Implementation Of E-learning Research Articles

The Influence of Problem Characteristics, Regulatory and Non-Regulatory Supporting Capabilities on The Process of Implementing E-Learning Online Learning Policies at Nusa Cendana University

This research aims to analyze the influence of problem characteristic factors, regulatory and non-regulatory carrying capacity on the implementation process of e-learning based online learning policies at Nusa Cendana University. This type of research uses a positivism paradigm with a quantitative approach, where to obtain the truth of the data, direct interviews are conducted with the object under study. The sample used in this research was 467 people who were lecturers and students at Nusa Cendana University. Research data was analyzed using descriptive statistical tests and PLS-SEM inferential statistics. The results obtained show that descriptively the four variables received a good category response with indicators of problem characteristic factors reaching 73.28%, regulatory carrying capacity of 78.27%, non-regulatory carrying capacity of 77.11% and the e-learning implementation process of 75.05%. Hypothesis testing shows that the problem characteristic factor has a significant positive influence (p<0.05) directly at 18.4% and through non-regulatory carrying capacity at 48.3% but through regulatory carrying capacity at only 5.3% it does not have a significant influence (p>0.05) towards the process of implementing e-learning based online learning policies at Nusa Cendana University. The results of the determinant test show that the problem characteristic factors have a significant moderate/moderate influence (p<0.05) through regulatory carrying capacity of 50.2% and through non-regulatory carrying capacity of 53.0% but together/simultaneously they give a strong influence of 75.3% while 24.7% was influenced by other factors outside this research.

Yemen’deki Özel Ortaokullarda E-Öğrenme Sistemlerinin Uygulanmasında Karşılaşılan Zorlukların Belirlenmesi

Education is one of the most important components of societies and one of the most important reasons for the Renaissance and development of nations. Countries, especially developed countries, strive to improve and develop their educational environments and introduce technology and modern tools into their educational systems. In contrast, the emergence of the COVID-19 pandemic has had a major impact on the education system around the world. Therefore, many countries have resorted to distance learning to mitigate the impact of the epidemic outbreak and avoid the suspension of the educational process. In developing and less developed countries such as Yemen, the e-learning process faces many obstacles. Yemen was among the countries where formal education was suspended due to the pandemic and there was no effective alternative to full continuity of education. Schools in Yemen face some challenges in terms of implementing electronic learning (e-learning), but private schools have some elements for implementing e-learning. 
 This study aims to identify the challenges facing the implementation of e-learning in Yemeni private schools. A qualitative research method was used to achieve the objective of this study. The working group of the study was 28 volunteer participants (9 managers and 19 teachers) in 13 private secondary schools in Mukalla city in Yemen. The semi-structured interview form which consists of 33 open-ended questions was used as a data collection tool within the scope of the research. The data obtained after the interviews were analyzed using descriptive and content analysis techniques. It was noted that the private secondary schools in Yemen face individual, content, curriculum, and technical challenges in front of implementing learning systems. As a result of the study, the problems encountered and proposed solutions were identified, as well as suggestions for researchers for future studies.

Teachers’ Attitude Towards and Experiences with e-learning Tools at Two Universities in Different Phases of e-learning Implementation

The current paper focusses on the teachers’ attitude towards and experiences with e-learning tools at two universities in different phases of e-learning implementation. The study population comprises teachers at university level and a simple random sampling method was used. A total of 45 teachers in bachelor programmes from the Faculty of Agriculture of Kabul University (KU) in Afghanistan filled out the survey. For this study, secondary data on Wageningen University and Research (WUR) in the Netherlands was also used from a survey which was recently conducted by Banihashem et al., (2023) in which 307 teachers participated. Data were analysed through descriptive statistics and the two settings were compared in general terms. The results showed that the majority of the respondents at KU and WUR had a favourable attitude towards e-learning tools and that this attitude is an important enabling or disabling factor in the adoption of technology. The findings also indicated respondents’ access and facilities, e.g., at KU for interaction with students mainly among teachers HELMS during COVID-19 and for assessment, individual assignments and quizzes were used. Meanwhile, at WUR and mainly among teachers, for interactive purposes Brightspace assignments (and, for assessment, group assignments), Brightspace grades, individual assignments and rubrics were used. Consequently, this research paper will add to the existing knowledge in this area, potentially having a positive influence on the educational sector, because doing so could help the educational system to improve and to better consider the aspects which influence the attitude of teachers that leads to applying a technology. In addition, we recommend more e-learning research studies in Afghanistan in order to find a solution for educating women in Afghanistan.

