Integration Of E-learning Research Articles

Managing distance e-learning knowledge in the digital age

ABSTRACT In parallel with the development of AI and IT, a variety of applications are being developed to solve various problems faced by people. One of these areas is called distance e-learning. Distance e-learning is a domain that interacts with many other domains. When distance e-learning is considered as a business process and its strategy is examined, it does suggest that the domains of ICT and knowledge management are of particular importance to it. This paper proposes a conceptual model for the integration of knowledge management, distance e-learning, ICT, and mighty AI. By using the proposed conceptual model, not only the challenges cited in the literature (facing e-learning) but also new ones that distance e-learning encounters can be successfully resolved. The development of the improved model is furthermore essential because of the fact that AI and ICT are constantly developing and they offer new solutions for all areas of life.

Digital Transformation and E-Learning Integration during the Post-Pandemic Era in the Algerian Higher Education Sector

Digital Transformation and E-Learning Integration during the Post-Pandemic Era in the Algerian Higher Education Sector

CONDITIONS FOR SUCCESSFUL INTEGRATION OF TRADITIONAL AND E-LEARNING IN LANGUAGE EDUCATION

E-learning is a valuable platform for providing a variety of teaching methods to different categories of students, which should be used together with traditional classes in addition to the curriculum. The successful integration of e-learning tools into language classes requires a certain level of digital competence for both teachers and students. Teaching is becoming more adaptable, priority is given to students, teachers can use technology to automate assessment and monitor progress. In order to identify the problems of language learning in the context of digitalization to ensure effective integration of traditional and e-learning, as well as to identify the points of interaction between traditional and e-learning, a questionnaire was conducted on the impact of digitalization on language learning. The digital transformation of education involves updating the methodological patterns of the organization of education. Using an online learning system does not mean that you need to abandon traditional learning. Traditional forms of education are radically lagging behind the modern perception of information. An increasing variety of Internet resources poses the task of conducting comprehensive research on the possibilities and features of using these learning tools in the educational process. Integration in foreign language education means a harmonious combination of effective teaching approaches that develop four skills based on the use of digital resources. The integration of the best methods of traditional and digital learning can significantly improve the effectiveness of language education. The introduction of digital resources into the educational process has given rise to many new types of educational work that were impossible with traditional methods. Keywords: language competencies, e-learning, digital educational resources, quality of language training, integration of education.

Fostering Mental-Wellbeing and Health Behavior through Online learning Measures and Cyber Resilience

Objective: Online learning tools and updated cyber-information can lead to improve overall health behavior and offer solutions for learners' mental well-being. A major role is played by digital technology in collaborating with innovative methods of learning to foster healthy behavior. This study attempted to examine how online learning techniques such as flipped learning and E-learning can help learners enhance cyber resilience and build a Metaverse, the online universe; and how this cyber resilience can further enhance students' health behaviors and mental-wellbeing. Method: A qualitative research design was adopted; data was collected through semi-structured interviews from a sample of 10 students, randomly identified from higher educational institutions in Turkey. Results: The content analysis of interview transcripts yielded the following results: that the metaverse integration of flipped learning and e-learning has proven to be a significant educational technique; that Cyber Resilience in digital settings plays a pivotal role in generating good learning experiences; that technological advancements in learning contexts express the interdependence of health behavior and mental health on technology; and that when e-learning and flipped learning incorporate with the metaverse, they demonstrate their potential for boosting health behavior and mental well-being. Findings: These findings will encourage policymakers and technology experts to emphasize the importance of creating secure digital environments, assisted by technology. Finally, this research sheds light on the complex interaction between education, technology, and well-being in the ever-changing metaverse context.

Oral Oncology: Two elective courses for advanced undergraduates - An Argentine teaching experience

The COVID-19 pandemic prompted significant adaptations in educational practices at Universidad Nacional de Córdoba, including the integration of e-learning and virtual education modalities. In response to an observed increase in advanced-stage oral cancer cases post-2020, we developed new educational strategies aimed at OC prevention and awareness. This study presents our experience with an innovative undergraduate program focusing on Oral Oncology and Oral Potentially Malignant Disorders. Two elective courses were integrated into the curriculum, featuring contributions from Oral Medicine and Pathology experts across several Latin American countries via virtual platforms. Each course provided comprehensive training, including clinical practice and telemedicine protocols for early lesion identification. A total of 107 students successfully completed the courses, highlighting the program's effectiveness in enhancing student engagement and competence in OC prevention. Recommendations from this initiative include reinforcing undergraduate curricula with OC-focused education and promoting international collaboration in higher education for comprehensive training. Future research should assess the long-term impact of such programs on early OC diagnosis and patient referral practices.

