E-learning Skills Research Articles

Adopting e-learning technology as a mode of instruction: How prepared are tertiary institutions in Cross River State, Nigeria?

This study investigates the level of preparedness among tertiary institutions for adopting e-learning as a mode of instruction in Cross River State, Nigeria. This study investigated institutional preparedness to adopt e-learning mode instruction based on the following indices: availability and accessibility of e-learning facilities, staff acquisition of e-learning skills, institutional provision for staff e-learning needs and institutional maintenance of e-learning facilities. This study adopted a descriptive survey research design and data was collected from 400 lecturers from the four tertiary institutions in Cross River State. The validated instrument was titled “Preparedness of Tertiary Institutions for E-Learning Technology Instruction Mode Questionnaire” (PTIETIMQ).” Descriptive statistics, percentages, mean and standard deviation) were used to answer the research questions while the population t-test of one sample mean was used to analyze the hypotheses. The results obtained from the analysis showed that some technologies required for implementing e-learning modes of instruction were mostly unavailable. However, the few available ones were inaccessible due to their disproportionate ratio to the student population and poor maintenance of the available e-learning facilities. Teaching staff proficiency in e-learning-related activities and institutional provision for their e-learning needs is significantly low suggesting that tertiary institutions are unprepared for e-learning modes of instruction. We recommend that institutional heads provide an enabling environment for e-learning technology to be embraced by teaching staff and students as a mode of instruction in line with global best practices.

Investigating the Role of e-Learning Skills in the Satisfaction and Academic Success of Medical Students During the COVID-19 Pandemic

Background: E-learning was considered an appropriate alternative to face-to-face education during the COVID-19 pandemic. It ensured the continuity of learning and protected students against the risk of virus transmission in the university environment. Objectives: The present study investigates the role of e-learning skills in the academic success and satisfaction of medical students during the COVID-19 pandemic. Methods: The statistical population of the present study included all medical students at Ahvaz Jundishapur University of Medical Sciences in southwest Iran in 2021. Ultimately, 260 people participated in the study. To collect data, two researcher-made questionnaires were used: One for assessing e-learning skills and another for measuring students' academic satisfaction. Additionally, the GPA from their previous three semesters was used to measure the level of academic success. Results: The results revealed that e-learning skills (mean ± SD = 3.79 ± 0.68), academic satisfaction (mean ± SD = 3.88 ± 0.65), and student's academic success (mean ± SD = 15.8 ± 1.62) were above the average. Also, a positive and significant correlation was found between the e-learning skills of students and their level of academic success and satisfaction. Conclusions: According to the results, there was relative satisfaction with e-learning compared to traditional teaching techniques. Having e-learning skills also increased satisfaction and, thus, improved the academic success of students. In other words, this learning method helped students improve their academic performance as well as their clinical and communication skills.

Use Of E-Learning Skills By School Principals In During Covid-19 Pandemic In Jordan

Use Of E-Learning Skills By School Principals In During Covid-19 Pandemic In Jordan

Implementing e-learning environment at universities in Bosnia and Herzegovina

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

The Degree of Practicing of Basic Stage Teachers of E-Learning Skills in Jerash Governorate as Related to Some Variables

This study aimed at identifying at the degree of practicing of basic stage teachers of e-learning skills in Jerash Governorate from their point of view, the study followed the descriptive methodology. To collect data, a questionnaire was developed, consisting of (30) items, the validity and reliability of the instrument have been verified through applying on a sample of (185) teachers chosen by using stratified random sample method. The results of the study showed that the degree of practicing of basic stage teachers of e-learning skills in Jerash Governorate from their point of view as a whole was medium, The results indicated that there were no statistically significant differences at level (α ≤ 0.05) between the average responses of the estimates of the individuals of the study sample in the degree of practicing of basic stage teachers of e-learning skills to variables of sex, and years of experience in the total score, and for all fields. In light of the results, the study recommended a set of recommendations, the most important of which are: Integrating the skills of the e-learning, especially e-learning management skills in the into in-service training programs for teachers.

