E-learning Tools Research Articles

EFFECTIVENESS OF THE MULTIPLE INTELLIGENCES INSTRUCTIONS WITHIN THE E-LEARNING SETTING DURING THE POST-COVID ERA

The COVID-19 outbreak quickly demonstrates the importance of adopting online education in teaching and learning. It has forced education systems worldwide to find alternatives to face-to-face interactions. Language instructors have made attempts to explore and utilise the e-learning tools to enrich their teaching and assist learners in improving their language learning. This paper, therefore, attempts to shed light on the effectiveness of implementing the Multiple Intelligences Instructions within the e-learning setting, thus present an unprecedented opportunity to continue adopting this digitally-enhanced approach post-pandemic. A Paper 800/4 (Writing) Task 2 of Malaysian University English Test (MUET) 2020 question was administered to 40 pre-university students from Preparatory Centre of Science and Technology, Universiti Malaysia Sabah. The study employed a quantitative methodology and the data were analysed using the Mann-Whitney U Test. The findings show that the adoption of the Multiple Intelligences Instructions in the English as a Second Language (ESL) writing classes improves the students’ skills in writing. This study calls Malaysian English educators to acknowledge students’ differences in learning, thus redesign the lessons by incorporating all intelligence for the students to actively manifest their preferred learning styles in acquiring the English language. The implementation of this writing module in an e-learning environment received positive feedbacks from the students, suggesting it would be a promising module to improve the students’ writing skills.

FAKTOR-FAKTOR YANG MEMPENGARUHI NIAT PEMBELIAN ULANG PONSEL PINTAR DI KALANGAN MAHASISWA

Smartphones are considered by students as a tool to encourage interaction, multitasking, and learning, in addition, students regularly use smartphones as a tool for e-learning and web-based education, where the advantages of owning a smartphone can include increased productivity, information retrieval, information and social interaction, relaxation, and entertainment. This study aims to examine the repurchase intention of students on the smartphone brand they use. This research was conducted on 132 respondents who are students who use smart phones every day and have at least replaced their smart phones more than once. This study uses primary data and convenience sampling technique in sampling. The analysis test was carried out using the Structural Equation Model based on Partial Least Square and processing the data using the Smart PLS program. The results of the data analysis test showed that the five hypotheses were significant. (1) Brand awareness has a positive effect on brand loyalty, (2) Perceived quality has a positive effect on brand loyalty, (3) Brand loyalty has a positive effect on repurchase intention, (4) Brand Personality has a positive effect on brand preference, (5) Preference Brand has a positive effect on repurchase intention

Technodiversity—An E-Learning Tool as an Additional Offer for the Master’s Degree and In-Company Training

In November 2021, a project proposal submitted by the TU Dresden and in which seven other partner institutions are involved was approved in the ERASMUS+ program Action Type KA220-HED. The aim of the project is to develop an e-learning tool that can be used to teach forest technology at the Master’s level. Project work develops along four main tasks: (1) Facts and methods (theoretical contents), (2) Scientific audiovisuals (descriptive contents), (3) E-learning platform (structure) and (4) Didactics (implementation). In this article, the advantages and disadvantages of e learning are discussed and the development of the course contents (facts and methods) is presented in detail.

Personalized Learning Management System using a Machine Learning Technique

Learning Management System (LMS) is a traditional tool for E-learning. Combined with Machine Learning (ML), such technology has unprecedentedly allowed teachers to observe and understand students' behaviors and performance. This research aims to enhance individual learning results by classifying a risk group and offering a self-tutoring program. This paper adopts a machine-learning model and proposes a new algorithm named "RSU-ML-PL," which enables a personalized and self-tutoring system. Overall, the experiment revealed good progress in student marks on their final examinations. The final examination results show that 606 (79%) students in the risk group passed their exams.

