E-learning Research Research Articles

A Scientometric Analysis of Twenty Years Trends in Mobile Learning, Blended Learning, Online Learning, E-Learning and Dental Education Research

A Scientometric Analysis of Twenty Years Trends in Mobile Learning, Blended Learning, Online Learning, E-Learning and Dental Education Research

E-learning bibliometric analysis from 2015 to 2020

This study aims to comprehensively examine the e-learning research field by conducting a bibliometric analysis of 12,272 publications between 2015 and 2020 from the WoS database. The study aims to highlight collaborations between authors, universities, and countries in the field, to identify the most influential authors, universities, countries, and reference papers; to know the research topics on which researchers have been working in recent years, and to examine African contribution in the field. The findings showed that the USA, Spain, England, and China are the most productive countries on e-learning. A. Tarhini is the most influential author, and e-Learning researchers host Universities are mainly from the UK, USA, and China. Computers in Human Behavior, Computers & Education, and International Journal of Emerging Technologies in Learning are the most represented journals; Islamic Azad University, Universidade Nova de Lisboa, and King Abdulaziz University are the most influential universities. The analysis shows that the collaboration between authors, universities, and countries working on e-learning is low, and COVID-19 has a significant impact on e-learning. African contribution and research on e-learning and its security are feeble.

Meeting Online Learners Where They Are: e-Learning during a time of pandemic

While adult and workplace training were quick to adopt the use of online learning, many of these efforts have not advanced far beyond taking presentation slides or video recordings from formerly in-person training and making them available on learning-management systems. Compared to formal education, adult and workplace training has been much slower to iterate and improve upon early digital and virtual educational methods, leaving online learning that is viewed as neither engaging for the end-user nor effective at achieving intended outcomes. The COVID-19 pandemic and resulting lockdown added urgency to this problem, with many organizations being forced to either improve upon existing virtual training methods or finally completely replace in-person training with online options. The Ohio State University?s Center on Education and Training for Employment used evidence-based practices to develop a training collection specifically aimed at trainers, learning designers, and learning and development professionals. Translating the latest e-learning research into practical solutions, making use of proven instructional strategies, center learning designers created online training materials that are well-positioned to be effective at engaging adult learners, simultaneously instructing learners and demonstrating the learning content being delivered.

Does E-learning Improve Plastic Surgery Education?: A Systematic Review of Asynchronous Resources.

E-learning is rapidly growing in medical education, overcoming physical, geographic, and time-related barriers to students. This article critically evaluates the existing research on e-learning in plastic surgery. A systematic review of e-learning in plastic surgery was conducted using the PubMed/MEDLINE, Scopus, and Embase databases. Studies were limited to those written in English and published after 1995 and excluded short communications, letters to the editor, and articles focused on in-person simulation. A total of 23 articles were identified. Represented subspecialties include breast, burns, craniofacial/pediatrics, hand, and microsurgery. Most e-learning resources target surgeons and trainees, but a small number are for patients, parents, and referring physicians. Users reported high levels of satisfaction with e-learning and significant gains in knowledge after completion, although there may be more variable satisfaction with teaching technical skills. Two studies showed no differences in knowledge gains from e-learning compared with traditional learning methods. Subgroup analysis showed greater benefit of e-learning for novice learners when evaluated. Surveys of plastic surgeons and trainees showed high interest in and growing utilization of e-learning. Research in plastic surgery e-learning shows high user satisfaction and overall improvements in learning outcomes with knowledge gains equivalent to traditional teaching methods and greater benefit in novice learners. Thus, e-learning can serve an important role in plastic surgery education, especially in the current state of social distancing. Future work should aim to define learner preferences and educational needs and better establish how e-learning can augment plastic surgical education, particularly among other teaching methods.

Current status of the e-learning research field: Challenges and opportunities in the e-learning research field during COVID-19 pandemic

If we stop to think, most of the things we do today require us to be connected. Whether for work, shopping or even to socialize, there is always an alternative for routine tasks to be performed over the Internet. As expected, all this technological evolution even transformed teaching, with the implementation of a methodology called e-learning. This refers to the learning process that takes place over the Internet and with the support of technological tools. Among its advantages we can point out: Substantial savings, Empowerment of human talent, the semiotics of the medium helps the student and teacher in their digital transformation, Triple-A access: (Anywhere, Anyplace and Anytime) and can be adapted to particular needs. However, this educational advance has been accelerated by the emergence of the COVID-19 pandemic. Thus, applying educational innovation, too, has become a necessity to respond to the increased demand for educational services on digital platforms. Therefore, the objective of this research is to carry out an analysis of bibliometric networks to identify the intellectual structure of the e-learning research field during the COVID-19 pandemic, to learn more about its evolution, trends, research areas, authors, among others.

