E-learning Resources Research Articles

Improving Accessibility of Continuing Professional Development for Oncology Health Professionals Through the EviQ Education App.

Oncology clinicians must participate in continuing professional development (CPD) to stay up to date with best practice. The Cancer Institute NSW eviQ Education program produces evidence-based, peer-reviewed eLearning resources for oncology professionals. In response to user feedback, eviQ Education trialled a mobile app, EdApp, to improve accessibility of self-directed CPD materials. Following a pilot, users indicated that the EdApp improved CPD accessibility and user experience. EdApp will continue to be used to support evidence-based practice.

Maximizing Professional-Led Sexual Well-being Support in Cancer Care: Findings From a Qualitative Process Evaluation Following Healthcare Professionals' Engagement With an eLearning Resource.

Provision of healthcare professional (HP)-led sexual support in cancer care is lacking, perpetuated by barriers including a lack of HP awareness of sexual concerns and strategies to help patients and partners cope. In response, the Maximizing Sexual Wellbeing|Cancer Care eLearning resource (MSW|CC) was developed and demonstrated efficacy in reducing HPs' attitudinal barriers to the provision of sexual support. However, the mechanisms for such change are not yet known. A qualitative process evaluation was used to explore mechanisms that influence HP engagement with MSW|CC and its adoption into practice. Semistructured interviews were conducted with HPs providing cancer care in Northern Ireland upon MSW|CC completion. Interviews were audio-recorded, transcribed verbatim, and thematically analyzed. Seventeen participants were interviewed, and 4 key themes were identified: (1) MSW|CC raises HPs' awareness of the need for holistic sexual support as part of routine clinical care; (2) MSW|CC prepares and equips HPs to provide sexual support in cancer care; (3) MSW|CC is coherent, engaging, and acceptable; and (4) MSW|CC: moving forward. Participants derived benefits from MSW|CC, deeming it an acceptable resource. Insights into MSW|CC mechanisms of success were identified, including language to address sexual concerns, alongside patient referral resources. Perceived MSW|CC shortcomings from an earlier study were confirmed as a software issue.Implications for Practice:Healthcare professionals require training and resources to enhance sexual support provision in cancer care. Proactive implementation strategies used to maximize HP engagement with MSW|CC could equip HPs with tools to improve patient sexual outcomes after cancer.

Digital Technologies and Project Management as the Basis of Competitiveness of the Distance Business Education

The purpose of the study is to identify the features of ensuring the competitiveness of distance business education and modern trends in the development of the field of educational services and the role of digital technologies and project management in these processes. General scientific and special methods are used: historical-logical grouping (systematization of electronic learning system elements, distance education, approaches of project management etc.); generalization (understanding of modern role and evaluation of distance education and e-learning resources, digitalization processes). It has been proven that such an alternative to traditional formal education is more closely correlated with the demands of the labour market, allows to better and more quickly meet the needs of employers, and for employees to ensure their professional development throughout their life and to apply their competencies in the countries of the European Union. Approaches to project management in distance business education are described. It has been established that project management in business education has a scientific basis based on pedagogical theories and researches, which supports active, collaborative and critical learning, and also promotes the development of skills that are important in today's information society and the labour market.

Using the power of narratives in e-learning for COVID-19 vaccine hesitancy conversations

Background During the COVID-19 pandemic, we developed an e-learning resource to support medical students in having effective conversations with COVID vaccine hesitant patients (an urgent challenge). Development of information and communication skills elements was underpinned by narrative learning theory; learners interact with three fictional characters whose stories run through the resource in activities and role-plays. We co-developed the resource and characters with students, colleagues and local community. Methods We evaluated the resource using a survey of pre- and post- module self-confidence scores, and by thematic analysis of a focus group with seven final year medical students to explore their perceptions of how the story elements influenced their learning. Results All students surveyed reported an improvement in their confidence in having effective conversations with vaccine-hesitant patients. The focus group analysis suggests that character-based narratives can promote learning online, particularly through improved memory, relatability, and emotional connection. Conclusions This study suggests that the potential value of character-driven stories described in other healthcare education settings also applies in the online learning environment. Further research is needed to establish the nature of their impact on different aspects of learning including patient-related outcomes.

