E-learning Settings Research Articles

Influence of Students’ Self-Control and Smartphone E-Learning Readiness on Smartphone-Cyberloafing

Aim/Purpose: This research aims to empirically investigate and answer the following research questions: Do students’ self-control and smartphone e-learning readiness influence smartphone-cyberloafing, and does gender play a role in this relationship? Background: Research indicates that many students’ learning time is wasted due to cyberloafing, which involves non-course-related activities on their digital devices. Smartphones present a more significant potential for distracting learners than other technological instruments because of their availability, ease of access, and user-friendly interface. The issue of cyberloafing presents a notable challenge in both traditional (in-person) learning environments and online e-learning settings. However, insufficient relevant contributions have been made. Methodology: An online survey strategy was applied using a self-administered questionnaire technique for data collection. The investigation involved 477 students participated from four universities in Jordan. The partial least squares structural equation modelling (PLS-SEM) method was used to validate the research model and test relationships. Contribution: This study is considered one of the first studies concerned with cyberloafing in e-learning environments; it could be the first one in the Arab world. It provides empirical evidence that supports relevant literature and contributes to the problem-solving of cyberloafing. Also, it provides an excellent direction for future empirical contributions. Findings: The findings reveal that students’ self-control and smartphone e-learning readiness could significantly reduce smartphone-cyberloafing activities of higher education students. However, no significant influence was found on gender in smartphone-cyberloafing. This study offers significant contributions to both theory and practice in education. Theoretically, it advances the understanding of self-control in mitigating smartphone-cyberloafing and highlights the importance of e-learning readiness, enriching the framework for digital student behaviour. It provides actionable insights for educational institutions, policymakers, and educators to address smartphone-cyberloafing by developing interventions that enhance self-control and e-learning readiness. Recommendations include workshops, engaging online activities, learning analytics, faculty training, collaboration with stakeholders, and policies promoting responsible smartphone use. These measures aim to create a productive e-learning environment and improve the overall academic experience. Recommendations for Practitioners: Relevant institutions can develop targeted interventions and support mechanisms to mitigate smartphone-cyberloafing and enhance students’ engagement in e-learning. These may include workshops or resources aimed at improving self-control and e-learning readiness, equipping students with the skills needed to manage their digital learning environments effectively. Educational policies should promote responsible smartphone use as a part of e-learning, encouraging schools and educators to incorporate smartphone-based learning strategies into their curricula and create guidelines for responsible use. Recommendation for Researchers: It is possible to replicate the model while conducting multiple group anal-yses based on these individual differences Impact on Society: The findings of this research may create a more conducive and productive e-learning environment, ultimately improving the academic experience for all students. Such a study could substantially contribute to the sustainability of the education system and society as a whole. Future Research: Future works could prioritize examining cyberloafing behaviours occurring within asynchronous learning settings. Furthermore, future studies could incorporate variables about learners’ differences into the model. Finally, it is essential to note that the results are restricted to a single country. Conducting investigations across multiple countries in future endeavours could yield more precise and accurate outcomes.

THE IMPACT ON USAGE OF SOCIAL MEDIA ON ACADEMIC PERFORMANCE AMONG UNIVERSITY STUDENTS IN SABAH – A CONCEPTUAL PAPER

This is a conceptual paper that attempts to show that social media can improve the academic performance of university students. The study assumes that it is interesting to investigate the impact of social media on university students' academic performance, given the explosion in the number and use of social media sites worldwide. In addition, social media offers new opportunities to engage learners and teachers and can also be used in face-to-face, blended and e-learning settings. This paper highlights the benefits of using social media for effective communication between lecturers and students, and students and fellow students during the online teaching and learning process. Interestingly, the literature in this area also highlights the benefits and risks of using social media in teaching and learning. The findings of the study will also be useful for academics, researchers and policy makers in the context of innovations in teaching and learning.