Iraqi EFL Students Perceptions towards the Integration of E-Learning into the Instructional Design

Iraqi EFL Students Perceptions towards the Integration of E-Learning into the Instructional Design

Тілдерді оқытудың қазіргі үлгісі: мазмұнды, тәсілдерді, ресурстарды интеграциялау

The digital transformation of education, first of all, involves updating the methodological patterns of organizing training. In this regard, the issue of using digital educational resources in educational activities has become the most pressing for teachers. The problems of finding new methods determine the goal of our research: to increase the quality of language teaching methods. We are at the stage of applying and improving new models of teaching systems based on the consistent, integrated use of digital technologies capable of harmonizing the conditions of the educational process with the individual characteristics of each student, as one of the effective means of optimizing the learning process. In order to develop a model of language teaching in the context of digitalization to ensure effective integration of traditional and e-learning, in the framework of determining the structural and content components of the above model, points of interaction between traditional and e-learning, a survey was conducted on the topic “The Impact of Digitalization on Language Learning.” Analysis of respondents' responses showed that educational digital content should have the following characteristics: accessibility, variety of tasks, the possibility of self-assessment, methodological expediency, and a clear interface. The integrative-modular approach comprises the consolidation of didactic units and its structuring in the form of interconnected and flexible modules, which make it possible to take into account individual characteristics and the level of training of students without reducing their independence.

The Impact of Integration of E-Learning in Science: Applying Technology in Biology Classes as a Model.

Background The most common teaching method in science is the lecture-based approach. E-learning is one of the advanced teaching methodologies that have gained attention in recent decades. It was hypothesized that the intervention of e-learning improved students' scores and satisfaction in biology classes. The purpose of this study was to determine if e-learning combined with traditional learning methods of lectures would improve unified students' scores and satisfaction in biology classes. Methodology The study design was a quasi-experimental approach. This study was conducted at the College of Science and Health Professions Jeddah, King Saud bin Abdulaziz University for Health Sciences, Jeddah,Kingdom of Saudi Arabia. The study subjects comprised first-year female students (pre-professional program) in two different classes. The total number of participants was 150 (75 students in each group). The systematic random sampling technique was used. Randomly, one class (experimental group) received e-learning in addition to traditional lectures, and the other group (control group) received traditional lecture. The "Biology for Health Sciences" course was selected for this purpose. Scientific pre-test and post-tests were performed, and a satisfaction questionnaire was filled in for both groups. Results We found that e-learning and traditional lecture improved students' scores (P<0.01). Learning progress in the e-learning group was significantly more than that in the control group (P<0.05). Lecture has been shown to increase learning gains by 33%, and the integration of e-learning increased learning gains by 62%. Analysis of questionnaire results showed improved student satisfaction with the course in the study group. Conclusion The integration of e-learning approach significantly improved the retention and students' scores and satisfactions. E-learning could be applied more in pre-professional year science courses. According to these advantages, the quality of science education can be improved with this approach.

Factors Influencing University Students’ Behavioral Intention and Use of eLearning in Kathmandu Valley

This study aims to investigate the factors influencing university students’ intention and behavior toward eLearning in Kathmandu Valley, Nepal. The research framework used in this study was the Unified Theory of Acceptance and Usage of Technology (UTAUT). The most common factors associated with UTAUT are social influence, facilitating conditions, habit, performance expectancy, effort expectancy, behavioral intention, and use behavior. Data were collected from 385 university students through a closed-ended questionnaire through social media platforms. The demographic information of respondents was summarized using SPSS version 25 software, while structural equation modeling was performed using SmartPls version 3 to identify the factors that influence behavioral intention and use behavior of eLearning. The data analyses revealed that performance expectancy, effort expectancy, facilitating conditions, social influence, and habit all significantly influence the behavioral intention of eLearning, with facilitating conditions being the most significant factor. Similarly, habit, facilitating conditions, and behavioral intention also significantly influence the use behavior of eLearning, with facilitating conditions as the most significant factor. It suggests that students are more likely to utilize eLearning tools when they have access to various technical devices and receive sufficient support from educational institutions. Therefore, universities should prioritize accessibility, feedback mechanisms, and seamless integration of eLearning into curricula. Peer support, technical assistance, and promotion of the benefits of eLearning are also essential for fostering engagement. By focusing on these aspects, eLearning adoption can be optimized, leading to improved academic performance and learning outcomes among university students in Kathmandu Valley.

