Future Of E-learning Research Articles

E-Learning Impact on Higher Education Institutions during COVID-19 Pandemic: A Bibliometric Analysis

The COVID-19 pandemic forced a rapid shift to online learning in higher education. To understand this evolving field better, this study employed a powerful technique called bibliometrics. Researchers analyzed scholarly publications between 2020 and 2023 in Web of Science, focusing on keywords related to e-learning, universities, and the pandemic's impact. This data-driven approach provided a more comprehensive picture than traditional reviews, revealing connections between research topics, researchers, and specific studies. Furthermore, the VOSviewer tool was employed to identify frequently co-occurring keywords, thus uncovering the major themes within the research. This analysis of keyword co-occurrence allowed the study to pinpoint key trends and areas of focus in e-learning for higher education institutions. Ultimately, this research offers valuable insights for researchers, educators, and policymakers navigating the changing educational landscape and the future of e-learning in higher education.

The future of e-learning in neurology

The future of e-learning in neurology

The Challenges and Prospects of E-learning in Higher Education in Bangladesh- A Review

Aims: The main objectives of the research were to identify the significant challenges that Bangladesh's higher education sector needs to improve before implementing e-learning, assess the possibilities for implementation of e-learning in Bangladesh, and the benefits e-learning might offer Bangladesh and how it might help the country's advancement.
 The Challenges of E-Learning in Bangladesh: E-learning is a potential replacement for conventional classroom instruction, but there are several obstacles to its adoption, such as a lack of technology and infrastructure, a digital gap, a lack of trained teachers and educators, and a lack of high-quality E-learning resources. These issues have been exacerbated by the COVID-19 pandemic and the lack of internet connectivity and digital gadgets among some pupils, making it difficult for them to participate in e-learning programs. In addition, the shortage of qualified instructors and resources is also a significant issue.
 The Prospect of E-Learning in Bangladesh: E-Learning has the potential to close the digital gap, expand educational opportunities, and raise academic standards in Bangladesh. It can provide pupils with high-quality instruction and bridge the gap between rural and remote regions. E-learning can also broaden pupil access to education and equip them with the competencies they need to thrive in the real world. Additionally, it can offer pupils attractive, collaborative learning opportunities and allow instructors to track student development and spot areas where students might need extra help. E-learning can revolutionize Bangladesh's educational system by providing students with high-quality instruction, flexible learning, personalized instruction, global learning, and women's empowerment.
 Conclusion: The future of e-learning in Bangladesh looks promising, with the potential to close the digital divide, expand educational opportunities, raise academic standards, advance technology, encourage inclusivity, offer flexible and personalized learning, give access to resources for global education, and empower women. To ensure this, the government should create and carry out programs and policies that support ease and equality, facilitate diversity and accessibility, and keep track of and assess electronic-learning projects.

Report on the Peter Mills Honorary Symposium, Future of E-Learning in Continuing Professional Development (CPD) Presented Online in January 2023 by the European Cardiology Section Foundation (ECSF®)

ABSTRACTIn a tribute to eminent British cardiologist Dr Peter Mills, and one of its long-serving Board members, the European Cardiology Section Foundation (ECSF) presented this symposium in a virtual format,moderated by independent CME/CPD professional Fabiola de Andrade and Reinhard Griebenow, Chairman of the Board of ECSF. The symposium was designed to consider the ongoing ramifications of the COVID-19 pandemic and its lsting influence on the way that CME/CPD activities are now being delivered. Presenters from Germany and the United States discussed recent developments in the working environment of healthcare professionals, various aspects of the regulatory and legal issues associated with rapidly changing educational formats such as e-learning, and the enforced move towards more self-directed learning. Key design principles of effective e-learning were also prsented, and examples ofsuccessful micro-e-learning with measured outcomes were provided. In a final discussion period,participants highlighted several concerns such as the integration of this emerging format into different accreditation systems. The main area of concern in this case was thatsuch systems may not yet be fully harmonised. The symposium provided a useful framework for further discussion of how educational activities in CME/CPD could and possibly should, be designed and implemented in the “new normal” of hybrid and e-learning modalities.

