Utilization Of E-learning Research Articles

Covid-19 Pandemic: Its Positive and Negative Impact On Students Life

Covid-19 outbreak has caused a downward spiral within the world economy and caused an enormous impact on the senior secondary education system. The sudden closure of campuses as a social distancing measure to stop community transmission has shifted face to face classes to online learning systems. This has thrown the main target on utilizing e-Learning tools and platforms for effective student engagement which can have limitations of accessibility and affordability for several students. The pandemic has exposed the shortcomings of the present senior education system in Uttar Pradesh, India and wish for more training of educators in digital technology to adapt the rapidly changing education of Uttar Pradesh. Within the post Covid-19 situation, the utilization of e-learning and virtual education may become an integral a part of the senior education system. The senior secondary institutions got to plan the post pandemic education strategies to make sure student learning outcomes and standards of educational quality. In this article we also discuss about positive & negative impact on education system during Covid-19.

The E-Learning Utilization On Attitudes And Behavior Of Diarrhea Prevention During Pandemic

Diarrhoea is a health problem that is often experienced by infants and toddlers and in almost every country. One of the efforts to prevent diarrhoea was through counselling. Due to the pandemic situation, face-to-face counselling was not possible. This study aimed to assess the use of e-learning in increasing knowledge, attitudes, and behaviours to prevent diarrhoea. This research was an analytical observational study with the design of The One Group Pre-test Post-test Design. Samples were select used the purposive sampling technique. The sample size in this study was 54 students. The eLearning model used in this research was Google Class. The data were obtained by using google form then analyzed using McNemar Test. The results of the analysis showed that there were differences in knowledge (p-value = 0.000), attitudes (p-value = 0.031), and behaviour (p-value = 0.016) to prevent diarrhea before and after treatment. The utilization of online learning (e-learning) significantly affected increasing knowledge, attitudes, and behaviour in preventing diarrhea. In the future, e-learning can be an alternative to prevent diarrhea during a pandemic.

The Utilization of E-Learning in Order to Improve Students Learning Outcomes on Indonesian Economic Lessons at Economic Education Department, Faculty of Teacher Training and Education, University of Almuslim

The Utilization of E-Learning in Order to Improve Students Learning Outcomes on Indonesian Economic Lessons at Economic Education Department, Faculty of Teacher Training and Education, University of Almuslim

E-learning: The Scenario During COVID-19 Pandemic

Background: E-learning is essential in health science education, and the COVID-19 pandemic has accelerated its utility. Objectives: The study aimed to observe the changes in the scenario of e-learning in Indian Medical Education during the COVID-19 pandemic. Methods: A descriptive cross-sectional study was conducted on 905 undergraduate health science students who agreed with an online survey. A questionnaire was prepared, including sociodemographic details, utilization of commercially available e-learning programs before the pandemic, and the scenario of teaching-learning activities during the COVID-19 pandemic. It was validated and circulated among medical students of various states across India through social media. Qualitative data were presented as numbers and percentages and quantitative data as mean (SD). Results: Of the 905 students surveyed, 69.17% (n = 626) were female students and 30.83% (n = 279) were male students. Besides, 85% (n = 395) of the students found commercial programs useful in clarifying concepts. Institutional e-learning was mandatory for 71.16% (n = 644) during the COVID-19 pandemic. Of the 644 students for whom e-learning was mandatory, 69.10% (n = 445) found tools like videoconferencing, Google classroom, zoom meetings, etc. useful in flexibility and autonomy. However, 50.47% (n = 325) of the students preferred a combined method of classroom teaching and e-learning, whereas only 9.93% (n = 64) of students preferred only e-learning as a method of teaching. They were satisfied with institutional programs for clarifying concepts (n = 386; 60%) and communication skills (n = 320; 50%). Conclusions: The utility of e-learning has increased during the COVID-19 pandemic. However, students preferred e-learning in combination with traditional teaching, especially in health science courses.