Systematic literature review on the holistic integration of e-learning in universities: Policy, human, financial, and technical perspectives

This systematic literature review (SLR) explores the integration of e-learning in universities, emphasizing a comprehensive approach that intertwines various mainstream perspectives. Despite numerous studies on e-learning implementation evaluation, few have holistically considered financial, human, technical, and policy factors. This review used PRISMA guidelines and sources from Scopus, Google Scholar, ERIC, SAGE, and ProQuest. Of 26 analyzed studies, seven core themes emerged: Policy, financial, technical, human, institutional factors, others, and an integrated perspective, further distilled into 13 sub-themes. Findings highlight the importance of an integrative framework for evaluating e-learning, underscoring the interplay between macro and institutional policies. Additionally, the authors recommend cross-national comparisons and data synthesis from stakeholders, including students, educators and directors, to fully grasp e-learning implementation dynamics. Distinctively, it adopts an integrated perspective, filling the research gap by emphasizing overlooked financial considerations and presenting a comprehensive view through an SLR. By drawing insights from human, finance, technical, and policy perspective, the study provides a multidimensional lens on e-learning. This forward-looking approach not only captures the current state of e-learning integration but also charts future research directions, establishing its originality and significance in higher education.

Book Name: Effective Training Systems, Strategies, and Practices

"Effective Training Systems, Strategies, and Practices" by P. Nick Blanchard and James W. Thacker stands out as an exceptionally well-crafted guide for designing and implementing impactful training programs. The authors, seasoned experts in the field, offer a comprehensive overview of training methodologies, making it an invaluable resource for creating meaningful learning experiences. A notable strength lies in the book's practical orientation. Moving beyond theory, the authors provide real-world examples and case studies to illustrate the application of different training strategies. This not only enriches understanding but also offers actionable insights applicable across diverse organizational contexts. The text also addresses the pivotal role of technology in contemporary training programs. Blanchard and Thacker explore the integration of e-learning, virtual reality, and other cutting-edge tools, emphasizing the need to adapt training systems to the digital age. This forward-looking perspective ensures the book remains relevant and aligns with the evolving landscape of training and development. The book starts by establishing a strong foundation, covering essential training principles, historical evolution, and factors influencing effective learning. Blanchard and Thacker's meticulous approach ensures accessibility for readers new to the subject, making the content suitable for a broad audience.

EFL University Students’ Acceptance and Readiness for e-Learning: A Structural Equation Modeling Approach

The use of information and communication technologies (ICTs) has become essential approach in the field of language learning especially for English as a foreign language (EFL) education. Because ICTs are widely use in higher education, students must be highly digitally proficient and have positive attitudes in order to efficiently manage their classes. Thus, the purpose of this study is to contribute to the literature on EFL university students’ perspectives regarding e-learning integration. In this study we extend the technology acceptance model (TAM) to investigate the factors that influence e-learning acceptance and readiness in the context of foreign language learning. Quantitative method was applied in this study, which involved 298 student teachers of English department at a state university in Indonesia. The instrument used in collecting the data was a questionnaire. The collected data were analyzed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) with the SmartPLS3 program. PLS-SEM was used to analyze the proposed hypotheses developed in fulfilling the study objectives. The results indicated the complex relationships between the perceived usefulness, perceived ease of use, perceived enjoyment, motivation, self-efficacy, attitude and actual use of e-learning. Furthermore, the findings revealed that perceived enjoyment and self-efficacy did not have significant influence on actual use of e-learning through the mediating role of perceived usefulness. The findings can help both instructors and students adjust the integration of e-learning in English learning by implementing a learning curriculum and needs that are in line with the user's initial usage objectives, so that users can recognize the importance of e-learning's ease of use and usefulness. This study contributes to educational institutions and e-learning developers to consider developing e-learning apps that support student-centered learning with useful and ease of use to improve students' attitudes towards the use of e-learning. By incorporating e-learning into English language learning, students will have more time to practice and improve their English language skills.