Teachers' Perspectives on ICT Curriculum and Students' Learning Skills

Objectives: The role of technology in modern life is expanding rapidly. Educational technology has emerged as a crucial component in raising academic achievement worldwide. Teachers all over the world are now focusing on it. Therefore, this study examined the teachers' perspectives on the ICT curriculum and its effect on students' eLearning skills in the UAE. Methods/Analysis: Researchers used a questionnaire to gather the data to learn more about how technology is being used in UAE Model Schools. There were a total of 150 teachers (60 female and 90 male) from three different Abu Dhabi schools included in the study. In addition, the study used descriptive statistics for the analysis. Findings: The study's findings confirmed that teachers at both institutions use technology in the classroom. Novelty /Improvement:Practical implications for the United Arab Emirates support of technology are explored. Doi: 10.28991/ESJ-2023-SIED2-03 Full Text: PDF

7 E's of Constructivism in E-learning Skills of University Faculty

7 E's of Constructivism in E-learning Skills of University Faculty

7 E’s of Constructivism in E-learning Skills of University Faculty

Purpose: The goal of this research paper is to stress on the Information Technology skill of the University Faculty in achieving 7 Es of the constructivist E-Teaching/Learning process. Methodology: It also uses secondary data of well-known books, reputed journal articles, authentic websites, and popular reports. Based on observations from the research papers also we have found that 7Es constructivist learning is better than traditional instruction-based learning. Findings: The analysis shows that the skill component of education should be taken very seriously. The very application of Information and Communication Technology (ICT) skill has achieved good results in achieving better learning outcomes with reference to knowledge management processes like knowledge acquisition, storage, distribution, and use. This has encouraged the majority of people or communities to share, clarify and improve content using technologies. Constructivism must employ one or more techniques like problem solving, Role playing, Discussion, and simulations along with models like 7Es or 4As to construct new knowledge from existing knowledge for future learners so that innovations help learning process for easy or less time- consuming activity. Research limitations/implications: Total change of existing education/training system is beyond one person or small community. But incremental reform steps can be taken so that the future is less cumbersome and living is easy. Originality/value: Past experiences have shown us that technological advancement does not come easily, it is conjugation of constant skill application and research. This study addresses the importance of skill generated from learning/teaching concepts in the education sector and how it can be enhanced through various innovative teaching/learning ways. Paper type: Case study paper

E-learning Skills’ Impact on Teachers’ Performance in Higher Technical Teachers’ Training College of the University of Buea, Cameroon

The aim of this study was to evaluate the effect of E-learning skills on the performance of teachers in HTTTC Kumba. It was hypothesized that E-learning skills have no significant effect on teachers’ performance in HTTTC Kumba. A sample of 42 respondents was obtained by multistage sampling and administered a questionnaire to. The data were analyzed using frequencies and percentages for descriptive statistics, while the Chi-Square Test was used for testing the hypothesis. The results revealed that teachers in HTTTC Kumba are aware of E-learning and E-learning tools and are also of the opinion that the use of E-learning tools can improve performance, but they do not use E-learning platforms, nor do they believe that their students are better at E-learning platforms than in their traditional classrooms. It was recommended that education stakeholders should put all hands on deck to ensure a smooth integration of E-learning tools into the classroom.

EFL Learners’ Perspectives of E-Learning during the Covid-19 Pandemic: A Study on Saudi College Students

The learning process during Covid-19 pandemic has witnessed significant changes in the modes of instruction, with E-learning emerging as an absolute path in English as a Foreign Language (EFL) learning. The current study seeks to investigate the perspectives of Saudi EFL students with regard to e-learning during the pandemic and the challenges encountered. The significance of this study stems from the importance of integrating e-learning into language learning in a methodological way with the proper planning of activities, technologies, and tutors and students’ skills. The participants of this study consisted of Saudi EFL learners in two Saudi universities, namely King Saud University and King Khalid University, who study in the department of English language. The sample consisted of (53) students who study in their fourth year and who were selected randomly from the department of English language. The research results demonstrated that the perceptions of the students of e-learning during the Covid-19 pandemic were positive because they see that e-learning makes learning easier, especially in the student-instructor interaction, as well as using various teaching styles and assessment methods and they participated in making the students prefer e-learning in their future education. However, the students reported that they do not have all the technical skills needed for e-learning and that they face technical problems and a lack of social relations during online learning. Based on these results, the researcher recommended training the students on e-learning skills and platforms and providing them with the required technologies for the effective adoption of e-learning.