Analisis Pengembangan dan Implementasi System E-learning Untuk Meningkatkan pengetahuan Agent Menggunakan Metode ADDIE Model (Study Kasus: PT.Global Infotech Solution)

The development of e-learning system ini companies is very important in the learning process and training of employees or agents to achieve company goals. Like at PT. Global Infotech solution where the learning process still uses manuals so that it hinders learning because to hold training is quite large ini incurring costs for agents who are outside the region. Therefore companies need an e-learning system to help the employee agent learning process to be more affective. E-learning system have been developed and implemented using the moodle platform, which is one of the learning management system. The development method used is the ADDIE (Analysis, Design, Implementation, Evaluation) model so that it is faster ini developing an e-learning system platform according to user needs in the company. The results of the e-learning system research were assessed through employee agent responses from the learning aspect of 84.75% with a good category, seen from the display aspect of 86.05% with the very good category, seen from the aspect of the e-learning system using the Moodle platform of 80, 32% with a good category, and the last one seen from the material aspect in the e-learning system with an interesting concept of 89.82% with the very good category. So the overall assessment of the quality of the e-learning system as a whole is 85.25 with a good category. With this e-learning system, the learning process will be more efficient in displaying learning information needed by company agents in a web-based form and can be accessed by users online as long as they are connected to the internet.

Assessing Undergraduate Students’ e-Learning Competencies: A Case Study of Higher Education Context in Indonesia

The COVID-19 pandemic that occurred in early 2020 around the world has implications for Indonesia’s education sector. This pandemic led to the Indonesian government policy to study from home at all academic levels using a distance learning approach. Studies on e-learning preparedness in Indonesia involving more comprehensive samples of universities during the pandemic are still limited. This study extended samples from several public and private universities in Indonesia to get a broader picture of e-learning readiness in various faculties with diverse university online learning cultures. This study used Rasch analysis to determine the validity and reliability of the instrument and differential item functioning (DIF) analysis to identify responses based on students’ demographic profiles. The results show that most students were ready to study online, but a few were not ready. Moreover, the results show significant differences in students’ e-learning readiness based on the academic year at university, the field of study, the level of organizational e-learning culture of the university, gender, and region. This work provides an insight into student readiness to study online, especially in higher education in Indonesia. The article presents the implications of online learning practices in universities and recommendations for future e-learning research.

GENESIS – Generating e-learning systems in schools: School-university e-learning research partnerships for scaling up innovation

Despite optimism about new technologies for learning, e-learning innovation has been slow to scale up. This research set out to investigate whether an e-learning environment designed by students themselves would scale easily in schools. To do so, the GENESIS Project, a collaborative undertaking between three schools and a University, created the opportunity for students as researchers to conceive, prototype, and test an e-learning environment in which they and other students could explore ideas of interest to them. Preliminary findings show that students are able to design e-learning environments that provide good contexts for learning. Furthermore, such an approach appears to set in motion deep and lasting change in schools in ways that align with Coburn’s (2003) four ways of thinking about scaling up. The Project demonstrates, in all its phases, a way in which students themselves can take information leadership of curriculum in a culture of change.

The e-learning persuasion through gamification: an elaboration likelihood model perspective

PurposeThe purpose of this theoretical paper is to introduce a conceptual model to investigate e-learning persuasion through gamification elements using the social psychology theory of elaboration likelihood model (ELM).Design/methodology/approachThe author systematically reviewed several theoretical and empirical papers which applied the ELM in various settings. Based on the literature, the author identified six research prepositions which facilitate to investigate e-learning persuasion through gamification.FindingsThis study contributes to the existing literature by identifying an ELM-based conceptual model which can be used to empirically investigate the e-learning persuasion using gamification elements. Accordingly, the central route persuasion could be conducted through argument quality, demographic differences and technology context facilitated through gamification elements. The peripheral route persuasion could be conducted through variables such as source credibility, social presence and message content.Practical implicationsThis study contributes important findings to the e-learning research by introducing a conceptual model–based on the social psychology theory of ELM. Thereby, this study introduces a method for the future researchers, to investigate the e-learning persuasion using gamification elements. Further, future researchers can use this model to investigate the e-learning persuasion through gamification in different contexts including primary, secondary and tertiary educational levels.Originality/valueTo the best of the author’s knowledge, this study can be considered as the first theoretical paper which developed an ELM-based conceptual model to investigate the e-learning persuasion through gamification in education context.