E-Learning: Shifting from Theory to Practice & Learning across Curriculum

In time past, knowledge and skills have usually been acquired in all educational institutions through the traditional mode of learning, which is mainly face-to-face instructional technique. Presently, the scenario has changed due to the advent of Information and Communication Technologies (ICTs), and the use of e-learning has taken the center stage in both the advanced and the developing worlds like Nigeria. With the arrival of the Internet and other mobile technologies across the globe, electronic learning mode of instruction is gradually being introduced into the education system to bridge the gaps in education between the citizens and as well reduce the level of illiteracy among Nigerian citizens. Consequently, this study reviewed relevant pieces of literature and gives a scholarly background to the study based on some contributions made by various researchers and institutions on the concept of e-learning concerning teaching-learning in higher educational institutions of learning. The also paper discussed the development of e-learning (electronic learning) in Nigeria; the available technological tools that support e-learning practice, and the pedagogical methodologies used to enhance this mode of instruction. It further examined the benefits of e-learning over the outmoded methods of classroom learning. Notwithstanding, the pitfalls of electronic learning were similarly outlined. The paper highlighted the obstacles that face the proper integration of e-learning in teaching-learning practice in Nigeria’s educational institutions. Lastly, the paper suggested or recommended appropriate measures to be taken for the proper implementation of an ideal e-learning instructional strategy in Nigerian educational institutions, while at the same time focusing on the future of e-learning in Nigeria.

State-of-the-Art Survey on Deep Learning-Based Recommender Systems for E-Learning

Recommender systems (RSs) are increasingly recognized as intelligent software for predicting users’ opinions on specific items. Various RSs have been developed in different domains, such as e-commerce, e-government, e-resource services, e-business, e-library, e-tourism, and e-learning, to make excellent user recommendations. In e-learning technology, RSs are designed to support and improve the learning practices of a student or an organization. This survey aims to examine the different works of literature on RSs that corroborate e-learning and classify and provide statistics of the reviewed articles based on their recommendation goals, recommendation techniques used, the target user, and the application platforms. The survey makes a prominent contribution to the e-learning RSs field by providing an overview of current research and traditional and nontraditional recommendation techniques to provide different recommendations for future e-learning. One of the most significant findings to emerge from this survey is that a substantial number of works followed either deep learning or context-aware recommendation techniques, which are considered more efficient than any traditional methods. Finally, we provided comprehensive observations from the quantitative assessment of publications, which can guide and support researchers in understanding the current development for potential future trends and the direction of deep learning-based RSs in e-learning.

Students’ intention on post COVID19 continuance of e-learning

Traditional teaching methods have changed as a result of COVID-19's prominence. For many teachers, the lack of traditional face-to-face training was effectively made up for by online learning. Under emergency management, online learning may support students and schools while also generating special opportunities. In reaction to the epidemic, educational institutions from many nations have introduced extensive online course options. Online education during a pandemic is distinct from regular online education. An investigation on emergency management-related educational reform can be done by surveying students in higher education institutions University students were polled to discover more about their intentions to keep learning online despite the outbreak. Using the task-technology fit model, expectation confirmation theory was broadened to examine if the technical support for promoting online learning assisted students in completing course learning assignments while pandemic was going on and led to a persistent intention to take use of E-learning in the nearby future. When creating eLearning platforms, governments must exercise caution because students' intentions to continue their e-learning may change as a result of unanticipated crises like COVID-19. Through the use of online surveys, data were gathered. The research hypotheses were validated with partial least squares method and structural equation modelling on a total of 513 valid replies. The findings showed that continuing intention was substantially explained by the entire research design. After the COVID-19 pandemic, specific recommendations are made regarding how higher education institutions may support online learning strategies.

