E-learning Experience Research Articles

EFFICACY AND ADAPTATION OF E-LEARNING IN INDIAN HIGHER EDUCATION INSTITUTIONS DURING COVID-19

The unpredictable lockdown period due to COVID-19 has kept everything on hold, and along with other sectors, the educational sector is the most affected. This study attempted to map out the fragility of higher educational institutions in adopting new learning methods and the effectiveness achieved. This is descriptive research based on an empirical investigation of the current issues related to sudden changes in the knowledge delivery process in regular classes of colleges and universities in developing countries like India. Five constructs, namely quality delivery, effectiveness, organisational support, self-efficacy, and readiness were evaluated to measure learners’ perceived satisfaction. Appropriate statistical tools were applied to analyse the data, along with hypothesis testing. A few institutions have effectively adjusted the learning process, but its prolificacy is doubtful in the majority of cases. Many (about 62 percent) reported that through assignments and study materials, it is difficult to clear the concepts, especially in the case of practical subjects. There is an opinion that e-learning appears not to be as fruitful as regular conventional classes. It has become a little difficult to transform the centuries-old classroom teaching model due to a paucity of infrastructural readiness, prior experience in e-learning, drawbacks in learning methods, etc., which needs to be addressed by administration. The main barriers, as per our study, are the paucity of interactivity between the parties and drawbacks in the method adopted for teaching. This research did not include premier institutions like IITs, AIIMS, and other highly rated institutes in India, as our goal was to articulate the real situation below the creamy layer. The COVID-19 pandemic has opened new avenues to eliminate drawbacks and reconsider the pedagogical methods, teacher training, examination system, etc. for the insertion of e-learning in the education system.

Instructional Support, Peer Support, Technical Support, and E-learning Experience: The Mediating Effect of Learning Motivation

A series of total lockdowns due to the latest pandemic has changed the entire landscape of the education system worldwide. Online learning became the lifeline to ensure the continuity of teaching and learning amid and beyond the pandemic. It plays a vital role in addition to the existing educational setting. This study aims to investigate the relationship between instructional support, peer support, technical support, and e-learning experience. The mediating effect of learning motivation on instructional, peer, and technical support was also examined. The data was collected from 191 respondents using an online survey. A mediation analysis was conducted to examine the mediating effects of learning motivation on instructional support, peer support, technical support, and e-learning. It was found that peer support has a stronger relationship with e-learning experience, followed by instructional support and technical support. The results also found learning motivation as an important element for a meaningful e-learning experience among students. Therefore, instructors, education institutions, and students should work together for a more engaging and meaningful e-learning experience. The incorporation of necessary technologies, course design, strategies, appropriate attitude, and learning motivation are crucial for the success of e-learning.

Motivational Challenges in E-Learning at the University of Bisha, Saudi Arabia

During the COVID-19 pandemic, schools, colleges, and universities switched from their traditional modes of classroom teaching to online/e-learning. This has boosted e-learning culture and made it a common practice in Saudi universities. Blending e-learning and traditional teaching methods in educational institutions empowers today’s students with online systems to support their pursuit of academic knowledge and skills. Because this is a recent endeavour in Saudi Arabia, it presents many challenges. There has been very little serious research done on the best practices to improve students’ e-learning outcomes. This study investigates the motivational and technological impediments encountered by Saudi students, using a questionnaire as a research tool to explore their real life e-learning experiences and issues at the University of Bisha, Saudi Arabia. The objective was to identify effective motivational strategies to engage learners. This in-depth study yielded many firsthand insights into issues that impede students’ motivations in e-learning. After analyzing each problem, the paper proposes some concrete, innovative tips and teaching strategies for both the teachers and the students to make a feasible and significant difference in the e-learning practice.