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

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

ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE

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

Tangible Resources and Effective E-Learning Implementation in Selected Ugandan Public Universities

This study assessed the influence of tangibles resources on the effective implementation of e-learning during and beyond the COVID-19 pandemic era in public universities in Uganda. The concept of tangible resources was based on Resource Based View Theory. Universities' tangible resources for e-learning were operationalized in terms of ICT teaching facilities, access to ICT facilities, e-library resources, and university ICT implementation policies. Using a cross-sectional survey design, data were collected from a sample of 312 academic staff using a questionnaire survey. Data were analysed using descriptive statistics and structural equation modeling (SEM). The findings revealed that access to ICT facilities and university ICT policy positively and significantly predicted e-learning implementation. However, ICT teaching facilities and libraries e-resources positively but insignificantly predicted e-learning implementation. The conclusions of the study were to the effect that access to ICT facilities and universities' ICT policies are imperative for the implementation of e-learning. Nevertheless, ICT teaching facilities and libraries' e-resources do not necessarily lead to the effective implementation of e-learning. The study recommended that university managers should make effort to ensure that ICT facilities are accessible to lecturers and students, and develop policies guiding the implementation of e-learning. University managers should also make university ICT resources and library e-resources more accessible to lecturers and students.

Implications of the digital divide: A systematic review of its impact in the educational field

Previous research has shown the consolidation of the digital divide as an object of study over the last two decades. The pandemic caused by COVID-19 has multiplied the consequences of digital exclusion, as well as the number of studies examining its effects in the educational field. Based on this current educational reality, we approach a proposal that examines in depth the existing literature on the digital divide in the educational context by using the systematic review as a research methodology. We present an analysis of relevant studies published in the last three years with the aim of answering the following questions: How did the digital divide affected e-learning and ICT implementation during the pandemic? ; what methods were used to assess it? ; and what are the proposals to counteract its presence?. The results obtained in our study confirm the use of systematic reviewing which synthesize and accumulate the results of different primary studies. These results also serve to identify research gaps that point, in our case, towards future lines of work on the causes, persistence and interventions to mitigate the expansion of the digital divide in today's educational landscape.

Implementasi Dan Pemanfaatan Blended Learning Bagi Mahasiswa STMIK Pranata Indonesia

Abstract
 Entering the beginning of 2020 the world community was shocked by the corona virus outbreak (Covid19), the rapid spread and infected patients who were suspected of being able to spread through physical contact also through the air and could cause death caused the World Health Organization (WHO) to declare the world into a global emergency related this virus corona virus outbreak has had an impact on the education sector. Almost all students or students around the world are disrupted in their school activities or lectures and result in the threat of their educational rights in the future. By utilizing online technology it is hoped that all work can continue to be carried out to support work or the learning and teaching process. Implementation and Utilization of E-Learning where students and lecturers can communicate or interact easily from long distances and different places Moodle is one of the applications of the concepts and mechanisms of teaching and learning that utilize information technology, known as electronic learning concepts or e- learning.
 Kata Kunci : E-Learning, Covid19, Moodle, LMS, Implementasi, Pasca Covid.

An Assessment of the Effectiveness of E-learning during Post Covid-19 at Kwame Nkrumah University in Zambia

The Covid-19 pandemic has led to a significant shift in the way education is delivered, with a significant increase in the adoption of e-learning across the world and Zambia in particular. This study aims to examine the adoption and effectiveness of e-learning at Kwame Nkrumah University during the post- Covid-19 period. The study utilized a qualitative approach, questionnaires and document analysis methodology to collect data. This chapter was guided by the Innovation Diffusion Theory (Rogers, 2003). Data analysis was done thematically, descriptively and analytically. The findings of the study indicate that while e-learning has been widely adopted in higher learning institutions in Zambia and Kwame Nkrumah University in particular, there are significant challenges that hinder its effectiveness during the post-Covid-19 era. The findings show the following challenges of e-learning; the lack of adequate infrastructure, limited access to the internet, limited access to e-learning facilities, high cost of running the internet, inadequate technical skills among educators and students, the negative attitude among students and educators, and lack of consistency of e-learning programme. The study recommends that Kwame Nkrumah University should invest in improving its infrastructure and providing adequate training to educators and students to ensure the effective adoption and implementation of e-learning. Therefore, the findings of this study have implications for policymakers and educators seeking to improve the quality of education delivery in the Post Covid-19 era in Zambia.

