E-learning Setting Research Articles

Online Instructional Videos: Effects of Presentation Format on Comprehension and Metacomprehension

This study analyzed the effects of presentation format (digital text, no images video, decorative images video), and verbal ability and working memory capacity, on comprehension performance and metacomprehension judgments and bias. Two hundred and thirty-eight college students were tested in an experimental remote e-learning setting. For comprehension performance, decorative images hindered comprehension. Verbal ability was a predictor of comprehension for both text and video. For metacomprehension judgments, video led to lower and less precise judgments than text. Results are discussed in terms of seductive video versus emotional design effects in multimedia learning, and the multimedia heuristic and deception effect in metacomprehension.

Utilising Artificial Intelligence Chatbots for Student Support at Comprehensive Open Distance E-learning Higher Learning Institutions in the Fifth Industrial Revolution

Abstract Artificial intelligence chatbot technology holds tremendous potential to be deployed as a student support service automation platform in comprehensive open distance e-learning institutions of higher learning in the Fifth Industrial Revolution. Inadequate support service provision to students at comprehensive open distance e-learning institutions of higher education has prompted this investigation into the use of artificial intelligence chatbot technology for the provision of student support services at comprehensive open distance e-learning higher education institutions in the Fifth Industrial Revolution. This qualitative study adopted content analysis as its research methodology, which is grounded in a literature review that incorporated insights from the researchers’ experiences with utilising artificial intelligence chatbots for student support in comprehensive open distance e-learning higher education institutions in the Fifth Industrial Revolution. The findings of the study indicate that artificial intelligence chatbot technology may be able to provide support services to students in a comprehensive open distance e-learning setting. Artificial intelligence chatbots can be utilised in the administration department to respond and make calls to students, as well as provide information about the application and registration processes, and assist students in this regard. Students could also use the artificial intelligence chatbots for learning and to conduct research. The study recommends a framework for the use of artificial intelligence chatbots for the provision of support services to students at comprehensive open distance e-learning higher education institutions in a new and emerging phase of industrialisation, namely the Fifth Industrial Revolution.

Prediction of Student Performance Based on Behavior using E-Learning During the Covid-19 Pandemic using Support Vector Machine

The COVID-19 crisis has profoundly impacted many sectors globally, including education, necessitating the shift from traditional in-person learning to independent or online learning through various digital platforms. The integrity of e-learning can be ensured by leveraging e-learning behavioral data. The objective of this research is to develop a novel data model to navigate the educational challenges of the COVID-19 era. Previous studies employed the Support Vector Machine (SVM) technique to predict student performance in an e-learning setting, yet they failed to contrast different SVM kernels and their outcomes. In contrast, this study uses SVM and compares three types of kernels: Radial, Polynomial, and Linear. The dataset used for this research was procured from X-API-Edu-Data. The SVM technique was utilized in a unique way to process the data, which comprised 17 variables and 40 observations. Notably, all 17 variables were character variables, with only four being numeric. Two variables, Raisedhands and Discussion, were selected for analysis due to their key role in effective learning and their association with student performance in an e-learning environment. The evaluation of the model was performed using the Topic variable, which represents the subjects in the dataset. The research findings revealed a marked improvement in accuracy compared to earlier studies. Among the three SVM kernels tested - Radial, Polynomial, and Linear, the Polynomial kernel demonstrated superior accuracy with a score of 0.9979. Therefore, the Polynomial model was deemed most appropriate for analyzing the Topic variable. In conclusion, the study indicates that the application of the e-learning method, specifically during the COVID-19 pandemic, proved highly effective in forecasting student performance.

E-Learning Training as a Strategy for Teachers’ Professional Development in Tanzania: A Study of Selected Primary Schools in Musoma District, Tanzania