Examining the Impact of Artificial Intelligence and Social and Computer Anxiety in E-Learning Settings: Students’ Perceptions at the University Level

The learning environment usually raises various types of anxiety based on the student’s abilities to use technology and their abilities to overcome the negative feelings of an individual being watched all the time and criticized. Hence, learners still feel anxious while using computers and socializing in an e-learning environment. Learners who are faced with computer and AI tools are confused and frustrated. The uneasiness stems from anxiety or uneasiness, which is highly evident in daily interaction with computers and artificial intelligence tools or devices in e-learning contexts. The uneasiness stems from anxiety or uneasiness, which is highly evident in the daily interaction with computers and artificial intelligence tools or devices in e-learning contexts. To investigate this phenomenon empirically, a questionnaire was distributed among a group of undergraduate students who are studying different majors. This study aims to investigate the role of social anxiety and computer anxiety in an e-learning environment at the university level. Universities in the Gulf area are among those implementing e-learning systems. In spite of this, recent studies have shown that most students at Gulf universities are still resistant to using online systems; hence, it is necessary to determine the type of anxiety that creates such resistance and their relationship with other external variables such as motivation, satisfaction and self-efficacy. Students would be more likely to use e-learning tools and participate more effectively in their courses using the accessible electronic channels when the degree of anxiety is low. In this study, we have proposed a theoretical framework to investigate the role of social anxiety and computer anxiety in e-learning environments in the Gulf region. We examined how different variables such as satisfaction, motivation and self-efficacy can negatively or positively affect these two types of anxiety.

Exploring determinants of student satisfaction with synchronous e-learning: evidence during COVID-19

PurposeThis paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness (PU), perceived ease of use (PEU), computer anxiety (CA), self-efficacy (SE), system accessibility (SA), perceived interaction (PI) and perceived flexibility (PF) was developed.Design/methodology/approachFor the purpose of this research, an online questionnaire was used. All of the measures are adapted from previously validated instruments and adjusted to fit the research aim. Accordingly, the questionnaire resulted in 49 items, which yielded eight constructs. To test the hypothesized model, structural equation modeling was employed on a valid sample of 263 higher education students.FindingsAccording to the results, PU, PI, CA and flexibility were all found to be significant. PU demonstrated the most contribution following by PF and PI.Research limitations/implicationsEven though this study has included some critical factors theorized to influence e-learning settings, it does not incorporate all elements. In terms of sample size, a bigger sample would be more favorable. Lastly, the study took place during the COVID-19 pandemic, where free movement and social activities were restricted, which may have influenced students' perception of synchronous e-learning.Practical implicationsThis research contributes to a greater understanding of the student experience with synchronous e-learning, and its findings can provide relevant stakeholders, particularly e-learning practitioners, with insights into effectively adopting and improving such settings.Originality/valueThis study uses an integrated model of several constructs to investigate student satisfaction in terms of just synchronous e-learning rather than e-learning in general. Several validated instruments were used and tested in a new context and sample. Additionally, the study provides evidence during COVID-19.

Structured Notetaking and Student Performance in Microeconomics Courses

Notetaking is a vital component of student learning and perhaps even more critical in the recent emergence of e-learning settings. The conventional literature proposes notetaking increases student attention, provides students an external source of knowledge, and gives students the ability to encode learned material into a form most digestible to them. We utilize a framed field experiment to investigate whether training students in a structured notetaking method improves the quality of students’ notes and their performance on assessments in two Principles of Microeconomics courses in Spring 2019. We find in t-tests, ordinary least squares regressions, and fixed effects estimations that training in structured notetaking positively correlates with both the quality of student’s notes and their performance on course assessments.

Estimation of Learning Affects Experienced by Learners: An Approach Using Relational Reasoning and Adaptive Mapping

Various studies have measured and analyzed learners’ emotions in both traditional classroom and e-learning settings. Learners’ emotions can be estimated using their text input, speech, body language, or facial expressions. The presence of certain facial expressions has shown to indicate a learner’s levels of concentration in both traditional and e-learning environments. Many studies have focused on the use of facial expressions in estimating the emotions experienced by learners. However, little research has been conducted on the use of analyzed emotions in estimating the learning affect experienced. Previous studies have shown that online learning can enhance students’ motivation, interest, attention, and performance as well as counteract negative emotions, such as boredom and anxiety, that students may experience. Thus, it is crucial to integrate modules into an existing e-learning platform to effectively estimate learners’ learning affect (LLA), provide appropriate feedback to both learner and lecturers, and potentially change the overall online learning experience. This paper proposes a learning affect estimation framework that employs relational reasoning for facial expression recognition and adaptive mapping between recognized emotions and learning affect. Relational reasoning and deep learning, when used for autoanalysis of facial expressions, have shown promising results. The proposed methodology includes estimating a learner’s facial expressions using relational reasoning; mapping the estimated expressions to the learner’s learning affect using the adaptive LLA transfer model; and analyzing the effectiveness of LLA within an online learning environment. The proposed research thus contributes to the field of facial expression recognition enhancing online learning experience and adaptive learning.

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.