Unlocking E-Learning Triumph: Nurturing Support Systems and Student Traits in Secondary School Implementation

The utilisation of e-learning via the Internet provides the benefits of adaptability, extensive accessibility to educational materials, and convenient entry. Nevertheless, the utilisation of the Internet in education presents concerns like the presence of irrelevant content and potential risks to data security. The objective of this study is to obtain precise data by administering questionnaires that assess the availability of e-learning resources such as computer equipment and internet networks, user proficiency, and learner characteristics. Data were gathered via interviews conducted with teachers, observations made of e-learning enabling facilities, and the distribution of questionnaires to high school students in Pariaman City. The findings indicate that educational institutions are prepared to facilitate e-learning. The primary advantage of using E-Learning is the availability of open and widely accessible learning resources. The introduction of the E-learning system encountered issues, notably the presence of irrelevant content. Hence, the objective of this study is to uncover information pertaining to the necessary e-learning resources that facilitate the process of learning. A questionnaire was employed as the data gathering instrument. The primary concept presented in the document explores computer devices and internet networks, user functionalities, and participant and student attributes. The specimen constituted a secondary educational institution. Interviewing was another method employed for data collecting. The interview focused on eliciting information regarding the E-learning infrastructure acquired from both professors and students. The findings indicate that the school is prepared to adopt E-learning. However, the implementation of Intranet-based E-learning is necessary to address the current challenges.

Technology adoption in a hybrid learning environment: An action research study among university faculty in the UAE

ABSTRACTWhile much attention focused on educator technology adoption during the period of Emergency Remote Teaching, whether these technologies still have a place in classroom-based teaching and learning practice remains to be seen. This multi-method, qualitative action research study explores the experiences of 22 university faculty in the United Arab Emirates across a range of eLearning tools. Focus groups were held before and after a longitudinal intervention, in which faculty trialled eLearning tools and reflected on this process in a series of weekly reflective logs. Participant profiles emerged through a process of Reflexive Thematic Analysis, along with themes relating to advantages, disadvantages, and unique features of eLearning tools. The data illustrated that although eLearning tools were widely used, their perceived utility was context dependent. The study therefore recommends an iterative process focussing on specific departmental needs, and structured support to encourage faculty to trial eLearning tools. The findings are relevant for higher education faculty and management, and may inform eLearning resource allocation and the provision of continuing professional development.

Faculty perceptions and use of e-learning resources for medical education and future predictions

Purpose: This study aims to investigate medical faculties’ perceptions and current practice of using e-learning resources, needs and suggestions for more effective use of such resources, and future directions of e-learning in medical education.Methods: This descriptive study was conducted on full-time faculty members who were registered users of the e-learning portal of the consortium of Korean medical schools. Participants were invited to an online survey containing 45 items that addressed their perceptions and use of e-learning resources, and their predictions of future use. Descriptive analysis and reliability analysis were conducted as well as a thematic analysis of qualitative data.Results: Ninety faculty members from 31 medical schools returned the questionnaires. Participants positively perceived e-learning resources and that they predicted their use would become increasingly popular. Still, only half of the respondents were using e-learning resources for teaching and agreed that they were willing to share their e-learning resources. Our study illustrates several barriers inhibit faculty use and sharing of e-learning resources, and a need for a more comprehensive, better-organized resource repository. Participants also pointed out the needs for more resources on multimedia assessment items, clinical videos, and virtual patients.Conclusion: Our study sheds light on medical faculty needs for institutional support and faculty development programs on e-learning, and institutional policies that address faculty concerns regarding ownership, intellectual property rights, and so forth on creating and sharing such resources. Collaborations among medical schools are suggested for creating a better organized around learning outcomes and more comprehensive repository of resources.