The Role of Machine Learning in E-Learning Using the Web and AI-Enabled Mobile Applications

For over two decades, e-learning has been recognized as a flexible and faster method compared to the other established methods, especially in enhancing knowledge. Concurrently, the expansion of information technology applications, such as mobile applications and Artificial Intelligence (AI), has provided well-grounded foundations for e-learning to be more reachable. In particular, education can be seen as the most beneficial sector of advancements in e-learning. Machine learning is considered a form of personalized learning that could be used to give each student a specific personal experience through which students are directed to gain their own experience. Web and AI-enabled mobile applications can be recognized as one of the most broadly used platforms for e-learning where machine learning technology can be applied to measure many influences and predictions regarding the quality of e-learning, but we cannot ignore the complexities of use. This study shows the role of machine learning in the user’s ability to make use of the course and its contents to measure ease and clarity. Based on a former study shown previously, this paper attempts to pinpoint realities and complexities associated with web and AI-enabled mobile applications by evaluating user preferences. This paper forms the second phase using two user groups (21–30 years) where data were attained using a survey questionnaire to investigate the user preferences when using an application for e-learning. The analysis shows that the future of e-learning has greater potential in web-based applications, as they have more scope for development and improvements compared to mobile applications. The paper concludes with a conceptual framework that works as a machine that stimulates different information and uses e-learning applications that support artificial intelligence techniques. This research provides a solid underpinning for further research into the future of AI-enabled e-learning education and its implication with respect to cost, quality, and usability.

Web 3.0 and its Reflections on the Future of E-Learning

Abstract: There is a large number of diversity in Web 3.0 technologies accessible for incorporation in the educational environment, but recognize how to use these and can be fascinating to the instructor. Web 3.0 is also known as technologically advanced medium which enables the user to Read/Write/Execute and also enables the machines to carry out some of the thinking so that it can be accessible for the human beings. The acceptance of Web 3.0 technologies is quite easy and it contains more than the Internet and basic word processing techniques. An analysis on Web 3.0 applications, which are easy to use, reasonable, and require minimum technology skills. Web 3.0 items that can be easily executed by learners or by the instructors include podcasting, weblogs, etc. Web 3.0, always uses the Internet as its transfer technique which can be an effective method of making a dynamic learning and teaching experience. Keywords: Web 3.0 technologies, Semantic Web, e-Learning, educational environment.

Perception of dental students towards the online method of dental education during the COVID-19 pandemic

BackgroundThe COVID-19 pandemic has changed the education system drastically. The shift from traditional learning to online mode during the quarantine period affected dental education substantially. The present study aimed to determine the impact of online learning on dental education and the potential challenges being faced by the dental students. MethodsAn online survey-based questionnaire was distributed to 103 BDS students and feedback was recorded. ResultsThe study yielded a response rate of 57% comprising of female(56%)and male(44%) respondents. The participants were categorized into two groups with age brackets of 22 years& above. Majority of the female students (86.2%) were more inclined towards offline learning than male students (57.8%) (p = 0.001). More predilection for offline mode was observed in 83% of the students (>22 years of age) than 66.1%students (<22 years) (p = 0.05).BDS 1st (59.6%),2nd (74.1%) 3rd (93.8%)& 4th year (100%) students preferred offline mode for exams (p = 0.005). Most of the students (77.7%) including male (86.7%) and female (70.6%) (p = 0.05) strongly disagreed to continue E-learning in future. The students (<22 years) (98.2%) were more accessible to the internet than students (>22 years) (93.2%) (p = 0.02). The students (>22 years) found more difficulty in using different online platforms (87.2%) than students (<22 years) i.e., 69.6% (p = 0.03).BDS 3rd and 4th year (100%) appeared for the exams in greater numbers than BDS 1st year (76.6%) and 2nd year (92.6%) (p = 0.02). ConclusionOnline learning had a detrimental impact on dental education. The students agreed that online mode cannot substitute conventional face-to-face learning.

Education in the pandemic economy: attitudes towards distance learning as a drive of university students’ decision making