The contribution of psychological barriers in predicting the cognitive load among the university students’ users of blackboard system

Psychological barriers are one of the most common problems facing individuals nowadays due to everyday life pressures. The current research aimed at identifying the extent to which psychological barriers contribute to predicting the perceived cognitive load of blackboard e-learning management system users. The research sample comprised (240) male and female among the University Students. The descriptive-analytical approach, specifically the predictive correlative research method was utilized to reveal the relationship between the research variables. The research main results revealed that there was a statistically significant correlative positive relationship between the psychological barriers and the cognitive load (intrinsic, extraneous, and the overall degree), and there was no statistically correlative relationship between psychological barriers and the Germane cognitive load. Besides, results concluded that the external psychological barriers were better at predicting the overall degree of the perceived cognitive load. Psychological barriers and cognitive load must be considered within the e-learning settings through making use of the results of the current study in developing training and counseling programs to reduce the students' psychological barriers and cognitive load levels.
 
 Keywords: psychological barriers; cognitive load; Blackboard system

Enhancing student giftedness in open distance e-learning through quality assurance using Donabedian steps

Students must have faith in open distance e-learning institutions' quality assurance methods if they are to have faith in them. The article looks into quality assurance and uses a qualitative approach to grasp the concept. To acquire information, a literature review was used. The discourse and practices about systematic quality assurance in open distance e-learning institutions during the Covid-19 pandemic had institutions panic throughout the world, resulting in market-based models associated with neoliberalism's ideology and policy and expressed in economic rationalities such as new public management, total quality management, public choice, and human capital to a large extent. Quality assurance in open distance e-learning aims to preserve and improve educational quality. In order to evaluate open distance e-learning, quality expectations and criteria must be made clear and public. Quality assurance is critical when it comes to open distance e-learning. The process of analysing, assessing, monitoring, ensuring, maintaining, and improving the quality of higher education systems and programs should be ongoing. As a result, relevant technologies can be utilized as pointers in undertaking quality assurance in open distance e-learning settings by relying on Donabedian processes.

Learning behavior of technical students – Awareness as key competence

Learning has become more important than ever before, as we are moving towards a digital, fast-changing society. Formal university training has changed, too, from pure “lectures” to more modern formats, including e-learning, interactive and collaborative settings. Students also find plenty of information online, and the new skill in demand is finding relevant knowledge instead of having memorized knowledge. Knowledge doubles fast and becomes outdated even faster. Being aware of one’s learning behaviors was found to be a core competence of university students eager to educate themselves. This work sets a self-assessment amongst bachelor and master students of a technical programme – International Business and Engineering – into perspective with literature findings. The authors conclude that knowing ones strengths in learning is a prerequisite of acquiring additional knowledge effectively and efficiency. Students have become more demanding towards the presentation of learning opportunities. However, it is them who have to take initiative to make most out of their learning journeys. As students progress through their studies, their awareness of collaborative and interactive learning seems to decrease, which reminds one of Socrates: “The more I know, the more I realize I know nothing.” One can speculate that his finding is due to more critical reflection by master students, or that by the time the students have entered the master’s programme, the novel learning approaches have been familiarized/assimilated and do not receive further attention, which is a hint that the art of collaborative interactive learning has been mastered.

Supervisor-Worker Problems with an Application in Education.

In many e-learning settings, allowing students to choose which skills to practice encourages their motivation and contributes to learning. However, when given choice, students may prefer to practice skills that they already master, rather than practice skills they need to master. On the other hand, requiring students only to practice their required skills may reduce their motivation and lead to dropout. In this paper, we model this tradeoff as a multi-agent planning task, which we call SWOPP (Supervisor- Worker Problem with Partially Overlapping goals), involving two agents—a supervisor (teacher) and a worker (student)—each with different, yet non-conflicting, goals. The supervisor and worker share joint goals (mastering skills). The worker plans to achieve his/her own goals (completing an e-learning session) at a minimal cost (effort required to solve problems). The supervisor guides the worker towards achieving the joint goals by controlling the problems in the choice set for the worker. We provide a formal model for the SWOPP task and two sound and complete algorithms for the supervisor to guide the worker’s plan to achieve their joint goals. We deploy SWOPP for the first time in a real-world study to personalize math questions for K5 students using an e-learning software in schools. We show that SWOPP was able to guide students’ interactions with the software to practice necessary skills without deterring their motivation.