Evaluation of the e-Learning Utilization as a Learning System in Higher Education Institution

This study aims to evaluate the use of technology to support teaching and learning activities. Lecturers and students have applied e-learning to teach subjects. The purpose of this evaluation is to measure the success of the use of STMIK Bumigora e-learning by using the Technology Acceptance Model (TAM) approach, which is an approach that can explain user behavior towards the use of technology. Evaluation of the use of e-learning is formulated into a model based on the TAM model, while SEM (Structural Equation Modelling) is used for data analysis. Based on the measurement analysis in this study, several factors most influenced the effectiveness of e-learning, namely the usage tutorial for users, ICT facilities related to the Ease of accessing the internet network. Meanwhile, in structural analysis, it was found that attitudes toward the use and perceived usefulness were strongly correlated with real use factors. The actual use is a real condition of the use of e-learning measured by the frequency and duration of time in using the technology, which is influenced by the user's belief in accepting the existence of e-learning in STMIK Bumigora and user beliefs related to the benefits when using it. Therefore, attitudes toward the use and perception of usefulness are the main determining factors in measuring the frequency and duration of e-learning use.

Gender variability in E-learning utility essentials: Evidence from a multi-generational higher education cohort

The paper reports a quantitative investigation into the nuances of gender perspectives of E-Learning utility across the social categorisations of Generation X, Y, and Z in the current phenomena of accelerated usage of e-learning in the emerging multi-generational undergraduate cohorts: using multi-generational undergraduate cohorts (N = 611) taking a mandatory online course in a Business School curricular. Using multi-group partial least-squares analysis, the study shows differences exist in the utility of e-learning within gender and Generations of X, Y, and Z. These differences may not be apparent when examined at only the gender level, which has led other researchers to conclude the gender gap is narrowing. However, we establish that within gender and across generations in a developing country context, the gender divide is not narrowing at the same pace as found in other developed countries. To accelerate the implementation of e-learning in traditional (face-to-face) undergraduate programmes globally, there is the need to contextualise Course Development, Learner Support, Assessment, and User Characteristics factors along with the different genders, and across generations to improve Results Demonstrability and Student Overall Satisfaction of utility of e-learning. In developing countries, there is a need to enhance Institutional factors to strengthen the drive to e-learning.

Challenges and Successes: A Teacher’s Reflection on E-Learning Exertion

Electronic-learning (E-learning) has been extensively utilized and gaining more impact in higher education. Some studies have compared face-to-face teaching to online learning to decide which of the design provides the highest learning outcome and create the most students’ satisfaction. This paper references some of the research work on the use of e-learning in higher education. I would like to share my 12 months teaching experience utilizing e-learning in my day to day teaching activities, from the challenges faced from the beginning of the e-learning utilization to the successes that I got from that e-learning that I got. Challenges did appear in the first month of the e-learning exertion. As can be expected there are many challenges faced by academics regarding the use and success of e-learning in an academic environment. Further, it can be divided into five categories: learning styles and culture, pedagogical e-learning, technology, technical training, and time management challenges.

Integration of e-Learning for Mathematics on Resource- Based Learning: Increasing Mathematical Creative Thinking and Self-Confidence

The purpose of this study is to introduce utilization of e-Learning for mathematics on Resource-Based Learning (RBL) with a scientific approach to increase math-ematical creative thinking ability and to develop students’ self-confidence. This study is mixed method research with classroom action research for its design. Data analysis is with one-way ANOVA for creative mathematical thinking abil-ity, t-test for self- confidence survey, qualitative analysis for observation and in-terviews on the self-confidence of grade VII junior high school students in Sumedang, Indonesia. Integration of e-learning into Resource-Based Learning method produced a better enhancement in mathematical creative thinking ability and self-confidence development in comparison to learning without learning. The scientific approach contributed positive influence on students’ learning achievement. Creative mathematical thinking ability showed increases from one cycle. Analysis of mathematical creative thinking ability covered aspect of fluen-cy, flexibility, originality, and elaboration. The post-test result showed lower achievement in comparison to test result of the final learning cycle.