Extent of Using Performance Skills for E-Learning by Faculty at Yarmouk University during the Coronavirus Pandemic

Objectives: The purpose of this research is to evaluate the performance of faculty members at School of Sharia at Yarmouk University who had to resort to distance education during COVID-19 pandemic, specifically the problems they experienced and the strategies they used to cope with these problems.
 Methods: The research followed a descriptive-analytical approach. A questionnaire consisting of (38) items was prepared and distributed to the study sample, which contained (48) faculty members.
 Results: The results of the study reveal that the degree to which faculty members at School of Sharia at Yarmouk University exhibit ability to perform distance education was high. The arithmetic means of the research domains of the scale came out in the following order; the highest mean was for the domain of “electronic communication skills”, followed by the domain of "skills for using educational platforms". Then came the field of "internet use skills", followed by the field of "e-curriculum design skills".
 Conclusion: The research made several recommendations, most notably holding training courses for faculty members to master e-learning skills.

Google Classroom in TEFL for Basic School Students amid the COVID 19 Pandemic: Teachers’ Reflections

This paper exposed TEFL basic schoolteachers’ reflections on the use of Google Classroom amid the COVID 19 pandemic. It is a qualitative descriptive field research that tackled 82 TEFL teachers who responded to a reflection instrument which includes four questions tackled: (1) demographic general information, (2) uses of google classroom, (3) challenges teachers faced and ways they use to address these challenges, and (4) suggestions for best uses. The participants’ responses were qualitatively collected and analyzed. The findings showed that most TEFL teachers used Google Classroom for three purposes: evaluating students’ work using various assignments and tests, assigning useful homework and determining the participants in the course. The most common challenges that faced TEFL teachers were the weak e-learning skills they possess and the lack of suitable infrastructure, the huge number of students, thick textbooks and the negative psychological impact of the COVID 19. Several suggestions for the best uses related to lesson presentation, practice stage, follow-up and giving feedback on students’ work, and synchronous meetings were presented by TEFL teachers. The researcher recommended the officials in the Ministry of Education conduct specialized training courses for TEFL teachers to help them use Google Classroom for developing EFL students’ skills. Besides, it is essential to present general standards that guide EFL teachers to construct effective EFL courses.

The Degree of Using Social Media in Distance Learning in the First Basic Stage's Students from the Perspectives of Their Teachers during Corona Pandemic

This study aimed to reveal the degree of use of social media in distance learning for students in the first basic stage from the point of view of their teachers during the Corona pandemic. The sample of the study consisted of (231) male and female teachers of the basic stage in the Zarqa Governorate during the academic year (2022/2021). The results of the study showed that the degree of using social media in distance learning for students in the first basic stage was low, and the results also showed that there were no statistically significant differences at (α≤ 0.05) toward the degree of using social media in distance learning according to the variable Gender, experience, and educational qualification. The study recommended holding training courses to qualify teachers to use E-learning skills and social media in student learning, especially for the basic stage.

