E-learning Standards Research Articles

Semantic Web and Distance Learning: Euphoria, Frustration and Restart

In the nineties, two different trends on distance learning research arose. The first one aimed to create systems able to adapt themselves to students’ characteristics, based on instructional and learning theories, while the second aimed to facilitate the creation and management of distance courses, by reusing material. Technologies available so far had hindered the creation of systems able to conjoin the benefits achieved by both groups because adaptive systems were limited to a specific knowledge domain, and almost everything had to be recreated to be used in a different subject. On the other hand, systems able to deal with different subjects could not automatically adapt their content to students’ needs. The emergence of the Semantic Web, as well as Learning Objects, led researchers to develop projects based on them to solve that problem. At last, adaptive and reusable courses based on learning theories could be developed. Learning Object Metadata and other standards for e-learning, as well as ontologies about different knowledge domains, students’ characteristics and learning theories were the tools that researchers were missing to solve such problems. Although much research and publications have been done in that period, few practical results were noticed, frustrating not only the students, but also the teachers and other education-related workers, as they realized that the level of system autonomy they had aimed for had not been reached. This paper describes the euphoria caused by the Semantic Web, problems related to the engineering of ontologies that led to a frustration period, as well as the current period, in which research was resumed with less ambitious objectives. Thus, some considerations about the future of the Semantic Web Based Learning are presented.

Learning Outcomes of e-Learning in Psychotherapy Training and Comparison With Conventional Training Methods: Systematic Review.

Mental disorders pose a major public health problem in most western countries. The demand for services for common mental health disorders has been on the rise despite the widespread accessibility of medication. Especially, the supply and demand for evidence-based psychotherapy do not align. Large-scale increase of modern psychotherapy is difficult with current methods of training which are often expensive, time consuming, and dependent on a small number of top-level professionals as trainers. E-learning has been proposed to enhance psychotherapy training accessibility, quality, and scalability. This systematic review aims to provide an overview of the current evidence regarding e-learning in psychotherapy training. In particular, the review examines the usability, acceptability, and learning outcomes associated with e-learning. Learning outcomes are assessed in different modalities including trainee experiences, knowledge acquisition, skill acquisition, and application of trained content in daily practice. Furthermore, the equivalence of web-based training and conventional training methods is evaluated. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a search from Ovid, MEDLINE, PsycINFO, and Scopus databases between 2008 and June 2022 was conducted. Inclusion criteria required studies to describe e-learning systems for psychotherapy training and assess acceptability, feasibility, or learning outcomes. The risk of bias was evaluated for both randomized and nonrandomized studies. Learning outcomes were categorized using the Kirkpatrick model. Effect sizes comparing e-learning and traditional methods were calculated. The search yielded 3380 publications, of which 34 fulfilled the inclusion criteria. Positive learning outcomes are generally associated with various e-learning programs in psychotherapy training including trainee satisfaction, knowledge, and skill acquisition, and in application of trained content in clinical practice. Learning outcomes generally show equivalence between e-learning and conventional training methods. The overall effect size, indicating this disparity, was 0.01, suggesting no significant difference. This literature displays a high level of heterogeneity in e-learning solutions and assessment methods. e-Learning seems to have good potential to enhance psychotherapy training by increasing access, scalability, and cost-effectiveness while maintaining quality in terms of learning outcomes. Results are congruent with findings related to e-learning in health education in general where e-learning as a pedagogy is linked to an opportunity to carry out learner-centric practices. Recommendations for conducting psychotherapy training programs in blended settings supported by activating learning methods are presented. However, due to the heterogeneity and limitations in the existing literature, further research is necessary to replicate these findings and to establish global standards for e-learning, as well as for the assessment of training outcomes in psychotherapy education. Research is especially needed on the effects of training on patient outcomes and optimal ways to combine e-learning and conventional training methods in blended learning settings.