69 Teaching medical students about pneumonias: The design and development of an e-learning resource

69 Teaching medical students about pneumonias: The design and development of an e-learning resource

E-Learning Development as an E-Teaching Innovation in Graduate Education

The rapid evolution of technology has brought about transformative changes in the landscape of higher education, prompting institutions to explore innovative pedagogical approaches. This case study examines the implementation of e-learning as an e-teaching innovation within the graduate education programs at Guimaras State University. The research adopts a mixed-method approach, combining quantitative surveys and qualitative interviews to comprehensively assess the impact of e-learning on graduate students and faculty members. The quantitative phase reveals a positive perception of e-learning, with a significant majority of respondents recognizing its usefulness and ease of use. This favorable attitude translates into a strong intention to use e-learning resources and a notable increase in actual usage. The qualitative phase provides deeper insights, highlighting the enhancement of student engagement, flexibility, and accessibility as key benefits of e-learning. However, it also identifies challenges, including technical issues and the need for faculty training and support. The study's findings underscore the importance of continued investment in technological infrastructure, faculty development, and institutional support. Clear e-learning policies and guidelines are recommended to ensure effective integration, and opportunities for collaboration and networking with other institutions are encouraged. By addressing challenges and capitalizing on the benefits of e-teaching innovations, Guimaras State University can further enhance the quality of graduate education and position itself as a progressive institution responsive to the evolving needs of learners and educators in the digital age. This case study contributes to the broader discourse on e-learning development and adoption in higher education.

Innovation and Development of Public Fiscal Administration Through E-Learning

In an era characterized by rapid technological advancement and the growing importance of effective public fiscal administration, this study explores the integration of e-learning technologies at the Guimaras State University (GSU) to enhance education and professional development in the field. The research adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews to investigate the impact of e-learning on students and professionals engaged in public fiscal administration programs at GSU. Quantitative results reveal that a significant majority of participants perceived e-learning as highly useful and user-friendly. The findings align with the Technology Acceptance Model (TAM), emphasizing the importance of perceived usefulness and ease of use in e-learning adoption. Moreover, participants reported a positive impact on their learning experiences, citing the flexibility of e-learning, multimedia resources, and interactive elements as key contributors to improved knowledge acquisition. Qualitative insights from interviews underscored the convenience of remote access, the ability to self-pace learning, and the interactive nature of e-learning materials. Challenges such as technical issues and the need for effective support services were also identified. This study's conclusions highlight the potential of e-learning to enhance public fiscal administration education and professional development. Recommendations include enhancing technical support services, providing ongoing training for faculty, expanding e-learning content and resources, fostering an online learning community, conducting longitudinal studies on career outcomes, and sharing best practices with other institutions. Guimaras State University's experience in innovating public fiscal administration education through e-learning offers valuable lessons for higher education institutions seeking to harness technology for academic and professional advancement in critical fields. The findings contribute to the broader discourse on the role of e-learning in higher education and professional development, emphasizing the need for continued adaptation and improvement to meet evolving learner needs and challenges.

Assessing the Efficacy of e-learning Resources in Facilitating Course Teaching in Cuddalore District of Tamil Nadu, India

Technology is transforming education with new teaching and learning approaches. Online platforms, digital papers, and other resources have transformed education. This study examines B.Ed faculty members' views on using e-learning tools for the two-credit course 'Understanding Disciplines and School Subjects' to fill a gap in the literature. Objective: This study examines B.Ed faculty views on e-learning tools in 'Understanding Disciplines and School Subjects.' The purpose is to get opinions on technology in education. The study has many implications. Technology has a significant impact on schooling. The report highlights how online platforms and digital resources have transformed education delivery and reception. Addressing a Research Gap: This study addresses a literature gap. There appears to be little literature or study on incorporating e-learning technologies into the B.Ed curriculum, precisely the specified course. Academics Perspective: B.Ed academics who train teachers provide vital insights in this study. Perspectives can impact future teachers' adaptation to changing education. Study Sample: The researchers sampled 42 B.Ed. instructors from Tamil Nadu Teachers Education University in Cuddalore in 2023. The study used purposive sampling. Research Design: This qualitative study used surveys to obtain data. Open-ended questions were analysed using content analysis. Faculty members' e-learning positive and negative responses were evenly split. Four proposals were presented to improve e-learning resource generation.

