E-learning Model Research Articles

The impact of gamification intention to use in e-learning through student attitude: evidence from Egyptian Private Higher Education Institutions (HIEs)

The COVID-19 pandemic has forced many universities to move to online learning to sustain students’ education. Today’s Students are digital natives. They grew up with digital technologies and have different learning styles, new attitude to the learning process and higher requirements for teaching and learning. Indeed, there is a need to develop new e-learning models that transform education to sustain goals and achieve education’s objectives. Modern pedagogical paradigms and trends in education, reinforced by the use of ICT, create prerequisites for use of new approaches and techniques in order to implement active learning. Gamification is one of these trends as applying gamification in a non-gaming environment motivates students and also keeps them engaged in learning. The purpose of this research is to empirically investigate gamification intention to use in E-learning through student attitude in the Egyptian Private Higher Education Institutions (HIEs). This study proposes to integrate the personal characteristics including the dimensions (computer anxiety, enjoyment, self-efficacy) which extends the Technology Acceptance Model (TAM) including dimensions (Perceived usefulness, perceived ease of use). The objectives of this research are: to examine how gamification affects intention to use in E-learning, to identify how gamification affects student’s attitude, to investigate how student’s attitude affects intention to use gamification. Data in this study came from a survey of 4.3 acceptable responses. the results were analysed employing by Structural Equation Modeling technique (SEM) using Analysis Moment of Structures (AMOS) software. The main conclusions drawn from this study are: the direct effect between gamifications and intention to use gamification in E-learning is statistically significant, the direct effect between gamification and student’s attitude towards gamification is statistically significant, the direct effect between student’s attitude towards gamification and intention to use gamification in E-learning is statistically significant, and finally, student’s attitude mediates the relationship between gamification and intention to use Egyptian higher education institutions.

Investigation A Technology Acceptance Model (TAM) of E-Learning in Higher Education Institutions (HEIs)

In recent years, the integration of e-learning, which refers to using electronic technology to aid and enhance learning processes, has received substantial attention in Higher Education Institutes (HEIs). This study explores the adoption and acceptance of e-learning in Higher Education Institutes (HEIs) using the Technology Acceptance Model (TAM) framework. The research investigates the influence of external variables on the acceptance of e-learning, specifically focusing on Mobile Friendliness (MF), LMS Replacement (LMSR), Job Insecurity (JIS), and Job Switching (JS). The study utilizes survey-based empirical research, collecting responses from 407 participants out of 500 academics from Saudi public and private sector HEIs and colleges in the Southern region. The survey instrument was designed based on established measures of the TAM constructs, including Attitude and Behavioral Intention.

Blockchain-Based Decentralized Authentication Model for IoT-Based E-Learning and Educational Environments

In recent times, technology has advanced significantly and is currently being integrated into educational environments to facilitate distance learning and interaction between learners. Integrating the Internet of Things (IoT) into education can facilitate the teaching and learning process and expand the context in which students learn. Nevertheless, learning data is very sensitive and must be protected when transmitted over the network or stored in data centers. Moreover, the identity and the authenticity of interacting students, instructors, and staff need to be verified to mitigate the impact of attacks. However, most of the current security and authentication schemes are centralized, relying on trusted third-party cloud servers, to facilitate continuous secure communication. In addition, most of these schemes are resource-intensive; thus, security and efficiency issues arise when heterogeneous and resource-limited IoT devices are being used. In this paper, we propose a blockchain-based architecture that accurately identifies and authenticates learners and their IoT devices in a decentralized manner and prevents the unauthorized modification of stored learning records in a distributed university network. It allows students and instructors to easily migrate to and join multiple universities within the network using their identity without the need for user re-authentication. The proposed architecture was tested using a simulation tool, and measured to evaluate its performance. The simulation results demonstrate the ability of the proposed architecture to significantly increase the throughput of learning transactions (40%), reduce the communication overhead and response time (26%), improve authentication efficiency (27%), and reduce the IoT power consumption (35%) compared to the centralized authentication mechanisms. In addition, the security analysis proves the effectiveness of the proposed architecture in resisting various attacks and ensuring the security requirements of learning data in the university network.