Designing E-Course Navigation

In the design of the e-course learning process, it is proposed to use the concept of a navigation model. This model provides convenient and didactically based navigation through the educational material of the course. The work is based on the recent research of the authors on the structuring of educational content in the form of an e-course content model, ordered in the form of a hierarchical structure of the ontologies of learning elements that make up the course. The navigation model concept includes a set of matrices of relations of order and logical coherence of learning elements and corresponding to these matrices of orgraphs of the sequence of study and logical coherence of fragments of educational content. The navigation model answers two important questions of designing an electronic course: 1) what should be the didactically rational sequence of studying the learning elements in the course that is being created; 2) what logical connections should be established between the individual learning elements of the course in order to ensure convenient and didactically based navigation of the course. The mathematical substantiation of the navigation model is given, its properties are investigated, and integral characteristics are introduced. The use of the e-course navigation model helps to: determine and visually represent a rational sequence of studying the educational material, as well as the logical reference links between its various fragments; provide effective assistance to students in navigating the course; analyze and compare different educational materials, assess the level of didactic significance of various learning elements; minimize the complexity of preparing exercises for training and control tests, and the complexity of training and control procedures for e-learning. The concept of a navigation model complies with the international e-learning standards SCORM and IMS, complements them with specific algorithms for aggregating learning objects (SCOs) into e-courses, and assists students in learning them. The mathematical substantiation of the navigation model makes it possible to automate the design of e-courses.

An Improved Computational Solution for Cloud-Enabled E-Learning Platforms Using a Deep Learning Technique

The sharable e-learning platform can be presented as a useful learning environment for students on the cloud computing infrastructure. Virtual classrooms are momentarily taking the place of conventional ones, which means that e-learning is becoming more popular. There are currently no strategies for estimating how much cloud resources will be used. Because of this, students can access learning objects without deciding to follow a different learning management system (LMS). The proposed deep learning-based e-learning platform (DL-E-LP) can enable separate LMS embedded in multiple e-learning standards to share the learning objects. Using a smart learning system, teachers can keep track of their students' progress more easily. The convolutional neural network has been used to develop face recognition and monitor students' knowledge learning level in deep learning. The use of modern technologies and smart classrooms makes learning easier for all students. The proposed paradigm is both efficient and productive through experimentation.

Diagnosing the Reality of E-Learning Quality Standards in Iraqi Universities/ an Exploratory Study in a Number of Faculties of the University of Mosul

This research aims to identify the reality of e-learning quality standards at the University of Mosul. The research problem revolves around two main questions, which are: Do the individuals surveyed have a clear perception of the quality of e-learning and its sub-dimensions? What is the role of e-learning in improving the educational level? As hypotheses were formulated for the research, the most prominent of which was (there is no perception of the quality standards of e-learning among faculty members at the University of Mosul) representing the field of study at the University of Mosul. The research community included all faculty members in several colleges at the University of Mosul. The researchers adopted the descriptive analytical approach by Preparing a questionnaire form distributed to the research sample represented by faculty members in a number of the (475) faculties of the University of Mosul.

The Impact of Designing an Electronic Course of Computer Uses on Developing Academic Achievement and Creative Thinking in a Saudi University

This research aims to measure the impact on academic achievement and developing creative thinking skills by designing an electronic course (e-course hereafter) for computer uses in teaching at a Saudi university. Following a quasi-experimental methodology, forty students (female) were selected and segregated into control and experimental groups for this study. The latter was taught using the designed e-course for ‘Computer Uses in Teaching’ and the former was taught in a normal class. To achieve research objectives, research tools consisted of an e-course (a cognitive test to measure academic achievement), and Torrance test to measure creative thinking skills. The results demonstrated a significant difference (α ≥ 0.05) between the experimental and the control groups in the average score of achievement test. The post-test synthesis, analysis, and evaluation levels were found in accordance with the experimental group. The average score of post-test creative thinking test results evaluated at the levels of flexibility, fluency, and originality were also found to be significantly different (α ≥ 0.05) with respect to the two groups. It is recommended to develop the digital content in accordance with the measures taken during the Corona pandemic and e-learning standards.