Who is more eager to use Gamification in Economic Disciplines? Comparison of Students and Educators

Abstract Background: In this paper, the focus is on the application of digital and mobile technologies as supporting tools for the implementation of gamification in the field of education of future economists. Objectives: The paper’s main objective is to explore whether educators and students are motivated and willing to apply additional technologies as main gamification components in their work and education. Moreover, the paper aims to assess how their more comprehensive application affects the quality of teaching, work flexibility, new learning opportunities, and outcomes. Methods/Approach: The survey method was used to collect answers from educators and students primarily interested in accounting, finance, trade and tourism from higher and secondary education institutions in Croatia, Poland, Serbia and Germany. Afterwards, the responses were compared using statistical methods. Results: Research results confirm that educators and students are willing to use gamification in teaching. Still, they also expressed the need for better administrative support in using particular e-learning tools. Surprisingly, educators are more eager to use gamification in their work than students. Conclusions: The study’s general conclusion is that educators and students are both aware of the advantages of using e-learning tools provided through digital and mobile technologies and are eager to implement more gamification in the teaching process. However, continuous education in applying new digital technologies is needed on both sides.

Interprofessional education programs to foster the use of Learning Health Systems

Healthcare management continues to worsen, with process inefficiencies, wastage, unsafe practices and accordingly, non-optimal patient care. The concept of the Learning Health Systems (LHS) demonstrates the potential for the utilisation of health data in real time, through rapid and continuous cycles of data interrogation, implementation of insights into practice, and eventually practice change (Friedman & Flynn, 2019). Yet, the lack of appropriately skilled workforce results in an inability to leverage existing data to design innovative solutions. We identified a need to develop tailored professional development programs to foster skilled interdisciplinary learning communities in the healthcare workforce, as well as digital health champions that understand each other’s roles and capabilities, to collaboratively solve these complex problems. Thus, we have developed multiple educational programs of work, including a professional development short course and a year-long Academy Fellowship program, to teach LHS principles. The short course is wholly online, open to interdisciplinary professionals working in the digital health arena. To foster interprofessional learning, we assigned participants into working groups of five interprofessional members, who worked together and shared knowledge, perspectives and experiences in workshop activities throughout the 13-week course. We employed a flipped classroom approach, utilising various eLearning tools such as crowdsourced evidence synthesis Mind Maps; Jupyter Notebooks for hands on data interrogation, data visualisation and interpretation of machine learning models; clinical process modelling software (LucidChart); and virtual care platform for prototype testing digital health solutions (Datos), which showcasing the potential of technology. We undertook a mixed methods evaluation, to determine the utility and success of our programming. This framework consisted of pre and post-surveys with identical measures of self-efficacy, ratings scales for engagement, usefulness, applicability and value for various aspects of the course. Participants were also invited to participate in a semi-structured interview post course. This allowed a deeper dive into themes relating to utility, barriers, recommendations for future applicability, and evolving digital health identity. The evaluation results demonstrated that participants found the teaching model useful, engaging, applicable and valuable to their daily tasks and workplace LHS projects. Self-efficacy scales revealed a significant increase in perceive confidence. From interviews and analysis of free text responses, we discovered that the program gave participants a shared language and common understanding to converse with other interprofessional peers; transformed their perceptions of their role and the potential of data and technologies; provided a framework to organise their transformation plans; and finally provided a toolkit to refer to and operate from. The most notable observation from the LHS Academy Fellows, was a significant increase in the number of fellows identifying themselves as leaders at the end of their foundational coursework compared to at the start of the program. It is clear that in order to transform healthcare systems to their full potential, it requires a workforce with an understanding of LHS and the potential of data driven approaches, as well as an appreciation for the need for diversly skilled learning communities to tackle these problems together.