Factors Affecting the E-learning Experience of the College Students in a General Education Course

E-learning has emerged as the primary response for the continuity of education during the COVID-19 pandemic. This mode of learning relies on digital devices and emphasizes accessibility to the internet, the primary conduit for information. This research explores the impact of college students’ gender, year level, scholarship status, monthly family income, and monthly internet expenditure on their e-learning experience in a general education course. Employing a descriptive methodology and quantitative research design, data was collected using a survey questionnaire based on the Demand-Driven Learning Model (DDLM) and a 4-point Likert scale, validated with Cronbach’s Alpha. The sample size of 251 respondents was determined using Cochran’s formula and selected through stratified random sampling. Results revealed significant differences in students’ e-learning experiences based on gender (content, delivery, service, and outcome), year level (content, delivery, and outcome), scholarship status (service), and monthly internet expenditure (service). No significant difference was found in terms of monthly family income. The study recommends applying the collected data to enhance factors influencing the quality of students’ e-learning experiences, encompassing content, delivery, service, and outcome. These findings contribute additional evidence, information, arguments, and perspectives. The paper’s structure, design, and methodology can serve as a model for other e-learning courses offered at the university. Keywords: education; pandemic; Demand-Driven Learning Model (DDLM); Likert scale; Philippines

E-learning experiences of students in Pakistan during COVID-19: Barriers and perceptions

The literature reveals that there has been significant research regarding online learning during the pandemic outbreak. This research project was conducted to investigate the experiences of university students by highlighting a few key barriers and perceptions to e-learning in Pakistan. A sample of 253 (age range: 17–31 years) students was recruited through a convenient sampling technique. According to participants the crucial online barriers included social interaction, family support, time, and motivation for studies. The majority of students were satisfied with the internet access and quality of online learning. In addition, the most intensively used web-platforms included Zoom, WhatsApp, Microsoft Teams, and Meet by Pakistani students. Furthermore, the findings revealed that students who sleep after midnight ( M = 51.46, SD = 9.61) and wake-up around noon ( M = 52, SD = 9.09) experience more online education barriers in comparison to students who sleep ( M = 40.33, SD = 16.75) and rise early ( M = 49.36, SD = 11.86). Hence, the findings of the current study might be helpful in addressing barriers and challenges faced by universities and the Higher Education Commission during such pandemic outbreaks.

Impact of Learning Management System on Learning Process in Myanmar: Student Perspective

The digital transformation of education, accelerated by the Covid-19 pandemic, has spurred widespread adoption of e-learning platforms globally, with Learning Management Systems (LMS) at the forefront. Despite the enhanced communication channels they offer, LMS implementation can introduce unique challenges in the educational arena. This study explores the impact of LMS on the learning process in Myanmar's education system from a student's perspective, focusing on five key factors: convenience, emotional engagement, technological barriers, assessment effectiveness, and cost. A total of 400 questionnaires were distributed to students who had used an LMS, with 264 valid responses received. These were analyzed using SPSS software, revealing significant correlations between all five factors and the learning process, with assessment effectiveness demonstrating the strongest relationship. The results provide valuable insights into how LMS can be optimized to support the learning process in the context of Myanmar's education system, indicating a need for educators and LMS developers to consider these factors for more effective e-learning experiences.

Effectiveness Of E-Learning To Student Learning Satisfaction: A Literature Review

Introduction: E-learning is acquiring knowledge and skills using the Internet, offering learners a versatile and individualized medium for education. It is a novel method of providing high-quality educational services to students through electronic means to enhance their knowledge, abilities, and consistency. Higher education institutions globally are increasingly using several forms of e-learning. Conversely, through engagement, e-learning has secured the improvement of learning abilities, knowledge, and excellence. Material and Methods: This study constitutes a comprehensive examination of the current body of literature. The subject matter, comprising publications published between 2018 and 2023, was selected from various internet sources, such as Science Direct, PubMed, and Google Scholar. We employed the PRISMA methodology to analyze the literature review systematically. Results: Following a comprehensive evaluation of 14 suitable papers, only 10 of the 183 articles chosen for analysis could be analyzed. Evidence suggests that e-learning can facilitate a fresh comprehension of the essential aspects of effective learning methodologies. Conclusion: According to the literature research findings, it was discovered that the e-learning model affects learning satisfaction, which is simultaneous with its influence. The level of contentment that students have with the outcomes of their e-learning experiences can be a primary measure of the quality of education provided in higher education.