Implementing Augmented Reality in Inclusive Education: Experiments and Potential

Technological developments often support the development of learning methods, where currently the implementation of e-learning is quite common. Do not miss inclusive school Students can be helped in their education through the use of this technology, namely the use of Augmented Reality. This study aims to look at the implementation and potential that can be provided by the presence of Augmented Reality for inclusive education. This research was conducted using a descriptive qualitative approach. The data used in this study were obtained from the library study method. The results of this study then found that Augmented Reality cannot be implemented in general as a learning medium in schools like other e-learning media. However, the use of Augmented Reality can help educators to provide knowledge for students. In the case of inclusive education, generally, the presence of Augmented Reality has a positive impact and is liked by students. This shows that the existence of Augmented Reality can be useful as a learning medium for inclusive education.

Implementasi E-Learning Dalam Meningkatkan Minat Belajar Siswa Di SMA Swasta Santu Xaverius Gunungsitoli

The focus of the research departs from the researcher's concern over the reality of a learning system that is still too teacher-centred. The main problem raised is the low interest of students in learning. The purpose of this research is to explore the extent to which the implementation of e-learning is able to increase students' interest in learning. The research method used is qualitative research. This research was conducted at SMA Swasta Santu Xaverius Gunungsitoli. The research informants were seventeen people as a representation of educational actors in SMA Swasta Santu Xaverius Gunungsitoli. The selection of locations and research subjects was done by purposive sampling. Data analysis used the Miles and Huberman model. The analysis was conducted through three processes, namely: data reduction, data display, and data verification. Based on the research that has been carried out, the research results illustrate that teachers and students have collaborated the e-learning learning system with face-to-face or conventional learning. Through e-learning, teachers and students utilise the internet network to share learning materials, send assignments, and search for additional knowledge through applications or websites. The implementation of e-learning in SMA Swasta Santu Xaverius Gunungsitoli has a positive impact on learning activities. This is evidenced by the increase in students' interest in learning. Suggestion

Influence of Infrastructure on Implementation of E-Learning in Technical Vocational Education and Training Institutions in Uasin Gishu County, Kenya

Worldwide e-learning has emerged as a leading channel of learning but its implementation in Kenya has not been successful. Studies have noted infrastructural challenges in implementation of e-learning, an aspect the present study sought to address. The study determined infrastructural factors that influence implementation of e-learning in TVET institutions in Uasin Gishu County. The study established the extent to which the following factors affect the effective implementation: the availability of good bandwidth; quick response time in uploading and retrieving content; fast processors; high performance features on the servers; accessibility of learning management system and the availability of electronic learning equipment. The study was guided by Roger’s theory of Diffusion of innovation and adopted an explanatory research design with a target population of 94 electrical and electronic engineering trainers and 6 HoDs of electrical and electronic engineering departments from public TVET institutions from Uasin Gishu County. Data was collected by use of questionnaire, observation and interview schedule. The piloting of the tools was done in Kitale National Polytechnic to test for reliability and validity. Quantitative data was analyzed by use of both inferential and descriptive statistics using SPSS version 25 while qualitative data using themes and sub-themes. The inferential statistics used included: simple and multiple regression, Pearson’s correlation and Analysis of Variance (ANOVA) while descriptive statistics included mean, standard deviation and frequencies. From the findings, the coefficient of determination (R square) of .449 indicated that the model explained only 44.9% of the variation or change in implementation of e-learning. The study findings indicate that infrastructure (t =2.589, P<.05), significantly influence the implementation of e-learning in TVET institutions in Uasin Gishu County and it is therefore important for TVET institutions to consider strengthening the infrastructure requirements for e-learning.