A REVIEW OF BLENDED E-LEARNING MATERIALS MODEL DESIGNS AND ITS APPLICATION FOR TERTIARY INSTITUTIONS STUDENTS’ USE

The research aimed at providing a guide or procedure on how to prepare and create effective and realistic blended learning materials based on reviewed literature. The objective of the study is to systematically review the existing literature on blended e-learning models. The reviewed articles used in the research work are from 2017 to 2022 covering a period of five years. Priority was given to the procedures used in the reviewed articles on designing a blended learning material. From there a conclusion was drawn by merging the ideas used in the reviewed models. The paper came up with a robust and reliable procedure for design and utilization of blended E-learning materials. The concluded procedure includes nine steps, namely Data collection, Analysis of Data, Planning, Design / Production, Testing the product, Evaluation and validation, Updating, Retesting, and Application of the final model. The researchers recommend the application of those nine steps in preparing and designing a blended e-learning materials by tertiary institutions lecturers.

E-learning Teaching Design for Cultivating Electrical Engineering Talents Based on Industry-University-Research

With the advancement of technology and the updating of teaching models, the E-learning teaching model has been increasingly valued. This model has advantages such as convenience, personalization, quantification, and low cost, making it very suitable for the cultivation and education of applied talents. On the basis of analyzing the main problems in the current teaching of applied talents in electrical engineering, this paper summarizes the advantages of the E-learning model in the cultivation of applied talents, and conducts teaching design throughout the entire cycle from teaching objective analysis, teaching process design, teaching process implementation, teaching effect evaluation, and post evaluation. The method has universal applicability and can guide the talent cultivation work of related majors in similar universities.

Providing a training model for producing electronic content to prepare teachers to teach in the virtual space of schools

Background and Aim: Virtual education is one of the types of education that has shown its role in recent years, especially during the Corona period. Therefore, the aim of the current research was to provide a model of electronic content production training for preparing teachers to teach in the virtual environment of elementary schools in Bushehr province. Methods: The current research method was mixed (qualitative-quantitative) and practical in terms of execution method. The qualitative research community included university experts of Bushehr in the academic year of 2020-2021-, of which 40 people were selected based on the rule of theoretical saturation and with the purposeful sampling method. The statistical population of the quantitative part included 552 university professors in Bushehr city in the academic year of 2020-2021, and the sample size was determined based on Cochran's formula of 225 and selected by random sampling. The tools of the qualitative part of the interview and the quantitative part of the questionnaire were made by the researcher. The validity of the qualitative part of the tool was done with face validity, and the reliability was 0.82 with the agreement coefficient between the coders. Also, in the quantitative part of the research, formal validity and reliability were obtained with Cronbach's alpha of 0.85. Qualitative part analysis was done by coding method in MAXQDA3 software and quantitative part was done by partial least squares method in Pls smart3 software. Results: In the qualitative section, 5 components (content, evaluation, technical infrastructure, planning and learning environment) and 41 indicators were identified for the e-learning model. Based on the results of the quantitative part, the factor load, which is the correlation coefficient between the implicit variable (e-learning) and the obvious variables in a model, is related to planning (0.74), content compilation (0.63), evaluation (0.58), technical infrastructure (0.51) and learning environment (0.5), respectively. Also, according to the results of structural equation modeling, the planning component with a coefficient of 0.42, content compilation with a coefficient of 0.21, evaluation with a coefficient of 0.18, technical infrastructure and learning environment with a coefficient of 0.14 respectively had the greatest effect on e-learning. E-learning is the necessity of the educational system in the future. Conclusion: It can be concluded that the first step is to ask professors and experts to identify and solve the challenges of e-learning and plan for the implementation of this system in the education system according to the components of content, evaluation, technical infrastructure, planning and learning environment.

Effectiveness of Psychological First Aid E-learning on the Competence and Empathy of Nurses in Disasters: A Randomized Controlled Trial.