Pengaruh Motivasi Belajar dan Pemanfaatan E-Learning terhadap Prestasi Belajar Mahasiswa Jurusan Pendidikan Ekonomi

This study aims to: 1) analyze the effect of learning motivation on student achievement. 2) analyze the effect of e-learning utilization on student achievement. 3) To analyze the effect of learning motivation and e-learning utilization student achievement. Thie type of research is quantitative descriptive research. The population in this study are students of the Department of Economic Education, FE UNP in 2017-2018. The sample are 100 peoplestudent. The type of data in this study are secondary data and primary data. The data collection technique used is a questionnaire. The data that has been collected is analyzed by descriptive analysis. This research uses multiple regression analysis. The results of this study indicate that 1) learning motivation does not significantly influence student achievement. 2)utilization of e-learning has no significant effect on student achievement and 3) learning motivation and utilization of e-learning have no significant effect on learning achievement student achievement departement of economic education UNP.Keywords : motivation to learn, the use of elearning, the use of elearning

Convergence Analysis of Acceleration and Generalization of E-Learning in the Manifestation of Globalization Education Readiness 4.0

Education 4.0 is an education characterized by the use of digital technology in the learning process or known as a cyber system. In its implementation, online learning or what we know as e-learning today really determines the quality of education in every nation and country, coupled with the entry of the industrial era 4.0 which must manifest globalization learning without any limits, both in terms of time, distance, and cost. Utilization of E-learning will have a good impact on education. As a form of expression of online learning, the research team from the Putra Indonesia University YPTK Padang institution has implemented an online lecture system, facilitated by the Learning Management System (LMS) in the form of the Moodle Application. This research was conducted at Putra Indonesia University YPTK Padang with a population of all active students, while for a sample of 381 people, the sampling technique was Propotional Random Sampling using Slovin formula. As for the output of the results of this study, among others, it can be a reference material for accredited national journals and scopus. While the impact of the outcome of the research results will be referred to as a role model in online learning.

Assessing the Extent of e-Learning Utilization by Industrial Technical Education Lecturers for Effective Teaching and Learning in Universities

Assessing the Extent of e-Learning Utilization by Industrial Technical Education Lecturers for Effective Teaching and Learning in Universities

Extent of utilization of e-learning resources by business education students in public tertiary institutions in Enugu State, Nigeria, for research purposes

The study ascertained the extent of utilization of e-learning resources by business education students in public tertiary institutions in Enugu State for research purposes. One research question was posed and two hypotheses tested. A total of 1407 business education students in four public tertiary institutions in Enugu State made up the population of the study, out of which 312 students were used as sample. The research instrument was a structured questionnaire titled “The Extent of Utilization of E-learning Resources by Business Education Students” (EUERBES). Three experts validated the instrument and a reliability test using Cronbach alpha method yielded a correlation coefficient of 0.76. Mean rating was used to answer the research question while z-test was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed among others that business education students in public tertiary institutions utilized e-learning resources for research purposes to a high extent. To encourage the utilization of e-learning by business education students, it was recommended, among others, that the administrators of public tertiary institutions in Enugu State should provide e-learning resources to facilitate qualitative research among students. Keywords: Utilization, e-learning resources, business education students, public tertiary institutions

Assessment of E-Learning Resources Utilization by Students of Tertiary Institutions in Katsina State, Nigeria

Abstract This study investigated assessment of e-learning resources utilization by students of tertiary institutions in Katsina State. The descriptive survey design was adopted for this study. Three hundred and eighty-one (381) students of tertiary institutions in Katsina State were randomly selected for the study. A researchers’ designed questionnaire titled “Utilization of E-learning Resources Questionnaire” (UERQ) with a Cronbach’s Alpha reliability coefficient of 0.85 was used to collect data. frequency, percentage, mean, t-test and ANOVA statistics were used to analyse the data collected. Findings revealed that there is no significant difference in the e-learning utilization by students of tertiary institutions in Katsina State based on gender and agebut there is significant difference based on class levels and institutions. It was recommended that Nigerian tertiary institutions general studies curriculum should be re-designed to include e-learning utilization training to help the students understand how they can utilize e-learning resources.