Crafting E-Learning Pathways: A Student's Insight into the Course 'Understanding Disciplines and School Subjects' Offered in Teacher Education in Cuddalore District of Tamil Nadu, India

A conceptual framework enhances the understanding of the research problem and facilitates the organisation of the study. Currently, technology is revolutionising education through innovative methods of teaching and learning. E-learning has revolutionised education through online platforms, digital documents, and other electronic resources. In the interest of filling a large void in the existing body of research on the subject, this study focuses on the viewpoints of B.Ed students regarding the usage of e-learning tools for the course ‘Understanding Disciplines and School Subjects’ offered in the B.Ed programme. Study Sample: The researchers chose a sample of 540 students enrolled in the B.Ed. programme at Tamil Nadu Teachers Education University in the Cuddalore district of Tamil Nadu in 2023. The study employed a purposive sampling technique. Research Design: This study employed qualitative approaches, utilising surveys as the primary data collection method. The analysis of open-ended questions was conducted through content analysis. Data Collection Tools: The study used an open-ended questionnaire to collect data. It was found that students' replies related to positive and negative points for e-learning were evenly distributed. Eight suggestions were made to enhance the quality of e-learning resource production. Recommendations: To enhance comprehension of "Understanding Disciplines and School Subjects," it is advisable to develop e-learning resources in Indian languages. The e-learning producer's content knowledge and technical expertise are essential.

Effectiveness of E-Learning on Students’ Learning Process at Catholic University of Eastern Africa

Purpose: The main aim of this study was to investigate the effectiveness of eLearning on the student’s learning process at the Catholic University of Eastern Africa. The research questions addressed the following areas: how students access educational learning resources on e-learning platforms, how eLearning has been integrated into the process of learning, how eLearning integrations affect students’ learning process, how computer-based learning influences students'’ completion rate at the CUEA, how e-learning and traditional learning environments significantly relate to students’ learning process, the challenges that are associated with e-learning, and the mitigation measures the university is taking to resolve the eLearning challenges.
 Methodology: The researcher used an integrated mixed-method approach involving qualitative and quantitative paradigms. Probability and non-probability sampling techniques were used. The target population for the research was 816 out of which, 260 respondents were sampled. From the sampled population, 218 participated in the research making an 85% return rate. The hypothesis was tested using chi-square, while internal consistency was used to ensure the internal reliability of the research instruments. Cronbach validity was used to validate the Likert scale items. Besides, correlation was used to find out the relationships between the dependent and independent variables. The researcher obtained approval from the faculty of education and permission from NARCOSTI to collect data from the respondents.
 Findings: The research findings revealed that independent variables, eLearning benefits, eLearning resources, eLearning incentives, and eLearning integration contribute to students’ learning process. The research further revealed that the introduction of a favorable and supportive eLearning environment positively influences Students’ Learning Processes. The researcher concluded that eLearning contributes to the effective learning process of students, therefore, is imperative to be embraced. 
 Unique Contribution to Theory, Policy and Practice: The researcher recommended that the government, curriculum developers and IHL focus on Instructional design, build a strong Learning management system, guidelines and policy, comparative analysis, leverage Cultural and Global perspectives, eLearning accessibility, engagement, Assessment and evaluation of the eLearning platform. Besides, the students subscribing to the eLearning platform should be given proper orientation in order to navigate the platform easily.

Estimation of Interaction Time for Students with Vision and Motor Problems when Using Computers and E-Learning Technology

Students with disabilities can attend online education using virtual learning platforms and assistive technology adapted to their personal needs. However, access is not enough to avoid difficulties as they tend to require more time for interaction with learning resources. Analysis of the literature suggests that there is relevant interest among researchers in exploring the interaction time required by students with disabilities. The aim of this paper is to explore the average time required by students with disabilities for interaction with questionnaires, the most typical e-learning resource, in comparison to students without disabilities. This is especially relevant for computer and telecommunication engineering students since all of their teaching activities are computer-related. The average time required for interaction is estimated through empirical testing with 60 students filling out a questionnaire while attending two courses on digital technology in a total of four editions. The sample included students with three types of disability as well as non-disabled students as a control group, with ages ranging from 22 to 58. Results showed time ratios of 2.92, 1.88, and 1.58 times, respectively, for blind, partially sighted, and reduced motor capability students, compared to students without disabilities. Although the results are robust, the small sample of the reduced motor capability students and the variability of capabilities for this group recommend further research with additional samples for this type of disability. It is also recommended to continue experimentation with additional types of e-learning resources.