E-Learning Methodology

E-learning is the most important explosion propelled by the internet transformation. It is the use of technology which enables people to learn anytime and anywhere. While teaching can be based in or out of the classrooms, the use of computers and Internet forms the major component of E-learning. It can be termed as a network enabled transfer of skills and knowledge, and the delivery of education is made to a large number of recipients at the same time. E-learning can offer effective instructional methods, such as practising with associated feedback, combining collaboration activities with self-paced study and personalizing learning paths based on learners’ needs. The focus of E-learning is on both asynchronous and synchronous methodology. It investigates three major E-learning tools which are (i) curriculum tools (ii) digital library tools and (iii) knowledge representation tools. This paper reports on the extent to which the effectiveness and students’ attitudes towards E-learning impacts on their learning styles. The paper also reviews literature and gives a scholarly background to the study by reviewing some contributions made by various researchers and institutions on the concept of E-learning. Finally, the paper suggests that synchronous tools should be integrated into asynchronous environments to allow for any-time learning model and gave remark that E-learning needs to improve from various barriers.

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

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

Everything right or nothing wrong? Regulatory fit effects in an e-learning context

Feedback is a key factor in helping individuals to self-regulate their learning behavior. Informative feedback, as a very basic form of feedback informing learners about the correctness of their answers, can be framed in different ways emphasizing either what was correct or what must be improved. The regulatory focus theory describes different strategic orientations of individuals towards goals, which may be associated with different effects of different informative feedback types. A promotion orientation describes the preference for approaching positive outcomes, while a prevention orientation describes the preference for avoiding negative ones. Applied to the context of informative feedback in self-regulated e-learning environments, we predict that regulatory fit, defined as the congruence of individuals’ regulatory orientations and framed feedback, positively affects learning persistence and performance. In two experiments, we assessed individuals’ regulatory orientations and experimentally varied framed feedback in samples of university students preparing for exams with an e-learning tool (N = 182, experiment 1; N = 118, experiment 2) and observed actual learning behaviors. Using different operationalizations of regulatory-framed feedback, we found statistically significant regulatory fit effects on persistence and performance in both experiments, although some remain insignificant. In experiment 2, we additionally tested ease of processing as a mechanism for regulatory fit effects. This way, we expand the literature on regulatory fit effects and feedback on actual learning behavior and provide evidence for the benefits of adaptive learning environments. We discuss limitations, especially regarding the stability of regulatory fit, as well as future directions of research on regulatory-framed feedback.

Investigating Students’ Perceptions on E-Learning Materials and Tools for English for MICE

Students in vocational higher education find difficulties in joining practical courses, such as English for MICE in post-pandemic era of COVID-19. That course offers students ability to practice and held events in Meeting, Incentive Travels, Conventions, and Exhibitions. Some recent studies have examined that similar problem by using various learning method in English for MICE course. Most of them didn’t mention about the case of students’ perceptions on English for MICE course. This study offers case study that investigate students’ perceptions on e-learning materials and tools for English for MICE course. The research subjects were 20 students, in D-IV English for Tourism Industry, State Polytechnic of Malang. The results of questionnaire showed that e-learning materials and tools are the best solutions for English for MICE course. However, mostly students experienced difficulties about lacks of internet connection, but this problem obviously solved well by lecturers and students in English for MICE course. The implication of this study is that by investigating students’ perceptions on that problem, it can minimize the challenges in teaching English for MICE in post-pandemic era of COVID-19.

Continuing Professional Development Training Related to the Use of Technology in Education in Saudi Universities: Literature Review

The CPD in regarding to E-Learning tools for educators and its role as an important element to develop and improve faculty members skills in adopting technology in education. As a result, the ministry of education in Saudi Arabia has made a huge effort to provide intensive training for educators in public schools and in universities. This paper aims to provide an overview of the CPD in Saudi education environment and presents its importance for improving educators’ skills’ especially, related to the adoption of technology in teaching and learning process. The results indicated that there were insufficient training courses for educators in related tot the integration of E-Learning strategies in education. The paper recommendations are that Saudi universities should provide adequate training which based on teachers’ requirements and needs.