Analysis of e-learning readiness level implementation in islamic senior high school south jakarta, indonesia: Review in biological learning

The utilization of E-Learning as one of the innovations in learning provides a richer and more flexible digital learning experience, where learning can be done anytime and anywhere without being limited by space or time. Its use requires good physical and mental readiness so that e-learning can run optimally. This study aims to determine the level of readiness for the implementation of e-learning in Islamic Senior High School South Jakarta, Indonesia. A survey method was used in this study, survey data were collected through a questionnaire adapted from the Aydin & Tasci ELR model which uses four factors of readiness namely human, self-development, technology, and innovation. The four factors are constructed from resources, skills, and attitudes. The sample in this research is Islamic Senior High School in South Jakarta, Indonesia. The results showed that Islamic Senior High School in South Jakarta was categorized as ready and could be continued in implementing e-learning (Mtotal=4.24 > 4.21). There are two factors that are categorized as ready and can be continued, namely technology and innovation factors, the other two factors, namely human beings and self-development are categorized as ready but need a little improvement. The resource aspect is the main focus in human factors, self-development, and innovation that requires a little improvement. These factors can be the focus of attention. They can be used as a reference for Islamic Senior High School A in South Jakarta in making improvements and improvements in the implementation and utilization of e-learning.

Implementasi Pembelajaran E-Learning Sebagai Transformasi Pendidikan di Era Digital

The purpose of this study is to find out the Implementation of E-Learning as an Educational Transformation in the Digital Age. The method used is a qualitative method with a descriptive approach. The results of this study show that E-Learning as an educational transformation in the digital era has an important role in improving student learning outcomes. The implementation of E-Learning learning as an educational transformation in the digital era includes the use of various learning models, in the form of Distance learning, Hybrid learning, Blended learning, and Transformation theory. The implementation of e-learning brings several benefits, including wider access to education, cost savings and the ability to tailor learning to individual needs. But there are also various challenges such as limited internet access, technological readiness and reduced social interaction.

E-Learning Readiness in Higher Education Institutions in Nigeria during COVID-19 Pandemic

Purpose: The emergence of coronavirus disease 2019 (COVID-19) pandemic necessitated the closure of schools and higher institutions worldwide. Most schools resorted to online learning without considering its attendant effects. Most institutions in the developing countries that were stocked with traditional face-to-face learning method migrated to online learning unprepared. The study, therefore, evaluates lecturers’ readiness for e-learning in higher education institutions in Nigeria amid COVID-19 pandemic.
 Design/Methodology/Approach: To achieve this, a structured questionnaire was administered to 324 lecturers in selected federal, state, and private universities in Nigeria. The study adopts a quantitative research method. The quantitative data was analyzed using descriptive statistics.
 Findings: Findings reveal that Nigerian universities were not ready for e-learning prior to COVID-19 pandemic as the needed critical components to take-off e-learning were not available. Study indicates that resource utilization, resource availability, and e-learning facilitations are the critical factors that affected e-learning readiness in Nigeria universities amid COVID-19. Other challenges include internet unreliability, unavailability of e-learning pedagogy, and lack of prerequisite skills for the instructors and the learners.
 Research Limitations/Implications: A major limitation of the study is the failure to evaluate the challenges of e-learning readiness from the students’ perspective. This limitation creates opportunities for further research into the subject matter. Despite this limitation, the findings from the study have potential implications for university management stakeholders, education policy maker, and e-learning implementation in Nigeria HEIs.
 Originality/Value: Given the fact that e-learning is still a new method of teaching in HEIs in Nigeria, switching to this method of teaching unprepared poses a major challenge for both the learners and instructors. Therefore, it is crucial to evaluate facilitators and beneficiaries’ readiness to embark on this new method of learning.

E-Learning: Metode Pembelajaran Masa Depan yang Efektif dan Efisien

Currently E-learning emerges as a new paradigm in the field of modern education and many studies have shown empirical evidence that it can effectively improve employee competency and performance. This study aims to identify and analyze the latest studies related to the implementation of E-learning from 2018 to 2023 to explore and see how far the phenomenon of the development of the E-learning method is when viewed from three timeframes, namely during the period before the Covid-19 pandemic, namely 2018 -2019, then during the Covid-19 pandemic, namely 2020-2022 and during the period after the Covid-19 pandemic in 2023 using the Systematic Literature Review (SLR) method with the help of Publish or Perish, Mendeley, Zotero, and Microsoft Excel tools. The results showed that of the 61 articles selected based on article searches in 2018-2019 (before the covid19 pandemic), 2020-2022 (during the covid19 pandemic), in April 2023 (after the covid19 pandemic), so that 9 articles were obtained that met quality assessment. Utilization of E-learning as a means of training and learning can improve employee competency. With the implementation of E-learning, employees can implement the skills or abilities that have been acquired which make employees more capable in responding to job demands. The e-learning process as a medium for employee training and development is able to provide a comprehensive learning experience for employees. E-learning is used as an alternative or a solution to face-to-face training to increase employee competence.