Aims: This study aimed to find out the e-learning training and its contribution towards the professional development of teachers. Teachers as key agents towards Sustainable Development Goals are required to be trained in order to acquire ICT skills to cement sustainable development in developing countries.
 Study Design: The study used descriptive research design because of its flexibility in the methods of data collection and analysis. The design was used within the framework of a mixed methods approach.
 Place and Duration of Study: The study was conducted in the Musoma district in which data were collected between July 2022 and December 2022.
 Methodology: The study used both qualitative and quantitative research approaches with a sample of 54 teachers respondents from eighteen sampled primary schools selected in each ward of Musoma District. Data collection was conducted through interview guides and questionnaires.
 Findings: The study revealedthat the conducted e-learning training programmes were useful as they provided skills and knowledge to the teachers that assured flexibility in the teaching and learning process. In addition, the training contributed to the teachers’ professional competence as they assisted teachers towards a new pedagogical model where there is a shift from a teacher-centred approach towards a learner-centred approach. In addition, teachers suggested a need to develop new curricula designed for an e-learning setting, availability of ICT teaching facilities in schools and frequent follow-ups and assessments after training in order to improve the teaching and learning process.
 Conclusion: The study concludes that e-learning training programmes positively assist teachers’ professional development as well as improve their knowledge and skills that facilitate the quality teaching and learning process.

Classroom or online learning? Impact of experiential learning in business process management education

This paper presents an empirical study with 150 graduate students at a business school to analyse the educational impact of experiential learning about process-oriented thinking in the classroom versus online learning setting. The results show that both learning settings are effective in increasing student performance but the increase in student performance in the face-to-face setting is twice as much as that in the e-learning setting. While learning time has no impact on student performance in this study, active engagement in the learning process has a positive impact in the online learning setting, but not in the face-to-face setting. Contrary to general findings, the results of this study indicate that a face-to-face setting is preferable for experiential learning about process-oriented thinking. Practical implications are that online learning can be used for general understanding while classroom learning is preferred for deeper understanding in the context of experiential learning about process-oriented thinking.

EFFECTIVENESS OF THE MULTIPLE INTELLIGENCES INSTRUCTIONS WITHIN THE E-LEARNING SETTING DURING THE POST-COVID ERA

The COVID-19 outbreak quickly demonstrates the importance of adopting online education in teaching and learning. It has forced education systems worldwide to find alternatives to face-to-face interactions. Language instructors have made attempts to explore and utilise the e-learning tools to enrich their teaching and assist learners in improving their language learning. This paper, therefore, attempts to shed light on the effectiveness of implementing the Multiple Intelligences Instructions within the e-learning setting, thus present an unprecedented opportunity to continue adopting this digitally-enhanced approach post-pandemic. A Paper 800/4 (Writing) Task 2 of Malaysian University English Test (MUET) 2020 question was administered to 40 pre-university students from Preparatory Centre of Science and Technology, Universiti Malaysia Sabah. The study employed a quantitative methodology and the data were analysed using the Mann-Whitney U Test. The findings show that the adoption of the Multiple Intelligences Instructions in the English as a Second Language (ESL) writing classes improves the students’ skills in writing. This study calls Malaysian English educators to acknowledge students’ differences in learning, thus redesign the lessons by incorporating all intelligence for the students to actively manifest their preferred learning styles in acquiring the English language. The implementation of this writing module in an e-learning environment received positive feedbacks from the students, suggesting it would be a promising module to improve the students’ writing skills.

Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse

This survey investigated the interaction of e-learning settings through teaching English as a foreign language by native-English teachers. It examined the instructional virtual environment in teaching EFL at the University of Tabuk in Saudi Arabia during the COVID-19 crisis during the academic year 2019/2020. Sample consisted of 20 informants. Participants were selected randomly divided into two groups (experimental 10 and control 10). Experimental group used media tools such as blackboard, zoom, interactive board, the control group used the conventional method. Pre-and post-questionnaires were distributed to both groups after completing teaching units. Results showed that there are statistically significant differences at level (0, 05) for the means of achievement test for both groups in favor of the experimental group through the interactive board. The findings revealed that there are statistically significant differences at level (0, 05) in developing attitudes of teachers towards linguistic subjects due to the use of the interactive board. The research recommends that media; blackboard, zoom, and the interactive board should be activated in teaching all subjects not only the time of crisis but also in normal times since it has a positive effect on the achievement of teachers and increases their attitudes towards teaching EFL any time any place.

Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse

Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse

The Teachers Experience of Practice-based Education in Hybrid Delivery Mode

Rapid eLearning implementation at a New Zealand-based natural therapies’ college provides space for academic reflection. The aim is to utilise a formative assessment to explore hybrid-delivery through practitioner-educator and somatics lenses. Somathodology, an experiential methodology binds a triquetra of themes and theories, generating memory and reflections of experiencing pedagogy, and where eLearning situates experienced practitioner-come-educators at the border of their field of enquiry. I engage with the methodology to write first-person research. Social theories focus the account on embodied work. Journal writing and imaginary letters are criticality devices; what Laurel Richardson describes as the 5th kind of narrative. Evidence-based healthcare is compared with naturopathy care. Novel insights are discussed about how somatic attributes of awareness, breathing, and listening signal an emerging trend for disciplinary connection, and autonomous identity. Naturopathy clinical education in an eLearning setting become embodying sites of co-construction and livestream formative process, a critical pedagogical event.

Device Usage and Accessible Technology Needs for Post-Traditional Students in the e-Learning Environment

For blended and fully online learning environments, the appropriate device usage and application, as well as students’ perceived comfort with technology, may influence their success within the e-Learning setting. Additionally, institutional awareness of student technology needs—including student support needs as they relate to accessible technology—is essential to create an inclusive and supportive learning environment. Despite the growing number of students requiring accommodations for academic success, such as accessible technology within the coursework, there is limited research exploring technology use and student perceptions of accessible technology needs for post-traditional learners enrolled in the e-Learning course environment. Surveying post-traditional students enrolled in blended and online coursework, this study investigated device usage and perceptions of technology use, accessibility, and support within e-Learning-based learning environments.

The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback

The present study examines the differential impact of studying in a Flipped Classroom (FC) setting, as compared to a Blended Learning (BL), a Traditional Learning (TL), and an E-Learning (EL) setting on learning performance, self-efficacy beliefs, intrinsic motivation, and perceived flexibility. Participants were second year undergraduate students (N = 90), enrolled in the “Invertebrates” course in Can Tho University (Vietnam). Participants were randomly assigned to one of the four experimental conditions (TL n = 22, BL n = 22, FC n = 23, EL n = 23). Two instructional elements - (1) lectures and (2) guiding questions - were presented through two different modes (online and face-to-face). In the blended conditions (BL and FC) the mode of these elements were altered. The results show that learning performance was superior in the FC setting as compared to other learning settings TL (Cohens' d = 1.58), EL (Cohens' d = 1.01) and BL (Cohens' d = 0.71). Students in the BL setting had a higher learning performance as compared to the EL setting. In addition, we observed that studying in a FC setting had a positive effect on self-efficacy beliefs and intrinsic motivation, but not on perceived flexibility. These findings suggest that the FC setting could be a promising way of enhancing students’ learning performance.

E-Learning: Students Input for Using Mobile Devices in Science Instructional Settings

<p class="jel-maintext">A variety of e-learning theories, models, and strategy have been developed to support educational settings. There are many factors for designing good instructional settings. This study set out to determine functionality of mobile devices, students who already have, and the student needs and views in relation to e-learning settings. The study participants are undergraduate students who are enrolled department of science education in faculty of education and electrical and electronics engineering department in faculty of engineering. Prepared questionnaire form is used to collect data. This form consists of three parts. First part of questionnaire related to mobile devices, second part related to user preferences and third part contains open ended question to get students ideas about usage of self-phones in science educational settings. Countable data are analyzed with descriptive techniques. And content analysis technique is used for written data. Findings show that mobile phones should be selected as required equipment for usage of mobile devices in e-learning setting. Other important findings that students suggest that mobile phone can be used face to face educational setting in classroom and outside of classroom without and face to face interaction to teacher or students.</p>

Technologies from Classroom to e-learning

Many new technology devices hit the market each year. Most of them are targeted at traditional, face-to-face settings. This article takes a look at recent technologies that might be adapted in the future for an e-learning setting.

Una experiencia de simulación empresarial para el desarrollo de competencias profesionales

Los simuladores empresariales permiten transmitir contenidos, potenciar habilidades y competencias en gestión empresarial como herramientas formativas y educativas. En inglés son conocidos bajo el nombre de business games, los que a su vez son una modalidad deserious games. El propósito de este trabajo es analizar la potencialidad de un simulador empresarial como herramienta no solo formativa para promover el aprendizaje, sino también para potenciar capacidades y habilidades. En este sentido, la metodología utilizada se fundamenta en el análisis de una experiencia concreta de éxito en el uso de este simulador para el ámbito formativo como elemento dinamizador y catalizador para trabajar competencias en el entorno e-learning. En este análisis se detallará cómo se pueden trabajar dichas competencias en cada una de las fases de toma de decisiones del simulador empresarial llamado “Fórmula i”. El usuario debe gestionar una escudería de Fórmula 1 tratando de obtener los mejores resultados deportivos posibles a partir de una serie de decisiones tanto estratégicas como operativas. Finalmente, a través de un modelo econométrico de regresión de elaboración propia, se analizan los resultados obtenidos en su primera puesta en práctica para evaluar la influencia de esta metodología en la evaluación de la gestión de competencias de los recursos humanos en la empresa.