This study aimed to determine the effect of psychological first-aid (PFA) E-learning on the competence and empathy of nurses in disasters. In a randomized controlled trial, 50 nurses were randomly assigned to 2 intervention and control groups, and psychological first-aid training sessions were implemented for the intervention group. The data were collected using the personal information form, a researcher-made questionnaire to measure competence, and the Davis Empathy Questionnaire. Two groups were homogeneous in terms of competency (P = 0.691) and empathy (P = 0.363) in the preintervention phase. The intervention group had more competence in the next stage than before the intervention (P < 0.0001). In the post-intervention phase, the intervention group had more competence compared with the control group (P < 0.0001). The overall effect size of PFA E-learning training on the nurses' competency was 1.9. Regarding empathy, in the post-intervention phase, the subscale of personal distress (P = 0.014) was significantly lower in the intervention group and the perspective-taking subscale was higher than in the control group (P < 0.0001). However, there was no significant difference between the groups in terms of all scores of empathy and the subscale of empathic concern (P > 0.05). The overall effect size of PFA E-learning training on the nurses' empathy was 0.44. It is suggested to provide training, including a PFA E-learning model, for nurses and other therapists in disaster situations.

The impact of project based E-learning on cognitive and psychomotor learning achievement in sports massage course

The purpose of this study was to describe the effects of a project-based e-learning (PjB-eL) model on cognitive and psychomotor learning achievement in sports massage courses. This quasi-experimental study used a post-test-only non-equivalent control group design. The research sample consisted of 2 classes of 40 people each, selected by a simple random sampling technique, with one class each as the experimental and control groups. Data on cognitive learning outcomes were collected using tests, and psychomotor learning outcomes using project observation sheets. The test used has met all the valid and reliable criteria. Data analysis was performed using descriptive statistics and multivariate analysis of variance test. The results showed that the average cognitive and psychomotor learning outcomes in the experimental group were significantly higher than those in the control group. The PjB-eL model can be recommended as an effective learning model to improve learning outcomes. Keywords: Project-based, e-learning, cognitive, psychomotor, learning achievement.

Tathwîr Namûdzaj al-Ta’allum al-Iliktrûnî li Mâdah al-Lughah al-‘Arabiyah al-Qâim ‘ala al-Web fî al-Madrasah al-Mutawasithah al-Islâmiyah bi Jakarta

This study aimed to develop the web-based e-learning model for the Arabic language material in the Islamic Middle School 25 Jakarta. This research used the R&amp;D method in the term of the Dick and Carrie model. The result of this study is reflected from the materials expert's approval of the e-learning model for the Arabic course based on the web is 80%. This result indicates a very good evaluation of the test on the students. The result of the media expert's approval of the e-learning model for the Arabic language course based on the web is 95%. This result indicates a very good evaluation of the test on the student. E-learning is considered a new method of learning that focuses strongly on information centers and has become an important part of the field of academic universities added to the situation of our country that is currently exposed to the COVID-19 viruses, the role of Internet-based learning as support for the learning process becomes very important.

Cognitive Engagement and Creative Thinking: Intervention with Research-Based e-Learning and Students' Social Attitudes in Learning Physics at Public High School

Physics learning in high school is closely related to students' social attitudes in conducting cognitive engagement to achieve creative thinking. This study aims to analyze students' cognitive engagement and creative thinking using research-based e-learning (RBeL) and directed learning (DeL) about students' social attitudes. The samples were randomly selected from 4 classes (two experimental and two control classes). This study used a post-test-only control group design. Data on social attitudes and cognitive engagement were collected using questionnaires, and data on creative thinking using essay tests. Data were analyzed using a two-way Manova and hypothesis testing using a significance level of 5%. The results showed significant differences in the cognitive engagement of students who were intervened using RBeL and DeL. Intervention using RBeL was more effective than DeL in achieving cognitive engagement. There is a significant difference between the creative thinking of students who are intervened using RBeL and DeL. The RBeL intervention was more effective than DeL in achieving creative thinking. There are similarities in cognitive engagement and creative thinking among students with HSA and LSA. There was no interaction between learning models and social attitudes regarding cognitive engagement and creative thinking in students. The achievement of cognitive involvement and creative thinking of 10th-grade students in learning physics is more effective using research-based e-learning models.