Development and Evaluation of E-Learning Tool for Humanitarian Public Health Training

Background/Introduction:The humanitarian health field has grown rapidly in the last decades. However, education and training programs are still limited in number, especially where it is needed most. Additionally, the cost of the training is too expensive for local humanitarian health respondents. If developed appropriately, E-Learning can potentially address these gaps.Objectives:Develop an effective E-Learning tool for humanitarian public health training.Method/Description:The tool was developed using an institutional-based, action research method. Rapid prototyping - a modified analysis, design, development, implementation, and evaluation (ADDIE) model - was used to identify the content and instructional design. This iterative process involved consultations and feedback from public health and disaster medicine instructors and students at different levels and training programs. Different methods were used to collect and analyze data, such as literature and courses reviews, observation, interviews, and questionnaires.Results/Outcomes:Four scenario-based E-Simulations - targeting entry-level humanitarian health professionals - were developed and piloted based on identified needs. Formative evaluation clarified training objectives and structure. Trainees were satisfied by the simulated scenario, interactivity, questions, and timely feedback. Poor internet was identified as a potential barrier to delivering the training in the humanitarian context.Conclusion:Clear objectives and quality content are the prerequisites for training effectiveness. Yet, instructional design is a critical element that can enhance training effectiveness. The tool’s offline mode is being adapted to improve access in poor internet connection settings. A summative evaluation will be conducted to measure the training’s effectiveness. Furthermore, successful factors in instructional design will be used to inform the development of advanced training in the field.

Characteristics of the Immune and Neuroendocrine Status of Children Exposed to Non-Ionizing Radiation in the School Environment

Introduction: The modern educational environment involves the use of various electronic devices generating physical hazards. In addition to the widespread use of these devices, other physical factors of the school environment also affect schoolchildren’s health. However, the impact of the combined exposure to physical factors of various nature on the regulatory systems of the body has been studied insufficiently so far. However, the influence of a complex of physical factors of various nature on the regulatory systems of the body has not been sufficiently studied. Objective: To evaluate the features of the immune and neuroendocrine status of schoolchildren exposed to heterogeneous physical factors of a non-ionizing nature at school and to analyze the relationship between the studied physical factors and changes in the parameters of regulatory systems. Materials and methods: The exposed group included 144 students of a gymnasium from the city of Perm and the unexposed (reference) group consisted of 114 schoolchildren from the town of Kungur, Perm Region. We measured physical factors of the school environment, including noise, artificial illumination, electromagnetic radiation, and air ion concentrations affecting elementary, secondary, and high school students from both groups and compared the results with respective permissible levels. The indicators of immune (CD-phenotyping, phagocytic activity of leukocytes, concentrations of immunoglobulins and cytokines) and neuroendocrine (TSH, free T4, and cortisol) systems were established and compared. Mathematical models were calculated and analyzed in order to find the links between the exposure to physical factors under study and the parameters of the immune and neuroendocrine systems. Results: The indoor air study showed differences in the number and charge of air ions between the gymnasium with its numerous e-learning tools and the school of comparison. The study of the immune and neuroendocrine systems in the exposed group revealed age-related changes in the expression of lymphocyte subpopulations, moderate changes in humoral and phagocytic parameters, an imbalance in the expression of pro- and anti-inflammatory cytokines and hormones. The construction of logistic regression models allowed us to establish the link between the parameters of electromagnetic radiation in the school environment and changes in the immune status of students (CD19+ and CD3+CD8+ lymphocytes). Conclusion: The study demonstrated a number of changes in the regulatory systems of schoolchildren associated with the impact of physical factors of the school environment.

Perceptions of Middle School Turkish Language Teachers on Using e-Learning Tools in Grammar Teaching