E-Learning Experiences in the Computer Networks Course in Higher Education

This article examines the impact and benefits of e-learning in higher education, focusing on student experience in the Computer Networks course. To evaluate the meaning of e-learning, the author used a complex questionnaire, applied to 98 students from the Technical University of Moldova. The results highlighted the importance of course structure, reliance on deep study, lecturer training quality, feedback and interaction, and use of digital resources. The article argues that e-learning has significant potential to improve academic performance, save time and costs, and provide access to quality educational content. The study highlights the significant contribution of e-learning to improving the learning process in higher education and to meeting the evolving needs of students and labor market demands.

Unveiling final-year students and new graduates’ concerns, preparedness, and learning experiences during the pandemic in Qatar: A cross-sectional survey

BackgroundThe emergence of COVID-19 interrupted education worldwide and educational institutions were forced to switch to an online learning (E-learning) environment. ObjectivesTo explore the perceived educational experiences, worries, and preparedness to enter clinical practice among final-year nursing students and new graduate nurses after studying during the COVID-19 pandemic. DesignA cross-sectional survey design. Settingand participants: An online survey of final-year undergraduate bachelor of nursing students at a single university in Qatar and new graduates across 14 health facilities in Qatar was undertaken between May 2022 and July 2022. MethodsParticipant demographics, experiences of E-learning and perceptions of readiness for practice were collected using validated instruments and open-ended questions. Descriptive statistics and thematic exploration were used to analyze the data. ResultsFifty-nine final-year students and 23 new graduates with an average age of 23.95 years (SD = 3.89) responded to the survey. Face-to-face clinical placement learning was preferred by 50 % of students and 66.1 % of graduates. During COVID-19, the majority of the participants indicated that strategies like practice kits and online simulations were implemented. While 61 % of new graduates felt well-prepared in their nursing skills, and 87 % felt confident, less than half of the students still in their final year of education felt prepared or confident. Increased stress and a perceived impact on education quality were reported due to changes in learning modalities. Despite these challenges, 81.1 % of students and 95.7 % of graduates felt they had developed sufficient professional values, with most looking forward to becoming registered nurses. The qualitative themes that emerged related to 1) adjusting to online learning, 2) experiencing restrictions in clinical learning skills, 3) feeling less confident and 4) experiencing increased stress. ConclusionsDespite experiencing emotional and educational challenges, the participants in this study felt that their education prepared them for clinical practice. Innovative strategies and unique educational experiences used by educators enhanced participants' clinical skills and readiness for practice.

DIGITAL TRANSFORMATION IN MASTER’S PROGRAMS

The Covid-19 pandemic has accelerated the need for successful digital transformation in master's programs, particularly in the realm of e-learning. This article explores the importance of a needs-centered approach in navigating this transformational journey amidst the challenges posed by the pandemic. By understanding and addressing the evolving needs of students in a remote learning environment, educational institutions can effectively leverage digital technologies to deliver high-quality education. The article presents a comprehensive framework for digital transformation, emphasizing the evaluation of student needs and objectives as the starting point. Strategic planning, resource allocation, and timeline development are crucial for the seamless integration of digital tools into the curriculum, taking into account the unique challenges imposed by the pandemic. Faculty and staff training and development play a pivotal role in equipping educators with the skills necessary to facilitate effective online instruction. The adoption of suitable technologies and platforms is explored within the context of e-learning, considering factors such as scalability, security, and user experience. The needs-centered approach highlights the importance of personalized learning experiences to cater to individual student requirements, ensuring engagement and achievement in the virtual classroom. Continuous monitoring, evaluation, and improvement are paramount during the digital transformation process, particularly in the context of the pandemic. Gathering feedback from students and educators allows institutions to adapt and refine their digital initiatives to optimize learning outcomes. Effective change management strategies, including clear communication, robust support systems, and stakeholder engagement, help navigate the challenges presented by the sudden shift to remote learning. In conclusion, a needs-centered approach is crucial for successful digital transformation in master's programs, especially in the face of the covid-19 pandemic. By prioritizing student needs, aligning strategies with remote learning requirements, and leveraging digital tools effectively, educational institutions can ensure the continuity and quality of education. This article provides insights and guidance for institutions seeking to navigate the digital transformation journey in the context of Covid-19, empowering them to deliver exceptional e-learning experiences and prepare students for the future of education.