Teacher’s Attitudes Towards E-Learning in Higher Secondary

The rapid integration of technology in education has ushered in a new era of learning methodologies, with E-learning playing a pivotal role in higher secondary education. This research paper aims to investigate and analyze the attitudes of teachers towards E-learning in the higher secondary education sector. The study employs simple random sampling technique survey to gather comprehensive data from educators. The research focuses on understanding the factors that shape teachers' attitudes towards E-learning, exploring the challenges they face, and identifying the perceived benefits of integrating digital platforms into the teaching-learning process. By delving into the individual experiences and perspectives of teachers, this study seeks to provide valuable insights into the dynamics of technology adoption in educational settings. Furthermore, the research examines the impact of teacher attitudes on the effectiveness of E-learning implementation, considering factors such as technological proficiency, pedagogical adaptability, and institutional support. The findings of this study contribute to the existing body of knowledge on E-learning in higher secondary education and offer practical recommendations for educational policymakers, administrators, and teacher professional development programs. Ultimately, this research aims to foster a deeper understanding of the complex interplay between teacher attitudes and the successful integration of E-learning in higher secondary education, paving the way for informed decisions and strategies to enhance the overall quality of digital education in this critical academic stage

Enhancing Accessibility to Islamic Studies Education through E-learning

The E-learning system of education allows students to acquire uninterrupted learning activities through the aids of technological devices. E-learning as a process of receiving knowledge through electronic transmission, can be an alternative teaching and learning method. Therefore, this study analyzes e-learning: a conducive avenue for making learning more accessible among senior secondary school Islamic studies. This type of research is qualitative research. The data collection method is including, interviews and FGDs. Then data analysis uses qualitative analysis. The finding of the study revealed that the integration of e-learning enhances the effective and efficient learning process. Also, the study revealed that students with very low enthusiasm for learning may find it difficult to utilize e-learning and the unfriendly nature of the internet in Nigeria discourages students from adopting it. It is, therefore, concluded in this study that e-learning is an alternative medium for achieving educational objectives and a reliable means to enhance effective and efficient teaching and learning processes in this 21st century.

ChatGPT-Proofing: Redesigning Assessment Practices for E-Learning

The 21st century has ushered in a profound transformation in the realm of education, fueled by the widespread integration of e-learning, fueled by technological advancements and the pursuit of adaptable and accessible learning modalities. As the e-learning landscape continues to evolve, a pertinent question emerges: Do conventional assessment methods align effectively with the exigencies of the digital era and the competencies imperative for thriving in the knowledge economy? This systematic literature review undertakes a comprehensive exploration of this significant question. Through a meticulous synthesis and analysis of a diverse body of existing research, this review effectively brings to light compelling evidence that underscores the pressing need for the redesign of assessment practices within the context of e-learning. In probing this multifaceted subject, the review critically examines how traditional assessment approaches may fall short in capturing the intricacies of modern-day skillsets, critical thinking proficiencies, and adaptability demanded by the swiftly evolving digital landscape. In its conclusion, this study serves as a pivotal catalyst for change, illuminating the urgency and potential benefits of reimagining assessment practices for the dynamic realm of 21st-century e-learning. Based on the findings, it provides stakeholders with prudent and actionable recommendations, empowering them to embark on a purposeful journey of redesigning assessment strategies. By proactively embracing these recommendations, educators, policymakers, and institutions can engender a learner-centric ecosystem that optimally nurtures and empowers learners for a future defined by innovation and adaptability.

Effectiveness of E-Learning on Students’ Learning Process at Catholic University of Eastern Africa

Purpose: The main aim of this study was to investigate the effectiveness of eLearning on the student’s learning process at the Catholic University of Eastern Africa. The research questions addressed the following areas: how students access educational learning resources on e-learning platforms, how eLearning has been integrated into the process of learning, how eLearning integrations affect students’ learning process, how computer-based learning influences students'’ completion rate at the CUEA, how e-learning and traditional learning environments significantly relate to students’ learning process, the challenges that are associated with e-learning, and the mitigation measures the university is taking to resolve the eLearning challenges.&#x0D; Methodology: The researcher used an integrated mixed-method approach involving qualitative and quantitative paradigms. Probability and non-probability sampling techniques were used. The target population for the research was 816 out of which, 260 respondents were sampled. From the sampled population, 218 participated in the research making an 85% return rate. The hypothesis was tested using chi-square, while internal consistency was used to ensure the internal reliability of the research instruments. Cronbach validity was used to validate the Likert scale items. Besides, correlation was used to find out the relationships between the dependent and independent variables. The researcher obtained approval from the faculty of education and permission from NARCOSTI to collect data from the respondents.&#x0D; Findings: The research findings revealed that independent variables, eLearning benefits, eLearning resources, eLearning incentives, and eLearning integration contribute to students’ learning process. The research further revealed that the introduction of a favorable and supportive eLearning environment positively influences Students’ Learning Processes. The researcher concluded that eLearning contributes to the effective learning process of students, therefore, is imperative to be embraced. &#x0D; Unique Contribution to Theory, Policy and Practice: The researcher recommended that the government, curriculum developers and IHL focus on Instructional design, build a strong Learning management system, guidelines and policy, comparative analysis, leverage Cultural and Global perspectives, eLearning accessibility, engagement, Assessment and evaluation of the eLearning platform. Besides, the students subscribing to the eLearning platform should be given proper orientation in order to navigate the platform easily.