Analysis of E-Learning System Use Using Combined TAM and ECT Factors

The use of e-learning systems has become widespread in higher education institutions in Oman. However, understanding of factors that influence student acceptance and usage of these systems is lacking. This study combined the factors of the Technology Acceptance Model (TAM) and Expectation–Confirmation Theory (ECT) to examine the acceptance and use of e-learning systems by students in Omani HEIs. A survey was conducted with 220 students from Al-Buraimi University College in Oman to collect data on perceived usefulness, perceived ease of use, behavioral intention, and e-learning system use. A model was created by merging eight interactions between TAM, ECT, and seven variables. The results showed that perceived usefulness and ease of use were significant predictors of students’ intention to use e-learning systems, and behavioral intention had a direct effect on the actual use of e-learning systems. These findings provide valuable insights for e-learning system designers, developers, and educators in Oman and similar contexts to design and implement e-learning systems that meet student needs and expectations.

Drivers of Primary School Students’ Achievement in Indonesia During Pandemic

<p style="text-align:justify">Political context, community participation, principals’ supports, and the implementation of e-learning, refer to the orientation of efforts in overcoming the pandemic pressures, where these factors must ensure that all school programs can run effectively and efficiently. This study aims to identify the relationship between political context, community participation, principals’ supports, implementation of online learning and student achievement. Respondent in this research was the principal and elementary school teacher in East Java, Indonesia, 300 teachers and principals were respondents in this research. The Structural Equation Modeling method with the help of AMOS 24.0, is used in this study, while, mediation hypothesis testing is done with the Sobel Test. Based on the results of political context can significantly improve the achievement of students through community participation, principals’ support and implementation of e-learning. Research contributions show that with an ideal political context, high community participation, adequate principal support, and implementation of quality e-learning can improve the achievement of students even in crisis conditions in this case under the pandemic pressures.</p>

Learn from anywhere, anytime: Factors Influencing the adoption of E-learning System in Malaysian private university

E-learning utilization and implementation between many users is a significant challenge for many universities in both developed and developing nations. This study aims to examine the indirect effect of E-learning System Quality on the E-learning system adoption, through trust and self-efficacy. The data were collected via self- administered questionnaires, yielding 129 usable responses from the students of Manipal International University in Nilai, Malaysia. This study revealed that e-learning system quality has a positive effect in building the students’ trust and self-efficacy. The positive effect of trust and self-efficacy on e-learning system adoption were also confirmed. In addition, this study found the mediation effect of trust and self-efficacy in the relationship of the e-learning system quality and e-learning system adoption. The findings from this study are expected to benefit both practitioners, the tertiary education industry, specifically universities and colleges that interested to explore e-learning system and researchers that specialize in education study.

Advancing, empowering, and reshaping Saudi society through integrating e-learning technology into higher education

This research endeavors to propel, empower, and transform Saudi society through the strategic integration of technology-led e-learning within the higher educational institutions of the Kingdom. With the imminent future of learning heavily reliant on technology, the potential for ubiquitous and on-demand knowledge acquisition is set to revolutionize education in the upcoming decades. Our findings underscore the profound influence of technology-led learning on higher education in Saudi Arabia, establishing its pivotal role in driving societal progress. Central to our investigation is an in-depth exploration of diverse e-learning technologies and their profound implications on advancement and empowerment, ultimately instigating a substantial metamorphosis in the fabric of Saudi society. By affording individuals access to a tailored technology-led e-learning platform, the study envisages a profound restructuring of the populace, fostering a skilled and adaptive citizenry. A notable aspect of our research is the discernment of the government's instrumental role as a mediator in facilitating the adoption and implementation of technology-led e-learning, particularly in segments of society where access to these resources remains limited or absent. This mediation bears relevance in the context of the nation's vision for 2030 and forms a cornerstone of our contributions to inform the Ministry of Education and the Kingdom at large about the prospects of embracing a technology-led e-learning system. Moreover, our study delves into the scope and limitations surrounding the implementation of technology-led e-learning within higher education, effectively charting a course for societal transformation by invigorating the higher education system with innovative pedagogy. In conclusion, our research expands the horizons for Saudi learners and educational institutions alike, creating pathways for connectivity, talent acquisition, and representation on the global stage through the medium of advancing technology-led e-learning in higher education within the Kingdom.