Investigating The Effect of Behavioral Intention on E-learning Systems Usage: Empirical Study on Tertiary Education Institutions in Ghana

AbstractThe objective of the study aimed at assessing the relationship that exists between antecedents of behavioral intentions, and how they impact on the usage of E-learning systems in tertiary institutions in Ghana. Empirical data for the study was obtained through a survey from 237 respondents made up of; governing council members, school management members, faculty members, ICT department staff and students from five tertiary education institutions in Ghana. The study developed an extended Technology Acceptance Model (TAM) by incorporating an external variable, self-efficacy. The hypothesized model was examined using Partial Least Squares Structural Equation Modelling (PLSSEM) technique using Smart PLS version 12 software. The paper argues that perceived usefulness, perceived ease of use and self-efficacy influenced individual’s behavioral intentions to utilize E-learning systems. However, the findings confirm that, through the mediating role of individuals’ behavioral intention to use, self-efficacy is the most influential factor that affects individual’s behavioral intentions to utilize E-learning systems in Ghana’s tertiary education institutions, relative to perceived usefulness and perceived ease of use. This result implies that self-efficacy is the main behavioral intention factor in determining E-learning system utilization, in Ghana’s tertiary education context. This study satisfies or fills an E-learning utilization literature shortfall by the extension of the Technological Acceptance Model (TAM) to investigate antecedents of behavioral intentions and their impact on E-learning systems usage among tertiary education institutions. Also, the study demonstrates the importance of behavioral intention-to-use as playing a full mediating role between self-efficacy and E-learning system usage.

Analysis of e-learning implementation readiness based on integrated elr model

E-learning nowadays has become a requirement for institutions to support their learning activities. To adopt e-learning, an institution requires a large strategy and resources for optimal application. Unfortunately, not all institutions that have used e-learning got the desired results or expectations. This study aims to identify the extent of the level of readiness of e-learning implementation in institution X. The degree of institutional readiness will determine the success of future e-learning utilization. In addition, institutional readiness measurement are needed to evaluate the effectiveness of strategies in e-learning development. The research method used is survey with questionnaire designed based on integration of 8 best practice ELR (e-learning readiness) model. The results showed that from 13 factors of integrated ELR model being measured, there are 3 readiness factors included in the category of not ready and needs a lot of work. They are human resource (2.57), technology skill (2.38) and content factors (2.41). In general, e-learning implementation in institutions is in the category of not ready but needs some of work (3.27). Therefore, the institution should consider which factors or areas of ELR factors are considered still not ready and needs improvement in the future.

The utility of e-learning and clinical decision support resources in improving the practice of healthcare professionals in infectious diseases

This article was migrated. The article was not marked as recommended. Introduction Healthcare professionals can use a variety of methods to learn about infectious diseases. Two commonly used methods include e-learning and clinical decision support. BMJ Learning is the e-learning provider of the BMJ. BMJ Best Practice is the clinical decision support tool of the BMJ. In this paper, we describe an analysis of the utility of these resources in helping healthcare professionals to learn and improve their practice in the field of infectious diseases.Methods We conducted semi-structured interviews with healthcare professionals who are users of BMJ Learning and BMJ Best Practice to find out the utility of the resources in education and in improving clinical care in the field of infectious diseases. Detailed field notes were taken during the interviews. Notes were analysed using thematic analysis.ResultsThe learners saw the value in the e-learning and clinical decision support resources as a means of helping them put their learning into practice. The context of use was important to many learners. The quality of the resources was also important. Many of the learners were teachers and were keen to use the resources in their teaching sessions. Although the majority of the comments were positive, some learners had suggestions on what could be improved. Conclusions The learners are keen to use these resources to improve their clinical practice. To do this, they need high-quality resources that will work in their specific context or working environment and that will give them an answer quickly.

Awareness and Utilization of e-Learning Resources by Trainee Counsellors of Counselling Education in Calabar, Nigeria

In Nigeria, electronic-learning (e-learning) resources have emerged as a modern tool for enhancing the quality of delivery and acquisition of education content. Yet, hardly has there been any meaningful research report on the application of this innovative and invaluable tool to counselling education service delivery efforts. This study, ‘awareness and utilization of e-learning resources by trainee Counsellors in counselling education in Calabar, Nigeria’ was designed to fill this literature gap. A structured questionnaire with reliability index of 0.83 titled “Awareness and Utilization of E-learning Questionnaire (AUEQ)” was used to collect data from a sample of 300 students and analyzed using t-test statistics. The results of the study indicate that while the awareness of e-learning resources by trainee Counsellors was generally high, their rating in terms of availability, currency, adequacy and quality of these resources within their schools was rather very low. The results also indicated that the extent of utilization of e-learning was also very insignificant. Furthermore, the outcomes of the study show inter-class, inter-school and inter-gender differences with regards to both awareness of availability and utilization of e-learning resources. Based on the findings, it was recommended that Universities and other higher education settings should be equipped with current, functional and adequate e-learning resources for enhanced service delivery. It was also recommended that both counsellor educators and trainees should be systematically trained in appropriate skills required for the use of e-learning facilities. It was further recommended that assurance of constant and adequate power supply should be improved upon to enhance the use of e-learning in our Universities.