E-Learning System Design using Software Requirement Specification (SRS) Case Study: Unhar Medan

The development of science, especially in the use of the internet is increasing, in the world of internet education it is used as a remote teaching and learning process using electronic devices called E-Learning. The process of developing E-learning needs to be carried out considering the need for current technological developments, learning is limited due to the pandemic situation which does not allow face-to-face learning but with E-Learning learning can be accessed anywhere and anytime. Implementation of eLearning Universitas Harapan Medan has not been optimally implemented. To meet E-learning standards, it is generally necessary to design specifications in building E-learning. The application of the Software Requirement Specification (SRS) is one way to detail various documents that will explain the various requirements that must be met by an E-learning software. The design of the E-learning system using the Software Requirement Specification (SRS) can facilitate the learning process in E-learning with a system that suits the needs of the user.

E-learning Mobile Application Evaluation: Al-Zaytoonah University as a Case Study

The E-learning standard is made up of several different quality elements and characteristics. Scholars examined the effectiveness of E-learning from a variety of perspectives. However, studies concerning the quality of E-learning mobile applications in particular are limited. Hence, the present study looks at the factors that influence the use of the E-learning mobile application by students and instructors of the Al-Zaytoonah University in Jordan throughout the academic year 2020–2021. The research instrument was initially validated. Subsequently, several quality factors were adopted to anticipate the factors affecting the adoption of the Elearning.ZUJ mobile application of nine hundred thirty-one students and one hundred nine instructors in this study. Regarding the actual usage of the E-learning mobile application for academic activities, in different proportions, the findings of this investigation were compatible with the adopted quality factors. Results revealed a significant positive relationship between the perceived reliability and demand for using E-learning applications. In addition to a significant positive relationship between the perceived benefit and behavioral intention to use E-learning mobile applications, the results show the following perceived quality factors: reliability, efficiency, integrity, usability, satisfaction, and supportability. The findings should be valuable to educational officials at the Al-Zaytoonah University of Jordan and elsewhere as existing technology could be improved or they could embrace new technology for academic purposes. Keywords: E-learning mobile applications, E-learning quality, quality, quality factors.

The Current Status of Applying E-Learning Quality Standards from the Perspective of Faculty Members at Arab American University

The study aimed to identify the current status of applying e-learning quality standards at the Arab American University from the point of view of faculty members, and to what extent average means differ according to the different demographic variables. To achieve this, the descriptive analytical method was used, and (211) members were randomly selected, who represented (45.4%) of the study population (465) faculty members working at the Arab American university. A questionnaire consisting of (39) items covering (3) dimensions (the lecturer’s role in using e-learning system, the quality of e-learning system, the role of the university administration in the quality of e-learning system) was used after testing its validity and reliability. After the descriptive statistical analysis, the results showed that the average means of the study sample towards the current status of applying the quality standards of e-learning at the university received a high degree. There were also statistically significant differences in the gender variable in favor of females; in qualification in favor of PhD holders; and in experience in favor of (more than 10 years). The study concluded with a number of recommendations, including developing and innovating new methods of evaluation suitable for the e-learning system, providing all kinds of support to faculty members, and relieving the psychological stress faced during the e-learning process.

Evaluating the Quality Of E-Courses from The Students Perception and E-course Quality Evaluation Metrics (DAU- EQEM) at Dar Al Uloom University

E-learning and e-courses have received great practical and research interest during the previous years. Recently, there has been a growing interest in increasing efficiency and adherence to quality standards for e-learning and e-courses. With the restrictions imposed by the recent COVID-19 pandemic and the shift to reliance on e-learning and e-courses, this has increased the interest of higher education institutions, especially in the Kingdom of Saudi Arabia, Dar Al-Uloom University has developed a framework to ensure the quality of electronic and electronic learning courses DAU-EQEM The framework consists of eight standards, And that was applied through this study on 272 electronic courses distributed over three colleges in addition to the university preparation program at Dar Al Uloom University. To verify the evaluation results, the evaluation results were matched with the results of a survey of students' perception at the university about the quality of e-courses. The questionnaire consists of 5 themes and 25 items. The results showed a great convergence in the results of the evaluation tools used to verify the quality of electronic courses at Dar Al Uloom University. The results also showed an advanced level of quality of e-courses at Dar Al Uloom University, with the need to develop plans to ensure continuous improvement and raise the level of performance related to the e-learning system and its e-courses.