By determining the perceptions of Turkish language teachers about using e-learning tools, it is possible to identify the obstacles to the use of e-learning tools in grammar teaching. The study aims to evaluate the Turkish language teachers’ perceptions about using e-learning tools in grammar teaching in the distance education process. The research was designed as a qualitative case study. The data collection process of the research was carried out in the 2021-2022 academic year. The study group consists of 22 Turkish language teachers working in public middle schools in Turkey who participated in the research voluntarily. Within the scope of the research, the opinions of Turkish language teachers were taken via semi-structured interview forms. According to the results, the majority of Turkish language teachers stated that e-learning tools should be used in grammar teaching. Teachers of Turkish stated that they benefited from EBA as an education portal in this context. Moreover, Turkish language teachers receive help from programs such as Zoom, Kahoot, Wordwall and Teams in grammar teaching during the distance education process. The majority of Turkish language teachers emphasised that they benefit from traditional measurement tools in the measurement and evaluation process of grammar teaching in distance education. Most of the Turkish language teachers participating in the research stated that they did not know Web 2.0 tools. Based on the findings of the research, it may be argued that Turkish language teachers should be introduced to technology and overcome their fears of using instructional technologies. This would enable the teachers to benefit more from e-learning tools in their lessons.

Selection of Optimal E-Learning Tool with Type-2 Intuitionistic Fuzzy Einstein Interactive Weighted Aggregation Operator

Not only are daily life activities being disrupted by the COVID-19 pandemic, but so are educational systems. To some extent, encouraging the use of e-learning technology has helped to stabilize the situation. The suitable selection of the appropriate e-learning platform for the institution depends upon different criteria with uncertain information. As type 2 intuitionistic fuzzy (T2IF) sets are conceptually intriguing and they provide a lot of expressive potential for dealing with uncertainty in expert knowledge, this work investigates the best e-learning tool for higher education in a type 2 intuitionistic fuzzy environment. A type-2 intuitionistic fuzzy einstein interactive weighted averaging (T2IFEIWA) operator is proposed for this purpose. The desirable properties of the proposed aggregation operator are validated, and the operator is used to choose the best e-learning tool.

Online Survey Evaluation of Three Years of European Society of Thoracic Surgeons Educational Webinars as Part of The E-learning Platform.

BackgroundE-learning has become an important tool in surgical education in the last decade. The European Society of Thoracic Surgeons launched its e-learning platform in 2013 and started its educational webinars series in 2018. The aim of this paper is to discuss the introduction, evolution and impact of the educational webinars within this e-learning platform.MethodsTwenty-four English spoken webinars discussing different subdomains in general thoracic surgery (21 expert talks, 2 pro-con debates and 1 multidisciplinary case discussion) were analyzed. An online questionnaire on timing, quality and technical aspects of the webinars was sent to 3012 registrants.ResultsThe webinars reached 3128 unique registrants from 76 countries worldwide. The mean number of registrants was 355 with 171 live attendees (48%) and 155 replay watchers (36%). Hundred and twenty-six attendees (13.1% of people who registered for at least 4 webinars) completed the questionnaire. Timing and duration of the webinars were rated “very good” to “excellent” in 78%, and the quality of the webinar content and the expertise of the webinar presenters were rated “very good” to “excellent” in 88% and 90%, respectively. The impact on knowledge and clinical practice was scored with a weighted average of 7.27 out of 10 and 6.79 out of 10, respectively.ConclusionsThe ESTS educational webinars were effective in delivering up-to-date knowledge to almost half of the countries around the globe. The impact of these events on knowledge and clinical practice were rated high. New e-learning tools should be added to the surgical educational curriculum.

Development of Blog-Based E-Learning Tools for Islamic Education Courses

A research about developing e-learning tools was considered necessary to do towards the new normal era because the fact on the ground indicated that there were many teaching sources lacked of preparation when doing online learning. The kind of research that was implied was development research with ADDIE model which is Analysis, Design, Development, Implementation, and Evaluation. The subject was students of Tadris Bahasa Inggris major in Sekolah Tinggi Agama Islam Negeri Majene. The research development phases were firstly, analysis phase where it was found that the media used in online lecture were restrictedly Zoom application and Google Classroom with all their deficiency; Secondly, design phase done to follow up the issues found in the previous phase, that is by designing Learning Management System (LMS); Thirdly, development phase where the researcher made LMS based blog that completed with menus: RPS, RTM, Teaching Material, Discussion Forum, Quiz and Learning Program Evaluation; Fourthly, implementation phase done through trials of LMS four times of meeting; Lastly, evaluation phase where the evaluation results of the developed e-learning tools were considered already valid, very practical and effective