Development of Active E-Learning Model and Application (Mye-Mik) to Develop The Creative Imagination Skills of Preschool Students: Pilot Study

The purpose of this study was to design active e-learning models and applications to develop the creative imagination skills of preschool children. This pilot study was conducted qualitatively through structured interview and observation. The sampling of the study involved preschool children around the central zone of Peninsular Malaysia only. The data has been analyzed by using the Atlas.ti software. The main contribution of this study is to get a brief information on the production of a basic model of fostering creative imagination skills and active e-learning modules that contain procedures, techniques and activities, as a guide for teachers to integrate the creative imagination skills of preschool children in Malaysia.

E-learning model as an alternative to Traditional Teaching in Tourism Education after the pandemic

E-learning model as an alternative to Traditional Teaching in Tourism Education after the pandemic

Pembelajaran Dengan Teknologi Classroom dan Aplikasi Zoom di Sekolah Dasar Negeri 51 Kota Bengkulu

During the pandemic, the problem faced by SDN 51 In Bengkulu was the process of face-to-face learning that became hampered. The teaching activities at SDN 51 Kota Bengkulu have not used IT in its entirety / manual by being picked up by the student's guardian whether it is assignments and or the return of the assignment itself. One of the approaches that can be done for learning is to use media that can be used for teachers and students is information technology with e-learning model. The research was conducted by SDN 51 Kota Bengkulu, teachers can organize content, create classes, fill in some content and access learning using classrooms and sisw can access existing content that has been prepared, and teachers at SDN 51 Bengkulu can create online learning classes via zoom meeting

New Education Model for Sri Lanka in Post Covid- 19 Pandemic Era

High quality education and promoting lifelong learning opportunities for all is among the sustainable development goals of the United Nations. This paper aims for New Education Model for Sri Lanka in Post Covid- 19 Pandemic Era to survive the Sri Lankan education. As a education model in pandemic era it has to be eLearning model. This is achieved adopting an object-oriented approach and Unified Modeling Language (UML). The functional and dynamic views of the system are presented and explained within this framework. The functional system includes Use Case diagrams and activity diagrams which are developed based on predefined functional requirements of the system. Furthermore, in the dynamic view of the system, interaction diagrams are developed and explained in detail. The proposed models are a step towards efficient implementation of a complete Education model for Sri Lanka in Post Covid- 19 Pandemic Era.

APLIKASI MEDIA PEMBELAJARAN ONLINE MENGGUNAKAN METODE VIDEO VISUAL PADA SMKN 1 WAY TENONG KABUPATEN LAMPUNG BARAT

The desire for web-based learning is the need of teachers and understudies as learning residents. The scholarly network must envision the necessities and advancement of learning innovation applied at SMK Negeri 1 Way Tenong, West Lampung. Online sight and sound video-taking in strategies can be gotten from cell phone gadgets. The normal understudy and instructor are familiar with these gadgets to interface utilizing internet-based life in their correspondence. In this investigation, an online-based E-learning model was created using video accounts to encourage access to materials and tasks given to all understudies as per educational program 13 dependent on class and subject educators as indicated by the blueprints of showing projects and taking in program units from every instructor.

Pengembangan Praktek Mengajar Pendidikan Kewirausahaan pada Masa Covid-19 Menggunakan Aplikasi Google Classroom

The purpose of this activity is to introduce new tools that will help educators to be more effective in learning. In a review of the theory, framework and model of eLearning, Mayes and de Freitas especially that it is important to explain about the assumptions that build e-learning design, they claim that in fact there is no specific model for e-learning, only an improvement of the existing learning model that uses e-learning. technology to achieve better learning outcomes. Google Classroom is one of the free services by Google package within Gsuite for Education. This training was carried out for teachers in the fields of economics and entrepreneurship throughout Aceh online via Zoom meetings. It promotes paperless instruction to streamline tasks, can improve collaboration and communication to make teaching more productive and meaningful. Google Classroom can be easily deployed at the URL classroom.google.com, educators can set up classes in minutes and create content for students. He is also free to school, best in class security is also included at no cost to plan holders. The platform also integrates with other Google tools to help educators provide feedback and track progress to improve performance, it also has a mobile app for easy access anytime and anywhere.