LTI-Connections Between Learning Management Systems and Gaming Platforms

E-learning standards like learning tools interoperability can support at realizing innovative learning scenarios in distributed architectures. A learning tools interoperability connection between a learning management system and a gaming platform offers possibilities like embedding a game into an online course and sending player-specific data back to the learning management system. This allows for a new and data-driven evaluation of students' individual learning performances, especially for alternative methods like qualifications-based learning. The learning tools interoperability-specified mechanisms can also be applied for implementing functionality to exchange students' competence profiles and traces within a knowledge-management eco-system portal that provides a toolkit for creating competence-based games that meet the requirements of qualifications-based learning as well as tools for creating game-specific analytics. As a first result, the authors made a prototypical implementation with a serious game prototype based on the unity game engine and unity analytics as analysis platform.

Building a Framework Based on European Quality Standards for Prevention and E-learning to Evaluate Online Training Courses in Prevention – the Case of the Specialised Training Course in Addictions Prevention

Prevention practitioners are required to develop their skills and competencies in response to recent advances in prevention science. It is thus important to develop training programmes which ensure the development of a prevention workforce. Aiming to respond to this need, the Specialised Training Course in Addictions Prevention is based on the European Universal Prevention Curriculum (EUPC) and delivered online. In view of this being the first online course based on the EUPC, the absence of training programmes for prevention practitioners in Portugal, and the significance of international guidelines in these two domains (prevention and online distance learning), it was considered important to create a framework which supports the evaluation and monitoring of the course. This paper presents a framework for the evaluation of the specialised training course in prevention based on two models: the European Drug Prevention Quality Standards, and the adaptation of the European Standards and Guidelines to digital programmes and courses – Considerations for Quality Assurance of E-learning Provision. Given the importance of quality assurance in contemporary society, the framework presented in this paper is a tool that may be useful for evaluating other online distance learning programmes which focus on the professional development of prevention practitioners.

ОБЕСПЕЧЕНИЕ КАЧЕСТВА ЭЛЕКТРОННОГО ОБРАЗОВАНИЯ В ЕВРОПЕЙСКОМ ПРОСТРАНСТВЕ ВЫСШЕГО ОБРАЗОВАНИЯ

In this article, international experience in ensuring the quality of e-learning education is considered and analyzed, as well as developed recommendations for improving the activities in this area in Ukraine. On the basis of the analysis it is determined the necessity to develop and legislate the normative legal acts regulating the procedure and procedures for accreditation of educational programs; the entry of national accreditation agencies into international associations of e-learning quality assurance agencies is important; to encourage higher education institutions to undergo international accreditation; guided by the approved international standards of e-learning when developing educational programs. The proposed recommendations will contribute to the development and improvement of the e-learning quality assurance system in Ukraine.

An Enhanced xAPI Data Model Supporting Assessment Analytics

In the learning analytics field, it is highly significant to track and collect the big educational data to improve the learning experience. In fact, one of the e-learning standards for data interoperability which had attracted a remarkable amount of attention in the last years is the Experience API (xAPI). In this paper, we explore the use of xAPI in the learning analytics field. Therefore assessment data represents an important proportion of the educational data generated. When we focus on assessment, we can launch a new source of data that can be analyzed and hence contribute to the improvement of the field of learning analytics. In fact, we discuss the suitability of xAPI standard to track the assessment data and try to enhance its data model to support effectively the assessment analytics. An ontological model is proposed supporting assessment analytics purpose based on the weaknesses of the xAPI data model from assessment point of view. Since our proposed pattern is an ontological model, this gives us the chance to reason about the assessment data by performing some logic rules edited with SWRL(Semantic Web Rule Language) for supporting inference mechanisms related to the leaner level according to its assessment performance.

A Metadata Model Proposal for Simulation Based E-learning

<p class="Abstract">Existing E-learning standards and specifications present a great basis for the development of E-learning, on line and distance learning contents that are accessible, interoperable, durable and reusable. E-learning contents are supported by these standards as well as by the LMS (Learning Management System) or web technologies compliant to them. However, simulation based contents or learning objects are less integrated in the E-learning contents than other learning objects, partially because standards and specification don’t pay much attention to more specify them in term of metadata requirements.</p>The main objective of this paper is the elaboration of a new Metadata model on the basis of Learning Object Metadata (LOM) with a wider scope that could support more easily simulation objects, especially in experiential E-learning content in which simulation activity should be executed by the learner, monitored and tracked by the tutor completely on the LMS.