PurposeOver the past year, the widespread pandemic has changed people’s lifestyles around the world. Educational services providers had to adapt to this new reality. Therefore, distance learning has been widely used by universities all over the world, even though some institutions were not prepared for this sudden change to their service provision. As such distance learning methods, while they are not new in the academic community, were massively introduced and redesigned to help students’ attend lectures and acquire new knowledge. The introduction of new technologies has further helped students’ and teaching staff speed up the process and improve methods of teaching and learning, including access to educational material, virtual classes and live meetings. The aim of this paper is to tap on the new form of higher education provision in the pandemic economy; more specifically, the authors aim to assess the impact of this change on university students’ and investigate the effect of attitudes towards distance learning as a drive of university students’ decision-making.Design/methodology/approachDistance learning has been widely used by Greek universities, even though some institutions were not prepared for this sudden change to their teaching methods. To assess the impact of this change on university students, research was conducted on 1,550 students’ at Democritus University of Thrace, Greece, and a two-step cluster analysis was conducted to reveal three equally sized clusters, namely, technology mature, technology conservatives and sceptics of e-learning.FindingsThe results reveal that although students’ found distance learning implementation the satisfactory, most of them are sceptical about the future of distance learning methods. Their main objections focus on the way distance learning is practiced. They also shared their objections regarding the future of e-learning and online exams.Originality/valueThis study is based on the extant pros and cons of distance learning and provides new knowledge on students’ attitudes towards distance learning. This where the manuscript offers value, as to the best of the authors’ knowledge, this is the first study in the post COVID-19 era that offers new empirical data relating to attitudes towards online services provision in the higher education sector.

E-Learning, Moving From The Past To The Future

With efficient and useful access, the notion of e-learning presents the newest teaching methods. Starting from the past of the notion of teaching and looking towards the future of e-learning, we will observe attributes that are available from the teacher and the student. Today’s new technologies are the result of the evolution of learning methods, pedagogy, and people who are involved and eager to develop. The field of education is a sensitive point and within organizations, the need for learning, and continuous improvement, shows the fact that IT resources are used permanently. The use of the computer system in terms of the e-learning part offers sustainability, accessibility from any place, mobility, transparency, and professional learning. The pandemic period has put both the education system and public institutions in Romania in difficulty, many people have switched from the face-to-face working mode to the online environment with different connection platforms, something that has put this technology in the first place.

Cognitive IoT-Based e-Learning System: Enabling Context-Aware Remote Schooling during the Pandemic.

The 2019–2020 coronavirus pandemic had far-reaching consequences beyond the spread of the disease and efforts to cure it. Today, it is obvious that the pandemic devastated key sectors ranging from health to economy, culture, and education. As far as education is concerned, one direct result of the spread of the pandemic was the resort to suspending traditional in-person classroom courses and relying on remote learning and homeschooling instead, by exploiting e-learning technologies, but many challenges are faced by these technologies. Most of these challenges are centered around the efficiency of these delivery methods, interactivity, and knowledge testing. These issues raise the need to develop an advanced smart educational system that assists home-schooled students, provides teachers with a range of smart new tools, and enable a dynamic and interactive e-learning experience. Technologies like the Internet of things (IoT) and artificial intelligence (AI), including cognitive models and context-awareness, can be a driving force in the future of e-learning, opening many opportunities to overcome the limitation of the existing remote learning systems and provide an efficient reliable augmented learning experience. Furthermore, virtual reality (VR) and augmented reality (AR), introduced in education as a way for asynchronous learning, can be a second driving force of future synchronous learning. The teacher and students can see each other in a virtual class even if they are geographically spread in a city, a country, or the globe. The main goal of this work is to design and provide a model supporting intelligent teaching assisting and engaging e-learning activity. This paper presents a new model, ViRICTA, an intelligent system, proposing an end-to-end solution with a stack technology integrating the Internet of things and artificial intelligence. The designed system aims to enable a valuable learning experience, providing an efficient, interactive, and proactive context-aware learning smart services.

Blending Academic and Professional Learning in a University Course for Future E-learning Specialists: The Perspective of Company Tutors

Blended learning usually refers to the combination of online/offline instructional methods. In this paper, we describe a university course in “E-learning Psychology” designed to blend not only modes of teaching, tools, and media, but also learning contexts; specifically, academic and professional contexts. To achieve an effective blend of learning contexts, students were monitored by academic and company tutors through an instant messaging app (WhatsApp). The unique contribution of the company tutor to the blending of academic and professional contexts is explored. By qualitatively analyzing (i) process data (four WhatsApp log chats) and (ii) self-report data (interviews with six company tutors), we found that the company tutor contributed to both the traditional blended dimension (mixing online and offline) and to the blend of the academic and professional contexts. When company tutors participated in the chat, students moved from an organizational dynamic, featuring chats monitored by only the academic tutor, toward a more collaborative and reflective dynamic. The company tutors considered the opportunity to blend academic and professional contexts as the best aspect of the course for both themselves as educators/company representatives, and for the students. This paper offers insights into the ongoing discussion about what blended is—or should be—and the role of company tutors in blending educational contexts.