DISTANCE LEARNING STUDENTS’ NEED: Evaluating Interactions from Moore’s Theory of Transactional Distance

This study draws on the experience from a focus group interviews under the distance learning programme known as Program Pensiswazahan Guru (PPG) organized by the Malaysian Ministry of Education in collaboration with local universities and institutes of education. Its purpose is to uncover students’ perception about the platform used by International Islamic University Malaysia (IIUM) which is the Learning Management System (LMS). LMS is a vital instructional medium especially for the varsity distant learners. Michael Moore’s Theory of Transactional Distance is used as the guiding framework to gain insights on learning and interactions in this e-learning setting. Teacher-student interactions are analyzed for better understanding of the phenomena under study. The findings indicate that in terms of usability LMS is perceived as a good platform to acquire information on content and to receive feedback from instructors. However, IIUM learners hope for more interactivity where learners can communicate amongst themselves beside engaging with the instructor-learner- content interactions that they currently experience via the system. This study aspires to provide insights on the significance of interactions from distance learners’ perception.

Teaching of Computer Science Topics Using Meta-Programming-Based GLOs and LEGO Robots

The paper’s contribution is a methodology that integrates two educational technologies (GLO and LEGO robot) to teach Computer Science (CS) topics at the school level. We present the methodology as a framework of 5 components (pedagogical activities, technology driven processes, tools, knowledge transfer actors, and pedagogical outcomes) and interactions among the components. GLOs are meta-programmed entities to generate LO instances on demand depending on the context of use and learning objectives. A GLO is a black-box entity, which is integrated in the framework through the generating process to source the teaching and learning process via robot-based visualization to demonstrate how programs and algorithms are transformed into realworld tasks and processes. The methodology is tested in the real e-learning setting. The pedagogical outcomes are evaluated by empirical data showing the increase of student engagement level, higher flexibility and reuse enhancement in learning.

A Delphi investigation into future trends in e-learning in Israel

The purpose of this study is to investigate the views and opinions of e-learning experts regarding future trends in the e-learning arena. The Delphi technique was chosen as a method of study. This technique is an efficient and effective group communication process designed to systematically elicit judgments from experts in their selected area of expertise. The 35 experts who participated in this study were asked to rate 16 statements according to what they think will probably happen (probability) and what they would like to see happen (desirability). Findings show that participants believe that the use of new technologies will change current educational theories and methodologies and will have impact on instructor skills, effort, feedback, and interaction as well as on the process of learning assessment. Concerning the future of e-learning, participants view a future tendency toward the provision of full online degrees, yet they are skeptical, stating that the e-learning setting will not completely replace the frontal educational setting. Regarding the impact of social and mobile technologies on e-learning, experts seem to view the role of social and mobile technologies as facilitators in the transfer and sharing of information in e-learning settings.

Planning and scheduling in an e-learning environment. A constraint-programming-based approach

AI planning techniques offer very appealing possibilities for their application to e-learning environments. After all, dealing with course designs, learning routes and tasks keeps a strong resemblance with a planning process and its main components aimed at finding which tasks must be done and when. This paper focuses on planning learning routes under a very expressive constraint programming approach for planning. After presenting the general planning formulation based on constraint programming, we adapt it to an e-learning setting. This requires to model learners profiles, learning concepts, how tasks attain concepts at different competence levels, synchronisation constraints for working-group tasks, capacity resource constraints, multi-criteria optimisation, breaking symmetry problems and designing particular heuristics. Finally, we also present a simple example (modelled by means of an authoring tool that we are currently implementing) which shows the applicability of this model, the use of different optimisation metrics, heuristics and how the resulting learning routes can be easily generated.