Sociability Impact on Learner’s Personality in Classroom and E- learning Environments: A Comparative Analysis to Help HRM Decisions

The purpose of this study is to compare the sociability and its impact on learner's personality traits, in classroom and E-Learning settings to provide an insight for HRM decisions. We proposed that student's sociability level differ between classroom and e-learning environments. We also identify that sociability is a good predictor for extroversion and openness to experience. For this cross sectional explanatory research about 534 respondents are identified with purposive sampling method. Results point out that there is significant difference in learner's sociability, extroversion and openness to experience, in classroom and E-Learning environments. The study also established that sociability has statistically significant and positive relationship with openness to experience and extroversion. As there is not even a single study so far that have compared educational environment by using aforementioned variables in reference with development of personality, so the study is unique and a valuable contribution both in educational psychology and for decision making in HRM as well. The study will assist managers to find suitable personal for job. It will also help for training and development plan formation.

대학 이러닝 환경에서 실시간과 비실시간 소셜미디어 활용유형 차이분석

대학 이러닝 환경에서 실시간과 비실시간 소셜미디어 활용유형 차이분석

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

BackgroundE-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.MethodsWe conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model.ResultsUnique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance.ConclusionThis review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

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>

158 Teaching to the masses: Experiences in offering an equine-oriented massive open online course

In this article we present our developing progress with the multi-screen e-learning system initially developed and named as eBig3 system that gives users learning access by the means of computers, mobiles and TV, depending on their choice. In the new project JAUZI we build on our previous experience. We identified that insufficient learning support in traditional eLearning settings is the key obstacle to the broad deployment of eLearning and a cause for the high drop-out rate from these programs. As a remedy for this problem, we developed an algorithm to track user trajectories and to identify problem areas. Here, we present the analysis of the data we gathered and used to assign further user support provisions. The particular support provisions we designed were based on a multiple messaging system: SMSs to users, to teachers and also emails to users and teachers. The JAUZI support system is designed respond to potential critical actions in learners’ behaviour and to quickly provide a remedy.

Problem-based learning effectiveness on micro-blog and blog for students: a case study

Problem-based learning (PBL) is regarded as an effective learning strategy to enhance cognition not only in traditional learning but also in e-learning. In e-learning settings, blogs and micro-blogs can plausibly provide a platform to conduct PBL. Recently, most studies on blogs and micro-blogs have respectively probed satisfaction and learning effectiveness. However, little effort has been made to explore their effectiveness on learning. Therefore, this study explored an application of a PBL approach on a micro-blog and blog by seventh-grade students taking an information ethics course; in particular, the effect of a micro-blog and blog on student learning with different learning achievement levels. Moreover, results showed that the micro-blog had more effect on PBL for low achievement students compared to the blog. This study suggests that using a micro-blog for PBL is more appropriate for the sake of maximizing learning effectiveness, if generally considering students with different learning achievement levels.

Concept of Learner Behaviour Data Based Learning Support

In this article we present our developing progress with the multi-screen e-learning system initially developed and named as eBig3 system that gives users learning access by the means of computers, mobiles and TV, depending on their choice. In the new project JAUZI we build on our previous experience. We identified that insufficient learning support in traditional eLearning settings is the key obstacle to the broad deployment of eLearning and a cause for the high drop-out rate from these programs. As a remedy for this problem, we developed an algorithm to track user trajectories and to identify problem areas. Here, we present the analysis of the data we gathered and used to assign further user support provisions. The particular support provisions we designed were based on a multiple messaging system: SMSs to users, to teachers and also emails to users and teachers. The JAUZI support system is designed respond to potential critical actions in learners’ behaviour and to quickly provide a remedy.

Scaffolding learner autonomy in online university courses

This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout rates in e-learning. To illustrate this position, the paper defines three principles of scaffolding learner autonomy and discusses them in relation to the specific challenges of e-learning settings. Drawing on relevant literature on course design, as result the paper presents exemplary design aspects that can serve the scaffolding of learner autonomy.

A Delphi Investigation into the Future of E-learning

The purpose of this study is to investigate the views and opinions of e-learning experts regarding the replacement of traditional education with e-learning settings and the advantages that the application of social and mobile technologies can bring to e- learning methods. 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 that participated in the 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 the majority of experts foresee as highly probable and highly desirable that the use of new technologies in e-learning will change current educational theories and methodologies and that e-learning instructors will have to acquire a new set of skills in order to succeed in the e-learning field. In addition, findings show that the majority of experts believe it is highly probable and highly desirable that social technologies may improve e-learning experience as they create an atmosphere of cooperation and easy interaction among users and that mobile technologies emphasize the convenience and flexibility of e-learning offered by the “anytime, anywhere” concept.