Web-Based Educational Resources for Indian Medical Graduates

Background: Nowadays, students have a vast knowledge of multimedia. Social media is an online platform that allows community building through collaboration. Objectives: The present study aimed to understand the use of web-based resources for educational purposes by medical students. Methods: This cross-sectional survey was conducted for three months on the students, interns, and residents of a tertiary care hospital and Government Medical College, Surat, India. Informed consent was taken from the participants, and a pre-approved questionnaire was delivered to all of them for data collection. The data were entered using the Google spreadsheet and were expressed using descriptive statistics. Results: Out of the study population consisting of 900 individuals, 646 filled the questionnaires and were finally evaluated. Out of 646, 430 individuals were medical students, 335 were female, and 303 were male. The majority (91.9%) of the responders were exposed to computer education in their schools. We found that 549 (86.4%) people were aware of the free internet access provided to them in the college library. Almost 97% (617) of the responders had mobile phones with internet access, and 80.1% connected to the internet more than once a day. The results of this study showed that 94.4% of the participants accepted that they used internet-based media to enhance their academic knowledge, while 66.5% agreed that internet resources are giving much unreliable information. Moreover, 55.8% of the responders were associated with the academic e-learning groups. Only 55 (8.7%) respondents had received formal training for online literature search. Conclusions: The emergence of various social media applications and web-based resources provides us with more collaborative approaches to medical education. However, implementing new technologies also creates new challenges and opportunities for students and faculties. Training concerning internet search and web-based resources is important to enhance their e-learning skills.

The degree to which Arabic language teachers in Ajloun Governorate possess e-learning skills: درجة امتلاك معلمي اللغة العربية في محافظة عجلون لمهارات التعلم الإلكتروني

The study aimed to identify the degree to which Arabic language teachers in Ajloun governorate possess e-learning skills. The study relied on the analytical descriptive approach. The study population consisted of approximately (372) male and female teachers, and the study sample consisted of (82) male and female teachers, who were chosen randomly. The results of the study showed that the degree of possession of Arabic language teachers in public schools in Ajloun governorate came at a high level, with a mean of (3.67), The educational level and job experience, and the results showed that there were statistically significant differences to the degree to which teachers possess e-learning skills according to the variable of social status and in favor of the single category. The study recommended holding workshops for teachers; In order to get acquainted with e-learning and to make them aware of the importance of this system and the mechanism of dealing with it, to train teachers in the use of computers, the Internet and e-learning skills, and to design flexible educational curricula in which activities, exercises and lessons take into account both formal learning and e-learning.

Parents’ Perspectives of Distance Education during Crises: The Benefits and Disadvantages

This study explored parents’ views on the benefits and disadvantages of distance learning during crises. They have been informed about a school platform called Madrasti which has an electronic educational system. The study used the descriptive research method and open interviews on a sample of 28 parents (pairs of fathers and mothers) of 14 Saudi families with children at the primary education in different cities in the Kingdom of Saudi Arabia at the second term of 2020–2021. Study results indicated economic, social, and educational benefits, such as saving school fees, family spending with children, and students acquiring e-learning skills. However, disadvantages were also noted, such as long hours spent on the platform, slow and intermittent Internet connection, poor computer skills among students, and teachers’ poor class management. Results of the study indicated some positives, economic, social, and educational, such as saving school fees, Family becomes spending more time with children, students learning skills in e-learning. In contrast, there are some negatives such as the platform's time being too long, weakness, and constant interruption of the Internet. Weakness of using computer skills for some students, and some teachers have weakness in class management. Thus, the study suggests educational, economic, social, and technical requirements to improve the effectiveness of the Madrasti platform. Additionally, future research must explore social problems faced by Saudi families during distance learning and the extent of students’ satisfaction with education through the Madrasati educational platform.
 
 Received: 17 November 2021 / Accepted: 4 January 2022 / Published: 5 March 2022

The degree of availability of e-learning skills for geography teachers and female teachers in secondary schools in Anbar province center from their point of view

The aim of the research is to identify the degree of availability of e-learning skills for male and female geography teachers in secondary schools in the center of Anbar Governorate from their point of view. 50) schools, and the researcher relied on the study of: (Hanawi and Rawan, 2019), and (Suhail and Mutasem, 2014) to prepare a research tool and it consisted in its final form of (25) paragraphs, with quintuple alternatives, and the appropriate statistical means were used, namely: arithmetic mean and deviation The standard and t-test for two independent samples, the researcher concluded that the degree of availability of e-learning skills for teachers of geography in secondary schools from their point of view was (high), and there is no difference for the gender variable (teachers) in the degree of availability of e-learning skills, and there is a difference Between male and female teachers in the degree of availability of e-learning skills according to the academic achievement variable (bachelor-graduate studies) and in favor of higher studies, and in light of the research result, the researcher recommended the necessity of training geography teachers and female teachers in secondary schools on the skills of e-learning. e-learning.