The Significance of Parents in Curriculum Implementation: Lessons From the COVID-19 Pandemic

This conceptual study exploited the systematic literature review study as its methodology to examine the significance of parents in the implementation of the curriculum while deriving lessons from learning during the COVID-19 pandemic. Epstein’s theory of overlapping spheres of influence was commissioned as the bedrock of analysis in this study. The study focused on the strategies and challenges that were used by the parents to support their children’s learning as well as the possible solutions. The study found out that parents as implementers of curriculum and curriculum innovation, used strategies such as e-learning, social media, listening to children’s concerns and providing accurate information. The parents’ efforts were however impeded by factors such as limited e-learning and related resources, perceived cost, lack of skill and knowledge and time constrains. This study recommends that the government, community and school should recognise that parents are significant stakeholders in the implementation of curriculum and curriculum innovation and as such there is need to improve relationships, communication and provision of resources to safeguard children’s learning in case future emergencies.

Enhancing students’ hyperactivity disorder through physical education classroom design and blended teaching: a research study

Background Hyperactivity disorder significantly affects their academic and mental health. The research aims to explore whether the design of physical education classrooms using blended learning can have a positive effect on students’ ADHD psychology.Subjects and MethodsParticipants were selected from a school and divided into an experimental group and a control group. The experimental group experienced a blended teaching approach within the physical education classroom, combining conventional sports activities with interactive e-learning resources. In contrast, the control group followed a traditional physical education classroom design. Data collection tools comprised a hyperactivity disorder questionnaire and psychological assessment tools, with Epidata 2.0 employed for data processing.ResultsThe scores of hyperactivity disorder in the experimental group were significantly lower than those in the control group. The average ADHD score of the experimental group students decreased from the initial 6.78 to 3.92, while the average ADHD score of the control group students decreased from the initial 7.12 to 6.28. The difference between the experimental group and the control group was verified to be statistically significant using appropriate statistical methods.Conclusions The incorporation of blended learning within the physical education classroom design yields a positive impact on students’ hyperactivity disorder psychology. The integration of traditional sports activities with interactive e-learning resources establishes a more diverse and adaptable learning environment. This approach enables students to channel excess energy effectively, thereby enhancing their focus and self-regulation capabilities.

Project ROOM (Reinforcement of Online and Offline Modality): An e-learning Approach for Quality Measurements of Learner’s Academic Performance

The researchers used Project ROOM (Reinforcement of Online and Offline Modality) as an e-Learning Approach for Quality Measurements of Learner’s Academic Performance. It aims to determine the trend of learner’s performance in three grading period from the 2nd quarter to 4th quarter of the S.Y. 2020 – 2021 of Grade 7 learners of Biliran National Agricultural High School (BNAHS). The simple random sampling was used to determine the samples which enables the researchers to come up with 62 respondents. The provision of e-learning resources focused on the difficult competencies found in the Most Essential Learning Competency (MELC). The data were presented, analyzed and interpreted by adapting the proficiency level template found in the Progress Monitoring and Evaluation Sheets (PROMEDS). In terms of finding the significant improvement of the learner’s performance, the bar graph was used and it was found out that the learner’s performance was increasing in three grading periods across subject areas except for mathematics. Moreover, the Analysis of Variance (ANOVA) F-Test was used to measure its significant increase and the result confirmed that the improvement was highly significant with p-value of .001. Based on the result of the study, the researchers have reflected that e-learning approach help the learners perform academically, thus, it recommends the school to continuously implement e-learning approach as reinforcement for modular distance learning this time of Covid-19 pandemic. Keywords: e-learning, Academic Performance, Proficiency Level