Conference on the Future of e-Learning in Saudi Arabia in light of the Kingdom's Vision 2030 'Training Instructors to Apply the Quality Standards of Programs and E-Learning Courses'

Instructors play an important role in developing skills to enhance individual performance in educational sectors. The instructors actively participate in providing knowledge to heighten learning environment in institutions. They monitor the effective growth of the students and take part in creating lesson plans. They facilitate the development of learning programs in the classroom and allows effective communication. Online instructors in case of e-learning utilize several innovative electronic media to enable the effective collaboration of classrooms in teaching domains. E-learning courses thus facilitate the learning opportunities for students across the global arena. The flexible nature of online courses helps students in gaining the benefits of web-based learning. Web-based sites provide an extensive source of learning programs that heightens the knowledge area of the students. Proper instructions from the e-learning courses help the students all over the world in gaining access to information worldwide. Several audio and video measures aid the students to interact with the instructors and even clear out the doubts. E-learning even promotes independent learning processes where the students can acquire knowledge 24*7 through the online platform. This research study has focused on the role of e-learning in the educational sectors that helps in retaining the quality stands of the learning students. According to Frydenberg, 9 standards help in the retention of e-learning mechanism in the educational system. Out of the nine, the study has focussed on the 3 categories that include instructional design and course development, instruction and instructors, delivery. Thus a research study has been conducted that will provide immense knowledge concerning the effective role of instructors and e-learning in the knowledge processes. A literature review has been drafted based on the study of the relevant discussions of the scholars. Further, the methodology has been discussed that has assisted in obtaining information on the detailed structure. In addition, a brief overview of the data analysis has been provided in this study.

Future of e-Learning in Medical Education—Perception, Readiness, and Challenges in a Developing Country

Background: Medical institutes in India and globally were widely affected by the COVID-19 pandemic, and there was an almost immediate need to adapt modules for delivery on e-learning platforms. This study was undertaken to gauge the future and usefulness of e-learning in medical education by analyzing the perception, attitude, and readiness of healthcare learners during the ongoing pandemic.Methodology: A quantitative survey was conducted among the healthcare community, during lockdown i.e., over a period of five weeks from 8th May to June 13, 2020. A survey questionnaire was developed to understand the demographic details, knowledge, infrastructure access, and attitude of the healthcare professionals. It was circulated through snow-balling technique with one hundred healthcare and allied professionals (linked with Project ILBS-ECHO) as the initial seeds. Each person was asked to then circulate the survey to 20 or more of their contacts and so on for the proposed duration of the study. Identifying information was anonymized before and ethical approval was obtained prior to initiating the survey.Results: A total of 3,004 healthcare professionals voluntarily participated in the survey. The respondents were mostly young adults, with 61% of participants being &amp;lt;30 years of age. About 65.41% used e-learning platforms for obtaining knowledge and skills during the pandemic, despite 71.1% of the respondent reporting cyber security concerns. Significant advantages of e-learning mentioned by participants was reduction in travel time and assistance in maintaining social distancing (68.21%) without compromising learning.Conclusion: With learners consistently jumping on to the bandwagon, the trend can be anticipated to continue post pandemic. For this reason, the study tried to highlight the awareness, perceptions, and potential challenges faced by Indian healthcare and allied professionals regarding e-learning as a method of education.

ELearning in Physical Therapy: Lessons Learned From Transitioning a Professional Education Program to Full eLearning During the COVID-19 Pandemic.