Perceptions of Faculty Members in Southern Jordan Faculties about the Effectiveness of Electronic Educational Platforms in Developing e-learning Learning Skills

The present study mainly aimed to determine the Perceptions faculty members in the colleges of Southern Jordan, the effectiveness of electronic educational platforms in developing e-learning skills. The study depended on the descriptive analytical approach. Besides, the study community included faculty members working in the faculties of southern Jordan. The sample of the study was (156) male as well as female teachers, they were chosen randomly. Furthermore, the study’s results reflected that the effectiveness of electronic educational platforms for faculty members in developing electronic science skills recorded a positive level. Besides, it recorded an arithmetic mean of (3.59). Moreover, the study came to its end by recommending the necessity of holding a number of courses as well as workshops for faculty members as well as students, to develop their attitudes about the electronic educational platforms’ use in e-learning, and to train them on how to use it, and to modify practical and theoretical curricula of faculties to conform to their application, by using electronic platforms of education, and to dissolve all obstacles until reaching the platforms’ use. E-education, concerning providing fast modern and virtual internet laboratories in faculties in proportion to the students’ number as well as courses.

Training and Instruction Skills Through the Test of Time

This study involves e-learning skills via educational software, compared to instruction via educational software with the mediation of an instructor. In the last two decades, the role of the teacher-lecturer has changed, from teaching to guidance and instruction. The technological tools have changed the nature of the learning space and the manner in which the teacher interacts with his students. Educational software is a collection of digital pages, packaged as a learning unit, and is a common tool for delivering self-instruction in academia on a range of issues. This is despite the fact that the effectiveness of this tool in academia has not yet been tested. In addition, the educational software is a technological tool but it is not being updated regularly, therefore the development of the topics in educational software is low. The key motif of technological advancement is to enable constant updates, and therefore, the effectiveness of this learning tool, which has the potential of countering the need for the dynamics of content transfer with its static nature, must be examined. The current study aims to examine the use of this tool in teaching and instruction, and to examine the ways to bridge over this gap of a "static" tool and a "dynamic" learning world. The study focuses on a case study in the Israeli Air Force and integrates instruction with technologies means. We have looked into the skills of e-learning through educational software, as well as the contribution of the instructor to the teaching process. The study's literature reveals that e-learning focuses on the cognitive aspect of learning and on the knowledge of the instruction field. Yet there are studies that engage in reinforcing the in-person communication, meaning, the significance of a “face-to-face” encounter between the student and his instructor. We examined the probability and the extent of the added value of the teacher/instructor in e-learning through educational software. An examination of e-learning through educational software is conducted by a test that consists of questions broken down into levels according to the STEM Model. The findings of the study demonstrate the contribution of educational software as a means of instruction, when it is combined with an in-person encounters between the students and their instructor. We found that combining the in-person meetings with the educational software practice has vastly improved the motivation of the technicians in training, their learning experience and the learner’s ability to understand the learning material.The results of our study shed a spotlight on the instruction, which are a major part of the teaching process in general, as well as the use of educational software as a relevant and applicable mean in the training process in particular. The case study, conducted in the Israeli Air Force, which guides the training processes that are held in the army, is the first case study of its kind, which tracks the use of educational software as a means of instructional work. Our assumption is that training work using educational software has a high influence in the context of teaching and training in different and diverse institutions and organizations, such as in academia.

The Impact Of Distance Education On The Development Of E-Learning Skills Among Students Of Al-Huson University College, In Light Of Corona Pandemic

The Impact Of Distance Education On The Development Of E-Learning Skills Among Students Of Al-Huson University College, In Light Of Corona Pandemic