Perceptions of undergraduate student nurses on e-learning at University of Namibia Main Campus, Windhoek: a lesson learnt from the COVID-19 pandemic

The aim of the study was to explore and describe the perceptions of second year nursing degree student’s academic performance through e-learning during COVID-19 pandemic at University of Namibia Main Campus, Windhoek. A qualitative research design was adopted and a total number of sixteen (16) second-year nursing students were interviewed. An interview guide, an audio recorder and field notes were used as the data collection instruments. Convenience, purposive sampling was employed. Key themes which emerged from the study were: Student nurse’s perceptions regarding their e-learning experience; Student nurse’s perceptions regarding the availability of studying and learning resources such as gadgets and internet, Student nurses’ perceptions of the e-learning environment. The study revealed that student nurses during e-learning were negatively affected by many factors, such as lack of electronic resources (laptops, smart phones), low phone storage to download big files, slow internet connections/poor network coverage for telecom network (TN) in some areas, limited internet data (TN mobile 10 GB) provided by the institution monthly, limited time to complete online assessment, less effort from lecturers (dropping notes on the forum and not teaching compared to face-to-face learning), workload at home doing house chores and not excused for online lessons, living in remote areas with no electricity, cheating of students during online tests and assessments. The study recommends an increased in the amount of internet for telecom network (TN mobile) data provided monthly by the institution, lecturers to give sufficient time to complete online tests and assessments, and to develop a system that detects cheating.

Gamification in Corporate Training Context with the “EU ZEIN” project

The gamification of the educational process is a modern practice, which aims to create an environment that utilizes modern data and promotes training through entertainment and active participation. As a method it is in line with the student-centered teaching model and enhances learning without replacing it. Adobe Captivate is an eLearning authoring tool that allows users to create interactive and engaging eLearning content. When combining Adobe Captivate with gamification principles, it is possible to create more compelling and effective eLearning experiences. The ways to integrate gamification into Adobe Captivate projects is described through our own project entitled “EU ZEIN”. This paper tries to contribute to a better understanding of the usage of gamification in the training context for the benefit of learners.

Technology Enhanced Learning in Undergraduate Level Education: A Case Study of Students of Mass Communication

The incorporation of digital technology in education represents a substantial transformation in the realm of academia. In the present day, with new technology being readily available to both educators and students, educational institutions encourage their students to embrace it, enabling students facing geographical constraints to easily continue their education through internet-based learning. The primary objective of this study is to investigate the viewpoints of undergraduate students in the field of mass communication concerning the integration of Information and Communication Technology (ICT) in the UAE. Based on a Technology Acceptance Model (TAM), the data were gathered using structured questionnaires. Results revealed that knowledge sharing and accessibility are significant factors affecting the perceived ease of use and perceived usefulness among the undergraduate students. Further, perceived ease of use significantly affects perceived usefulness. Finally, both perceived ease of use and perceived usefulness remained as significant factors regarding ICT acceptance among the Emirati students. It is concluded that educational institutions must invest significantly in robust IT infrastructure. This step ensures that e-learning experiences are seamless and accessible to all students. Further, to address some students’ connectivity challenges, offering alternative access options or providing offline resources can be beneficial. Finally, the practical implications and limitations are discussed.