ObjectiveThe objectives of this cross-sectional qualitative study were to explore the perspectives of students enrolled in one physical therapist undergraduate education program in Australia about their experience with transitioning to full eLearning and student recommendations to improve the learning experience during the COVID-19 pandemic.MethodsSeven focus groups with 28 undergraduate physical therapist students were conducted following the transitioning to full eLearning as a result of strict physical distancing measures. Focus group questions explored the students’ experiences of the transition from face-to-face to full eLearning approach and the students’ recommendations for improving future eLearning experiences. Data were analyzed using inductive thematic analysis.ResultsThe 3 themes identified were: (1) students presenting heightened negative feelings such as anxiety, stress, and reduced motivation to study; (2) students continuing to value the face-to-face learning, as it provided social support and facilitated feedback from peers and tutors; (3) student recommendations for eLearning included having online lectures and supplementary videos but face-to-face practical classes and developing healthy learning habits such as scheduled times for studying, exercise, and other activities that regulate stress.ConclusionsThe transition to a full eLearning approach in an undergraduate physical therapist education program during the COVID-19 pandemic revealed that students had heightened negative emotions due to the pandemic. Students valued face-to-face practical classes to learn and receive social support from peers and tutors. Student recommendations to future eLearning suggested changes to curriculum development geared toward a greater blended approach to learning. Blended learning may include using online lectures instead of face-to-face lectures and online resources to supplement student learning of practical skills.ImpactAs higher education moves toward a more blended approach, lessons learned from this study can help educators design future physical therapist education programs. The findings can also assist programs in delivering a full eLearning approach as the COVID-19 pandemic continues.

Perception & acceptance of e-learning among dental students during the covid pandemic in telangana state: A cross-sectional study

Background: The pandemic has certainly changed the method of teaching. It has brought far-reaching changes in all aspects of our lives. The present study aims to evaluate the perception & acceptance of e-learning among dental students in Telangana state. Methods: The present cross-sectional study is based on a questionnaire that was designed and delivered to dental students in their clinical year third year( final year dental undergraduate students and internship students). The estimated sample size (n = 681) is derived from the Raosoft sample size calculator for this study. The students responded to each statement by using 4 points Likert scale. Results: When asked to rate their online learning experience (in comparison to traditional classes) out of 5, 41.6% rated it a 3/5. Even though 44.2% of students said they found online learning user-friendly, most students (50.4%) opted for traditional learning. Conclusion: Although online teaching was a hopeful & fast expanding endeavour in the pandemic situation, it is a relatively new concept of the hour that may take time for both the students and the teaching staff to adapt themselves. Addressing challenges in near future e-learning should be considered a part of the curriculum to improve the technological knowledge for both students and teachers.

Blending Academic and Professional Learning in a University Course for Future E-learning Specialists: The Perspective of Company Tutors

Blending Academic and Professional Learning in a University Course for Future E-learning Specialists: The Perspective of Company Tutors

Undergraduate medical education amid COVID-19: a qualitative analysis of enablers and barriers to acquiring competencies in distant learning using focus groups

ABSTRACT Due to comprehensive social distancing measures related to the COVID-19 pandemic, medical faculties worldwide have made a virtue of necessity in resorting to online teaching. Medical faculties grapple with how to convey clinical competencies to students in this context. There is a need for research not only to map but also to explain the effect of these secondary measures on students’ learning and mental wellbeing. During a period of ongoing comprehensive social distancing measures in Germany, we translated a competency-based curriculum including obstetrics, paediatrics, and human genetics to an e-learning course based on online patient and teacher encounters. In our qualitative study on students’ and teachers’ views, we identify potential enablers and drivers as well as barriers and challenges to undergraduate medical education under lockdown. In summer 2020, we conducted six focus group interviews to investigate medical students’ and teachers’ perspectives, experiences and attitudes. All focus groups were videotaped, transcribed verbatim and coded. To guide our deductive and inductive analysis, we applied the theoretical framework of Regmi and Jones. Content analysis was performed in a multi-perspective group. We identified five major themes contributing to a successful use of clinical competency-based e-learning under lockdown: Communication (with teachers, students, and patients), Mental wellbeing, Structure and self-organization, Technical issues, and Learning and commitment. We discuss enablers and potential barriers within all themes and their overlap and link them in an explanatory model. In our setting, students and teachers find e-learning holds strong potential and especially in times of COVID-19 it is greatly appreciated. We broaden the understanding of the impact of distant learning on acquiring competencies, on attitudes, and on mental wellbeing. Our model may serve for a thoughtful, necessary transition to future e-learning and hybrid programs for a competency-based medical education with ongoing social distancing measures.