A Scientometric Assessment of Global Publications in E Learning Research during 2003 to 18

The paper provides quantitative and qualitative assessment of global publications output in the domain of e-learning research (1809 publications). The data was sourced from Scopus database during 2003-18. The study finds that global e-learning research registered 18.92 per cent annual average growth, averaged 6.90 citations per paper in a 16-year window. The distribution of global research in the subject is highly skewed as 10 out of 94 participating countries account for 62.58 per cent global publications share. A total of 449 authors from 387 organisations contributed to global e-learning research. The top 15 organisations collectively contributed 14.81 per cent global publication share and 24.52 per cent global citation share respectively. The top 15 authors contributed 7.89 per cent global publication share and and 33.45 per cent global citation share respectively during the period. Carnegie Mellon University, USA (49 papers) is the most productive organisations in the world, National Cheng Kung University, Taiwan (23.29 and 3.37) is the most cited organisation. M. Vivou (24 papers) is most prolific author in the world and C.M. Chen (103.0 and 14.93) the most cited author in the subject. Computers and Education and Computers in Human Behavior (20 papers) were the leading journals publishing on this theme.

Visualizing research trends and research theme evolution in E-learning field: 1999\u20132018

This paper aims to provide a comprehensive understanding of the evolution of major research themes and trends in e-learning research. A co-word analysis is applied for the analysis of the 21,656 keywords collected from 7214 articles published in 10 journals in the field of e-learning from the years 1999 to 2018. Specifically, a cluster analysis, social network analysis, strategic diagram, and graph theory were applied in the analysis for two time periods: 1999–2008 and 2009–2018. The study detects the bridging, popular, and core topics in e-learning research for the two periods. The research results indicate that e-learning research has undergone a health evolution over the past two decades. There is a temporal continuity of e-learning research because some research topics have kept their continuity over the studied 20 years. Meanwhile, the research traditions in the e-learning field are also continuously evolving with the development of new technologies. The results also offer useful hints on the future direction of how the field may evolve.

Analysis and Prospects of International E-learning Research Hotspots

Using the Web of Science database as a literature source and Citespace to analyze the 592 selected literatures, first of all, we find that Spain has become one of the most influential countries in the field of E-learning. Then, by clustering analysis, we find that the main research hotspots in E-learning are Universal Design for Learning, Teacher Training, Technology Acceptance Model and Ubiquitous Learning. We also analyze the representative research themes in the field of E-learning. The future picture of E-learning is envisioned, namely, integration of inclusion and personalization, acceptance of diversity and complexity, reaffirmation of humanity and equity and moving towards AI and ubiquity.

Editorial

The theme and the priorities of the International Journal of Research in E-learning (IJREL) reflect the conceptual principles underlying the modernization of education and the reform of the educational systems in European countries, as well as national development strategies for the 21st century.

The Effectiveness of Using Mobile Learning Techniques to Improve Learning Outcomes in Higher Education

Recently Mobile technology is considered an effective way to improve students' skills such as positive thinking, collaborative, communication, as well as it is considered the main part of major innovation in many e-learning research areas. As a result of the 21<sup>st.</sup> century requirements, skills were developed to address the rising needs in higher education which causes a shifting paradigm from the traditional methods of teaching to M-learning. In this research, we discuss the effect of using Mobile learning techniques to improve learning outcomes in Higher Education. We have implemented a web-based survey through two questionnaires. The questionnaires were distributed among 200 students in the second and third levels in the computer science department at both Community College and College of Arts and Science. This research explores a study on e-learning using mobile technology to identify students’ perceptions in the acceptance of mobile techniques and recognize the quality of mobile services for academic and social purposes to improve teaching strategy and learning performance in higher educational organizations. The outcomes of this research would support the evolution of M-learning at the university-level and cause shifting the traditional learning methods by merging M-learning methodologies as a learning management system that provides mobile learning services to students and teachers any time and from any location. The research study shows some important results towards the integration of mobile technology into teaching include: student positive perception, facilitates student concentrate, flexible access to m-services for learning materials, and increases students' skills in using mobile technology for e-learning.