Factors Influencing Students’ Use of e-Learning Technologies

The integration of e-learning in teaching and learning has become increasingly prevalent in modern education as technological advancements have revolutionized traditional educational methods and enhanced students' educational experiences. Amidst this advancement, it is important to know how well this e-learning technologies engage learners in teaching and learning practices. This study aims to investigate the factors that influence students’ use of e-learning technologies. To accomplish this goal, several e-learning theories were examined. A model was proposed for this research using constructs derived from UTAUT-Utility Expectance, Effort Expectancy, Social impact, and Facilitating Conditions in combination with student use of e-learning technologies construct. The study used a quantitative research method involving 250 South African university students who use e-learning technology. Using exploratory factor analysis and Cronbach's alpha, the study was assessed for validity and reliability whose values were acceptable. The hypotheses were tested using regression analysis and it was found that utility expectancy, social influence, and facilitating condition are the factors that have a positive influence on students' use of e-learning technologies. However, it was found that effort expectancy has no influence on students' use of e-learning technologies. This might be due to digital literacy background of the students. The study's findings suggest that e-learning technologies continue to motivate students to learn despite factors that affect how they are used in teaching and learning.

Exploring the Perception and Experiences of Nursing Instructors With E-learning During the COVID-19 Pandemic in Saudi Arabia.

Due to the coronavirus disease 2019 (COVID-19) pandemic's effect on the educational system, the integration of e-learning became essential. Consequently, it is necessary to explore nursing instructors' perceptions and experiences with e-learning. This study aims to explore the perception and experiences of nursing instructors in Saudi Arabia regarding e-learning. A descriptive cross-sectional survey was conducted among nursing instructors at Saudi Arabian universities during the COVID-19 pandemic. They were invited to respond to an online questionnaire. The data collected were analyzed utilizing SPSS version 22 (IBM Corp., Armonk, NY), employing both descriptive statistics to summarize the responses of the participants and inferential statistics to identify significant differences in perception and experience levels based on demographic variables. The results demonstrated that nursing instructors in Saudi universities had a high perception of e-learning, with an average rating of 4.55/5. Instructors aged 41-50 years, of Indian or Saudi nationality, and holding a doctoral degree exhibited significantly higher levels of technological and computer experience compared to others. Moreover, instructors in these categories also had significantly higher levels of perception toward e-learning, with an overall average rating of 4.56/5. The study concluded that nursing instructors at Saudi universities possessed a high level of experience in technology and computer usage, and they exhibited a favorable perception toward e-learning during the COVID-19 pandemic. Instructors aged 41-50 years, of Indian or Saudi nationality, and with a doctoral qualification demonstrated higher levels of experience in technology and computer usage, as well as a more positive perception of e-learning during the pandemic.

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.

Systematic review on digital transformation among teachers in public schools

&lt;span lang="EN-US"&gt;Radical changes across almost all areas, including education, due to the COVID-19 outbreak. One of the rapid transformations is digital learning, also known as e-learning. Digital learning transformation has been taking place for more than a decade. However, little comprehensive analysis of digital transformation in teaching in public schools. To the best of the authors’ knowledge, no comprehensive analysis incorporates external and internal barriers and examines the prominent theories to study successful e-learning integration among teachers. The aim of this study was to provide a thematic and theoretical understanding of digital learning transformation among teachers in public schools. The data for the study was acquired &lt;span&gt;from the Scopus &lt;/span&gt;databases. The study employed content and comparative analysis and &lt;span&gt;advocated &lt;/span&gt;a&lt;span&gt; grounded theory approach &lt;/span&gt;to inductively&lt;span&gt; analyze and criticize the theme construction for answering&lt;/span&gt; two research questions. Based on a set of criteria to determine whether each derived study should be included or excluded, 42 articles were reviewed between 2010 and 2022. The analysis uncovered 10 themes of antecedents that were constructed as a framework based on the first-second-order barriers. Results also indicated that CHAT, TPACK, TAM, and UTAUT are the most prominent theories used to conduct digital transformation research. The findings offered significant implications for digital transformation and educational technology communities, especially for policymakers to strategize and reflect on the practice they implemented and improvised if necessary for future sustainable education and efficient teachers’ performance in teaching.&lt;/span&gt;