Moodle as an e-learning tool in higher education: case of calculated questions for statistics

Teniendo en cuenta que el proceso educativo requiere realizar evaluaciones para evaluar los resultados del aprendizaje, el cual no es fácil en campos relacionados con las matemáticas como la estadística, ya que muchas veces se requiere que los estudiantes realicen cálculos u operaciones para que podamos verificar que el procedimiento es correcto. La investigación se basa en un enfoque cualitativo, recordemos que según este enfoque se pueden realizar descripciones en forma de observaciones obtenidas a través de métodos de recolección de datos como entrevistas, cuestionarios para lograr observar los aspectos que se quieren estudiar y las características del fenómeno. La capacitación en razonamiento estadístico es ahora el enfoque de la mayoría de los cursos académicos de educación superior, y las universidades utilizan cada vez más herramientas digitales para respaldar esta capacitación, pero no se prestan bien al razonamiento numérico variable, lo que limita la evaluación a opciones múltiples. En respuesta a la pregunta, porque algunas plataformas te permiten desarrollar preguntas específicas de matemáticas, pero Moodle 3.9, contiene cuatro tipos de problemas computacionales o numéricos que le permiten crear un plan de estudios más apropiado para las herramientas de evaluación que involucran la resolución de ecuaciones o problemas numéricos. Este artículo examina el alcance de la evaluación en línea y los problemas computacionales de Moodle aplicados a las estadísticas en el programa de Ingeniería de Sistemas de la Universidad Popular del Cesar. Finalmente, se puede demostrar que los cuestionarios de evaluación en línea son apropiados y pueden respaldar la planificación educativa mediante la tecnología y así proporcionar niveles más altos de cumplimiento a través de los cuestionarios por medio del uso de las tecnologías de la información.

Palliative Care e-Learning for Physicians Caring for Critically Ill and Dying Patients during the COVID-19 Pandemic: An Outcome Evaluation with Self-Assessed Knowledge and Attitude.

During the COVID-19 pandemic, the care of critically ill and dying patients in isolation wards, intensive care units (ICUs), and regular wards was severely impaired. In order to support physicians in communicative and palliative care skills, an e-learning tool was developed as part of the joint project “Palliative Care in Pandemic Times” (PallPan). This study investigates the feasibility of this e-learning tool. Secondly, we aim to analyze changes in knowledge and attitude upon completion of the e-learning tool. A 38-item questionnaire-based evaluation study with assessment of global and specific outcomes including ICU and non-ICU physicians was performed. In total, 24 questionnaires were included in the anonymous analysis. Feasibility was confirmed by a very high rate of overall satisfaction (94% approval), with relevance reaching 99% approval. Overall, we detected high gains in knowledge and noticeably lower gains on the attitude plane, with the highest gain in naming reasons for incorporating palliative care. The lowest learning gain on the attitude plane was observed when the participants were confronted with their own mortality. This study shows that e-learning is a feasible tool for gaining knowledge and even changing the attitudes of physicians caring for critically ill and dying patients in a self-assessment evaluation.

Distance education in the conditions of martial law in institutions of higher education: development and practice

The aim of the article is to establish the peculiarities of existing obstacles and promising directions of online education system d evelopment in the context of military conflicts of the present. The research is based on the results of the study of scientific literature in the field of online education during war and the study of practical aspects of this issue. The analytical and bibliographic method was used to conduct the study by studying the scientific literature on the issues of online education in higher education during martial law. An online questionnaire survey of the heads of departments of higher education institutions working with students during military conflicts in the territory of the HEIs was also used. As the heads of departments of higher education noted in their responses, the main obstacles to the development of online education are the lack of development and implementation of educational online platforms, the low rate and quality of creation or adaptation of information technology and e-learning tools. The participants of the survey identified promising areas of development of online learning in higher education during military operations: updating of software and hardware, providing higher education institutions with quality Internet access and distance learning, taking into account current trends in information and educational technologies.