The effect of midwifery students’ changing life conditions and e-learning experiences on the state of their anxiety and hopelessness during the Covid-19 pandemic

The effect of midwifery students’ changing life conditions and e-learning experiences on the state of their anxiety and hopelessness during the Covid-19 pandemic

Enhancing Distance Learning: A Framework for E-Learning Strategy and Assessment at Universitas Terbuka Indonesia

Due to the diverse educational backgrounds and digital skills of students in both undergraduate and graduate programs at Universitas Terbuka, there is a need to optimize the institution's e-learning program. This study aims to find out the concept of the implementation of e-learning strategies for the students of Universitas Terbuka and the evaluation process of the e-learning conducted in the distance learning mode. This research used descriptive qualitative research, employing two research instruments: semi-structured interviews and document analysis. Ten graduate students who have two years’ experience with the Universitas Terbuka e-learning activities were invited in the semi-structure interviews. Data analysis follows the interactive analysis model and SWOT Analysis. These stages collectively yield strategies for implementing e-learning learning and the evaluation of e-learning learning. The results of this study show that the e-learning implemented in Universitas Terbuka has greatly helped the students to follow the UT learning process effectively and has greatly improved the overall e-learning experience for the students. The findings from this research also show that diverse learning resources are able to cater the various learning styles and preferences, as well as enhancing student engagement and understanding. Some recommendations in relation to the implementation of e-learning are provided.

ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE

This research aims to identify and investigate different dimensions and underlying factors influencing the successful implementation of e-Learning, from participants’ viewpoint, i.e. architecture students. To examine the constituents of an effective e-Learning experience in education, evaluation themes were formulated as overall substitutability level, cognitive performance, social interaction and engagement, student comprehension and comfort, personal preference, and learners’ satisfaction. Through literature survey and review of mostly referred factors affecting e-Learning efficiency, four dimensions were designated for further elaboration in this study: (i) course characteristics, (ii) participant characteristics, (iii) e-Learning environment, and (iv) prior acquaintance, with each category including several sub-measures. Survey method was employed and a questionnaire was administered to 122 architecture students at both undergraduate and graduate levels to investigate participant perspectives in reference to particular synchronous lectures delivered online. Out of ten potential influencing factors hypothesized, seven were verified to be critical determinants of e-Learning effectiveness in architectural education.

Automating Assessment and Providing Personalized Feedback in E-Learning: The Power of Template Matching

This research addressed the need to enhance template-matching performance in e-learning and automated assessments within Egypt’s evolving educational landscape, marked by the importance of e-learning during the COVID-19 pandemic. Despite the widespread adoption of e-learning, robust template-matching feedback mechanisms should still be developed for personalization, engagement, and learning outcomes. This study augmented the conventional best-buddies similarity (BBS) approach with four feature descriptors, Harris, scale-invariant feature transform (SIFT), speeded-up robust features (SURF), and maximally stable extremal regions (MSER), to enhance template-matching performance in e-learning. We systematically selected algorithms, integrated them into enhanced BBS schemes, and assessed their effectiveness against a baseline BBS approach using challenging data samples. A systematic algorithm selection process involving multiple reviewers was employed. Chosen algorithms were integrated into enhanced BBS schemes and rigorously evaluated. The results showed that the proposed schemes exhibited enhanced template-matching performance, suggesting potential improvements in personalization, engagement, and learning outcomes. Further, the study highlights the importance of robust template-matching feedback in e-learning, offering insights into improving educational quality. The findings enrich e-learning experiences, suggesting avenues for refining e-learning platforms and positively impacting the Egyptian education sector.

A Cross-Sectional Study on Student Experience and Contentment of Online Learning During Covid 19 Lockdown

