon in the project.

Online Assessments for Reflection within a Large Class: A Case Study of English for Educational Development Law Students at the University of the Western Cape

This study reports on the use of online assessments in English for an Educational Development module for law students at the University of the Western Cape, South Africa. It highlights the benefits of using the method of an online test to manage and enable learning by reflection in a large class setting. The design and development of online materials and assessment activities is based on a theoretical and conceptual framework that stems from the main schools of learning, namely behaviourism, cognitivism, and constructivism, and alternative assessment. Upon the completion of the course, a survey of 12 questions was given to 530 students to determine the benefits and challenges they experienced while completing their online test within a formative and reflective context. The adoption of e-Learning practices to enhance teaching and learning was explored and has shown its advantages. Results revealed that this method enables students to engage with learning materials, stay motivated, and test their own understanding of meaningful knowledge in the English language especially in the Law context. It is evident that the use of online methods for testing are beneficial for a large class context as in this case. It makes the learning and management thereof easier for both the learner and educator and accommodates different learning styles. Apart from the advantages, the findings of this study included some ethical and technical challenges and disadvantages of online assessments.