Measuring the Effect of E-Learning Information Quality on Student’s Satisfaction Using the Technology Acceptance Model

This study analyses a blended e-learning system's information resources. Their quality is assessed based on learners' perceptions using a modified version of the Technology Acceptance Model (TAM). To enable flexible learning and enhance understanding during the COVID-19 epidemic, most Iraqi universities have lately embraced Google Classroom and Moodle in addition to face-to-face (F2F) courses. Based on TAM, individual differences and perspectives were investigated concerning correlations between student satisfaction and technology adoption. There were 270 undergraduate students in the research sample who were enrolled in academic courses at Middle Technical University's (MTU) /Technical College of Management (TCM). A survey was used for data collection. The research was done after developing the model's essential and external variables and selecting their components. Partial least squares structural equation modelling (PLS-SEM) examined path-connected dependent and independent components. The study's results showed how "E-Learning Information Quality" (EIQ) positively impacted students' adoption of e-learning. That is demonstrated by the internal variables' positive correlation, which includes perceived usefulness (PU) and perceived ease of use (PEOU), which can be seen in H1 and H2 by the values of (β = 0.204, β = 0.715), and which both positively influence attitudes toward use (ATU), which can be seen in H5 were value (β = 0.643), and behavioral intention (BIU), which can be seen in H4 was value (β = 0.300). Therefore, e-Learning information sources must have value and meaning for students. However, more research is required to evaluate the system's quality. Furthermore, the acceptability of e-learning may change as pedagogies change

The Impact of E-Learning on the Learning Motivation of Jordanian University Students

The main objective of this study was to assess the effects of e-learning on the motivation and academic success of Jordanian university students from different disciplines, especially during the COVID-19 pandemic era. The research further delved into understanding the role of e-learning tools, strategies, and teacher-student interactions in influencing these outcomes. The study explored the effects of e-learning on students' motivation across various disciplines. It sought to discern how e-learning strategies and teacher-student interactions affect students' enthusiasm and academic success. A questionnaire was electronically disseminated to 244 students from multiple Jordanian university faculties. Results indicated that e-learning positively influenced students' motivation. The convenience and easy access to resources were reasons students preferred e-learning. It also offered them self-learning avenues, enabling them to develop crucial skills and expand their viewpoints. The diverse educational techniques in e-learning further boosted their eagerness to learn. The study also found that e-learning supported consistent lesson engagement and boosted academic performance. The flexibility of studying at preferred locations elevated their overall results. Effective teacher-student communication emerged as pivotal for e-learning's success. Interactions with instructors during this phase had a favorable effect on their motivation and academic results. The study identified the compelling delivery of content and captivating teaching techniques as primary motivators. Consequently, a key recommendation is to emphasize creating and using interactive e-learning resources and activities, including multimedia, interactive tests, gamification, and group tasks. Such interactive methods can maintain student engagement, support autonomous learning, and nurture a communal spirit in the digital learning space.
 
 Received: 7 June 2023 / Accepted: 23 August 2023 / Published: 5 September 2023

E-learning during COVID-19 Lockdown among College Students of Nepal: Opportunities and Challenges

COVID-19 pandemic had affected all sectors of human life around the globe. Education is one of them where traditional method of teaching had to shift to virtual learning all of sudden in both developed and developing countries. Therefore, the study reflects the opportunities and challenges of e-learning among college students of Nepal during emergency shift of teaching paradigm due to COVID-19 lockdown. Cross-sectional quantitative study with random sampling method using online questionnaire was used to collect 385 data from college students of Nepal during COVID-19 pandemic lockdown. The study showed that 85% of the students had engaged in e-learning during COVID-19 pandemic lockdown whereas only 30% of the students had all the required resources for e-learning. The study further found that 70% respondents had developed new skills and could manage time for study despite lockdown. However, more than half of the students had challenging situations to access the Internet surfing for e-learning followed by management of electronic devices and interaction with teachers by nearly 33%. Educational institutions need to be responsive towards the challenges faced by students during e-learning, so that learning needs of the students will be fulfilled even in crisis situation.