The delivery mode of the lessons was transitioned from face-to-face to online/e-learning in response to the Covid-19 lockdown across the Middle East, particularly in Oman. The University of Technology and Applied Sciences, Al Musannah (UTASA), also adopted this approach, which brought forth both opportunities and challenges for the academic community, including teachers and students. However, no systematic studies were conducted across various departments at the university to gain insights into the implications of full-time online/e-learning. Therefore, this study was designed to comprehend the perceptions of cross-sectional UTASA students regarding the effectiveness of e-learning, encompassing their experiences and satisfaction with participating in it. The study employed a combination of quantitative and qualitative data collection methods, utilizing a survey questionnaire and a descriptive question. The participants included both male and female learners (N = 212) from departments such as IT (Information Technology), Business, Engineering, and ELC (English Language Centre). The analysis encompassed both descriptive and inferential statistical analyses of the quantitative data, as well as a descriptive thematic analysis of the qualitative data. The results revealed that over half of the participants held a clearly positive impression of their e-learning experience and satisfaction during the Covid-19 lockdown. Furthermore, the analysis of qualitative data shed light on the reasons behind both negative and positive sentiments towards e-learning, along with suggestions for potential enhancements. The diverse reactions of the participants to the survey questions have assisted researchers and interested parties in gaining a comprehensive understanding of both the favorable and unfavorable aspects of the procedure. A subset of the participants held a pessimistic view of online learning due to factors such as receiving low grades, encountering inadequate technical assistance, and observing a lack of commitment. In contrast, a different group perceived online learning as advantageous, citing its provision of a convenient and adaptable learning environment, along with convenient access to recorded lectures. Additionally, certain survey respondents put forth recommendations for enhancing online learning, including the need for better training, improved Internet connectivity, and enhanced interaction between teachers and students, as well as among fellow students. In summary, the study yielded valuable insights into the experiences and contentment levels of learners engaged in the online teaching and learning process. The findings and ensuing discussion provide essential recommendations for stakeholders and future researchers alike.

E-Learning in Health: Investigation of Technology Acceptance and Usage of Family Physicians According to Demographic Factors

E-learning is the changing and renewing face of education in health as in many fields. Developments in technology prepare a suitable environment for the realization of various structural changes in the continuing education of health professionals. Since e-learning provides asynchronous learning opportunities to health professionals working in different geographical regions, it provides various opportunities for the career development of health professionals. One of Turkey's most significant e-learning projects in the health field was carried out by the Family Medicine Distance Education Centre (AHUZEM). The e-learning project prepared for family physicians aimed to provide much more accessible, effective, and faster training for family physicians. This study aims to reveal family physicians' adoption of e-learning applications according to demographic factors. In the study, the Unified Technology Acceptance and Use Model (UTAUT) developed by Venkatesh et al. (2003) by examining many theories and models was used as a data collection tool. In addition, the author integrated the attitude towards technology use dimension consisting of 4 questions into the model by examining the relevant literature. In addition, the research was organized according to a 5-point Likert-type scale. The data was obtained from 429 family physicians who agreed to participate in the online survey shared on social networks nationwide by convenience sampling. The results obtained by entering the data into AMOS 18.0 program were analyzed in t-test and ANOVA tests. According to the results of the analyses, a significant difference was found in the intention to use e-learning and UTAUT according to age, specialty, working time, and e-learning experience. However, no significant difference was found according to gender.

Students’ perception of e-learning during the Covid-19 pandemic: a survey study of Iranian nutrition science students

BackgroundCOVID–19 pandemic caused university closures, which created learning challenges for students worldwide. Switching to online educational systems had significant impact on students’ performances. The current study aims to investigate the perception of university students from the Nutrition Science department regarding e-learning in Iran.MethodsThe design of the study is cross-sectional. Data were collected through online surveys from Iranian students from the Nutrition Sciences Department. Stratified random sampling was used to randomly select 955 participants. A self-administered validated questionnaire was used for data collection. Descriptive statistics, Analysis of Variance (ANOVA) and Chi-Square tests were used for analysis of the data.ResultsResults revealed that 67.2% of students didn’t have any former experience of e-learning. About 38.3% had moderate levels of Information Technology (IT) skills. Our results revealed that based on students’ responses, being able to stay at home was one of the most common benefits of e-learning (39.1%). However, the most common challenge that students faced was related to technical problems (39.6%). When compared to e-learning, most students preferred face-to face type of learning. Students believed that this method no only increased their knowledge but also their skills and social competence as compared to e-learning. Only 28% of students rated e-learning as enjoyable. Furthermore, acceptance of online based education was statistically associated with students’ degree level.ConclusionIn conclusion, students reported both advantages and disadvantages of e-learning but still reported that face-to-face learning is considered the most effective form of learning.