Changing Landscape of Technical Education Pedagogy From Traditional to Practical e-Learning

With the COVID-19 pandemic, online university education assumed greater importance. We propose a practical e-learning model with suggestions to augment online education of all forms to support effective technical education. We also share our experiences of implementations of some of these suggestions in online teaching.

A Personalized Approach to Learning Across Time and Space

In a higher education environment massively disrupted by the pandemic, the importance of exploring the efficacy of purposeful, flexible, online learning is essential. Research shows that blended approaches to learning can be active, flexible, and student-centred. However, this research suggests that without human intervention or a bespoke context, there can also be very poor engagement. As such, this study presents the successes and challenges of introducing a personalised mobile-learning resource in a supported, personalized environment. The resource was designed and developed in 2019 and integrated in 2020 and 2021 into a large (n=200+) communication design class at an Australian university. This paper evaluates the effectiveness of the app using measures drawn from Abdullah &amp; Ward’s (2016) take on the Technology Acceptance Model. Their model, GETAMEL (general extended technology acceptance model for e-learning) measures technology acceptance factors in eLearning such as enthusiasm, self-efficacy, and student enjoyment of technology in relation to contextual purpose. This paper also considers the value of self-directed learning and co-curricular activities in the context of additional learning to support core curriculum. This paper presents an evaluation of student experience drawn from a class-wide survey and analysis of usage data. We conclude that the use of a personalised app fosters an autonomously supportive experience that leads to intrinsic motivation and improves overall learning (Baker &amp; Goodboy, 2018). The app provides additional support for students unable to attend tutorials and enabled students to remain engaged and abreast of the general topics each week and provided some additional prompts about self-directed learning activities they could engage in, that they wouldn’t have otherwise had. Enjoyment, as one of the key factors of the GETAMEL model, was explicitly mentioned by students. While a personalised tool is labour intensive and expensive in cost and time, this study concludes that the rewards regarding student experience make it worthwhile.

E-Learning Model to Identify the Learning Styles of Hearing-Impaired Students

Deaf students apparently experience hardship in conventional learning; however, despite their inability to hear, nothing can stop them from reading. Although they perform impressively in memorizing the information, their literacy and reading capability still appear to be weak since they lack the chance to revise by listening and practicing repetitively. Currently, the teaching media for deaf students are quite rare and inadequate, forcing them to face difficulties in integrating new knowledge, even though most of the contents are in a form of written, printed, downloaded, or even accessible via an e-learning platform. However, it is crucial to bear in mind that each learner is different. There is evidence showing that some learners prefer particular methods of learning, also known as learning preferences or learning styles. Thus, the present study reports the sequence of learning styles obtained by using a modified VRK + TSL model that categorized students based on their learning styles. We also propose four different ways of teaching using content-adaptive learning styles, namely visual, reading/writing, kinesthetic, and Thai sign language. Based on personal preferences and the principle of universal design under synthesized learning, an e-learning model was developed to identify deaf learners’ learning styles. The objective is to provide e-learning to identify the learning styles of hearing-impaired students and to respond with up-to-date e-learning materials that can be used anywhere and at any time. These materials must support the education of deaf students. As a result, learners have increased efficiency and increased learning outcomes.

Teaching listening with e-learning model to promote students’ learning independence

This research aims at promoting the students’ independent learning by analyzing the lecturer's ways of implementing e-learning activities in listening class and knowing the students' responses to the model. The research uses a mix-method approach; descriptive quantitative and qualitative design. The instruments used to collect the data are interviews, observation and questionnaires. The research showed that the lecturer assigns the activities to build students' independent learning with e-learning models 60% of course time in synchronous and 40% for asynchronous activities provided with interesting digitalized materials, assignments, quizzes, discussion, guidance and evaluation. The implementation of those models has been effective in supporting and enabling learners to become self-directed in their learning experiences and to have more autonomy and control over their learning. Although the use of the models has weaknesses, however, the students’ responses to this learning model lead to a positive response.