Multi-Dimensional Quality Evaluation Modelling of E-Learning Courses from Learners’ Perspective

Background : With the growth of e-learning in recent decades, research on the evaluation of e-learning standards sought to optimize and make e-learning effective. This study was conducted on the necessity of quality evaluation of e-learning systems from the learner’s perspective, having the purpose of multi-dimensional quality evaluation modelling of e-learning courses using learner-based approach. Methods : With respect to nature and purpose, the present study is an applied research, and with respect to the data collection method, it was a descriptive and survey type of research. The population of the study comprised all the students pursuing an MA in e-learning at Tehran University in 2013 - 14. Samples including 201 [F1] students were selected using a simple random method in 2014. Results : According to the obtained fitting indexes for the components, the indexes were very appropriate. The relationship between variables in the model of learners’ satisfaction represented the significance of the relationship between the factor (learners’ satisfaction) and latent variables (first-grade factors) at the level of 0.01%. Conclusions : The results showed that, based on standard scores related to the variables that influence learners' satisfaction, it is possible to estimate learners’ satisfaction with e-learning using a good-fitting model and real-world data.

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.

Using IT to enhance the educational achievement of students

This article presents the use of information technology (IT) in the education of students in Software Engineering and in English at the Faculty of Mathematics and Informatics at Plovdiv University. The teaching process incorporates traditional methods with applications based on the E-learning standards QTI and SCORM. The use of IT has been applied to the education of full-time and part-time Bachelor degree students from the 1st to the 4th year of studies. Based on the statistics from the teaching some conclusions have been drawn regarding the students’ performance and possible ways of enhancing their educational achievement.

Providing pervasive Learning eXperiences by Combining Internet of Things and e-Learning standards

Nowadays, learning is more and more taking place anywhere and anytime. This implies that e-learning environments are expanded from only virtual learning environments to both virtual and physical ones. Thanks to the evolution of Internet, ICT (Information and Communication Technology) and Internet of Things, new learning scenarios could be experienced by learners either individually or collaboratively. These learning scenarios are Pervasive in such a way that they allow to mix virtual and physical learning environments as well. They are therefore characterized by possible interactions of the learner with the physical environment, the Learner's contextual data detection as well as the adaptation of pedagogical strategies and services according to this context. This paper aims to take advantage of this trend and keep up also with existing e-Learning standards such as IMS LD and LOM. The solution proposed is therefore to extend these standards models with that of Internet of Things and to provide an adaptation approach of learning activities based on learner's context and her/his track using the eXperience API. In this context and in order to allow both reasoning capabilities and interoperability between the proposed models Ontological representations and implementation are therefore proposed. Moreover a technical architecture highlighting the required software components and their interactions is provided. And finally, a relevant pervasive learning scenario is implemented and experimented.

Estudio comparativo de sistemas de gestión del aprendizaje: Moodle, ATutor, Claroline, Chamilo y Universidad de Boyacá

<p align="LEFT"><span style="font-size: medium;">Este artículo es el resultado del trabajo de investigación "Estudio comparativo entre Plataformas Virtuales Gratuitas y la Plataforma Virtual Propietaria de la Universidad de Boyacá", cuyo objetivo consistía en identificar un sistema de gestión del aprendizaje que sustentara la oferta e-Learning y b-Learning de la Universidad de Boyacá. Para tal fin se formuló una estrategia de evaluación de plataformas a fin de poder cuantificar sus características y así realizar una comparación desde la dimensión del modelo pedagógico, la dimensión del usuario y la dimensión técnica. </span></p><p>En los hallazgos se encontró que Moodle, con las herramientas involucradas en el estudio, cumple en mayor medida con los factores de evaluación abordados. Finalmente, se pudo concluir que el proceso de selección de un sistema de gestión del aprendizaje, se debe hacer desde las necesidades institucionales, aunque a su vez debe tener en cuenta estándares de la formación en línea así como aspectos asociados a la calidad del software</p>