Cost and value in e-learning: the perspective of the learner.

Medical education is expensive. Its expense has led to growing interest in methods to deliver medical education that will maximise outcomes for a given spend.1 There has long been enthusiasm for the use of e-learning as a method that can be low cost and that can deliver worthwhile outcomes. However, this enthusiasm has not been built on strong evidence. There is evidence that e-learning produces broadly similar outcomes as face-to-face education.2 However, there is little evidence as to the cost utility of e-learning in medical education. There is also little evidence as to how learners perceive the utility of e-learning in light of its cost. This paper reports an evaluation of the perceptions and views of general practitioners (GPs) with regard to the cost and utility of an e-learning resource—BMJ Learning. BMJ Learning is the e-learning service of the BMJ. UK GPs who are users of BMJ Learning were asked by email to take part in an evaluation as to the cost and utility of the e-learning. Semistructured interviews were conducted by telephone with those who responded to the email. The interviews were conducted according to a schedule which was founded on existing literature …

E-learning in graduate medical education: survey of residency program directors

BackgroundE-learning—the use of Internet technologies to enhance knowledge and performance—has become a widely accepted instructional approach. Little is known about the current use of e-learning in postgraduate medical education. To determine utilization of e-learning by United States internal medicine residency programs, program director (PD) perceptions of e-learning, and associations between e-learning use and residency program characteristics.MethodsWe conducted a national survey in collaboration with the Association of Program Directors in Internal Medicine of all United States internal medicine residency programs.ResultsOf the 368 PDs, 214 (58.2%) completed the e-learning survey. Use of synchronous e-learning at least sometimes, somewhat often, or very often was reported by 85 (39.7%); 153 programs (71.5%) use asynchronous e-learning at least sometimes, somewhat often, or very often. Most programs (168; 79%) do not have a budget to integrate e-learning. Mean (SD) scores for the PD perceptions of e-learning ranged from 3.01 (0.94) to 3.86 (0.72) on a 5-point scale. The odds of synchronous e-learning use were higher in programs with a budget for its implementation (odds ratio, 3.0 [95% CI, 1.04–8.7]; P = .04).ConclusionsResidency programs could be better resourced to integrate e-learning technologies. Asynchronous e-learning was used more than synchronous, which may be to accommodate busy resident schedules and duty-hour restrictions. PD perceptions of e-learning are relatively moderate and future research should determine whether PD reluctance to adopt e-learning is based on unawareness of the evidence, perceptions that e-learning is expensive, or judgments about value versus effectiveness.

PENERAPAN TECHNOLOGY ACCEPTANCE MODEL TERHADAP PENERIMAAN PENGGUNA AKHIR E-LEARNING STMIK STIKOM BALI

E-learning allows students of STMIK STIKOM Bali to keep learning even though physically absent or unable to attend when the learning process going on in the classroom. The utilization of e-learning can also make the development a high learning flexibility. The perception of the user in this case is a student will be indispensable in order to assist the utilization of e-learning optimally. The goal of this research will examine about admissions in the utilization of e-learning used in STMIK STIKOM Bali. The behavior of students needed to know what the students felt towards e-learning. The research will be focused on reviewing the acceptance of the use of e-learning in accordance with the model of the Technology Acceptance Model (TAM). Analysis of the results obtained showed that the student respondents on this aspect of convenience and expediency of having a positive influence to the attitude when using e-learning, even on the final results of the e-learning has not been well received by the users (students). Whereas, on the usefullnes aspects of the lecturer, respondents have influence nearly all other aspects, so that the final result obtained is lecturer receives well the use of e-learning in the learning process. Further research can be developed by developing indicators for each variable. Keyword : TAM, e-learning, PLS