What about online doctoral students? A review of e-Learning literature

Recent increases in accessibility, enrollment in e-learning, and diversification of distance learning format delivery (such as MOOCs) have put e-learning in a state of perpetual evolution. The result is a dynamic environment where research as recent as five years ago may no longer be relevant. A review of contemporary e-learning research is needed to understand current trends in the industry of e-learning as well as determine where further research is needed. This article describes six themes identified in the literature by reviewing journal articles centric to e-learning from 2014 to 2019 using qualitative content analysis. The themes represent what is largely covered in the literature (e-learning anxiety, e-learning pedagogy, and student-centered models), and what is underserved in the literature?namely the dissemination and investigation of online doctoral programs. This article will briefly discuss these themes using highlighted works. The researchers will also explain the need to continue researching specialized e-learning subgroups, specifically online doctoral students.

A concept analysis of theory in South African Open Distance and E-Learning research

ABSTRACT A conceptual confusion of theory exists in South African Open Distance and e-Learning (ODeL) research in which the concept is used with borderline, related, contrary, invented, or illegitimate concepts such as a model, approach, construct, hypothesis, theoretical framework, or conceptual framework. As a result, some researchers choose not to apply theory, apply a narrow definition, or risk their manuscripts being rejected when theory is inadequately applied. This article seeks to expand the understanding of the concept theory in South African ODeL research. In particular, the purpose of the paper is to clarify the meaning and reduce ambiguities surrounding theory, as well as promote consistency in using the concept in South African ODeL research. Subsequently, the article develops a conceptual framework through a comprehensive literature review, and through the application of the eight steps for a concept analysis. This framework consists of six conceptual components related to the application of theory in order to meet the expected outcome of a particular ODeL research project. Four of the components that are deemed more important include defining attributes, identifying model cases, antecedents, consequences and empirical referents. The conceptual framework serves as a thinking tool for an integrated and deepened understanding of the concept theory and for enhancing the appropriate use of theories in South African ODeL research.

Evaluation of e-learning system on higher education institutions in KSA: a survey at Saudi Electronic University

A review on previous e-learning research suggests a focused evaluation approach to measure the success of the system and its contribution to knowledge share in educational institutions. This paper ...

Evaluation of e-learning system on higher education institutions in KSA: a survey at Saudi Electronic University

A review on previous e-learning research suggests a focused evaluation approach to measure the success of the system and its contribution to knowledge share in educational institutions. This paper provides an empirical test of e-learning system success model in the context of higher education in Saudi Arabia. The research examines the effects of the e-learning system at the Saudi Electronic University on knowledge management, by analysing the relationships between the system use and knowledge transfer through DeLone and McLean IS model (2003). The quantitative study was done by administering a survey to 300 students and we obtain 196 effective responses. Applying Structural Equation Modelling (SEM) method, the results show the significant effects of 'System Quality', 'Information Quality' and 'Service Quality' on e-learning system 'Use' and 'User Satisfaction'. Thus, the educational tool use and user satisfaction have a positive impact on 'Net Benefits' in terms of knowledge share, transfer, learning and achieving educational goals.

The Impact and Issues of E-Learning with Saudi Arabian Universities and Schools a Systematic Literature Evaluation

E-Learning plays a significant part in the educational field. Many Arab institutions follow the style of E-Learning under field education. Many papers have been showed to understand the role of E-Learning. This paper focuses on Saudi Arabian Schools and Universities regarding their development in E-Learning and the issues faced in the institutions while experiencing it. It is based on Systematic literature review of E-Learning research by collecting and reviewing the studies published from the year 2018 till 2010 to know the situation of E-Learning inside Saudi Arabian schools as well as Universities. This Paper identified around 45 studies which addressed E-Learning. It reflects that the E-Learning has shown a massive development in the past 2 years. The paper covered the research themes such as E-Learning, Students, Schools, Universities and Kingdom of Saudi Arabia (KSA). It also states the situation in E-Learning under educational sectors of KSA and their issues faced among the people which can be focused and concluded as a part of future research.

The impact of E-learning on higher education perception, skills, critical thinking and satisfaction

E-learning was initially implied as an emotionally supportive network for separation learning and this is the reason e-learning is regularly called separate training, despite the fact that e-learning is a smaller idea. E-learning is utilized to convey preparing, training and cooperation utilizing different electronic media in any case, overwhelmingly, the Internet, whose apparatuses have comprised the principle driver of e-learning and e-Learning has impact on students’ perception, critical thinking and others factors. The review is intended to provide a summary and a critique of various e-learning research topics and methods. The 3-step review process was composed of articles searching and retrieval, filtering and sorting, and final inclusion. It was found that e-learning improved student perceptions, communication, quality of education, critical thinking, self-learning and the result also shows that the impact of teacher’s responsibility and students’ satisfaction in higher education.