E-learning Research Articles

Digital Equity and Accessibility in Higher Education: Reaching the Unreached

ABSTRACTDigital equity and accessibility for higher education (HE) students have become crucial since the early 21st century, especially for underserved, deprived, marginalised and oppressed students. The present study aimed mainly to reveal the barriers to digital access (BDA) faced by marginalised groups and to find effective strategies for promoting digital inclusion (DI). Another objective of the paper was to provide actionable policy insights (API) to improve DI in Pakistani universities. Participants (students from marginalised groups who face unique barriers to accessing digital education) were selected using a simple random sampling technique from the four provinces of Pakistan (Punjab, Sindh, KPK and Baluchistan). We used a cross‐sectional research design to collect quantitative data from 590 students selected from 12 universities in Pakistan using a self‐developed questionnaire via online platforms. The study's findings revealed a significant difference in digital access for marginalised groups, which contributes to educational inequalities for students in low‐income areas and remote areas facing enormous challenges. We also identified practices to improve digital accessibility, including technology‐based interventions and policy reforms to improve digital infrastructure. Based on preliminary findings, a combined effort toward digital equity can significantly improve educational outcomes for marginalised students, providing a roadmap for universities to bridge the digital divide. The present paper not only highlights the current state of digital equity and accessibility but also focuses on practical insights for policy and teachers and ensures that universities are inclusive and accessible to everyone.

The Argo Online School: An e-learning tool to get started with Argo

The Argo Online School: An e-learning tool to get started with Argo

Pedagogical technologies for teaching environmental engineering in the online learning system of higher education institution

The article outlines the pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions. There are proposed ways of developing educational technologies for teaching environmental engineering: active and collaborative learning, individualisation of training, use of video and audio materials, using electronic tools for evaluation of educational results, development of digital literacy, implementation of interactive online courses and professional communication and mentoring. There are presented the use of these technologies in the different aspects of environmental engineering, such as analysing water quality parameters, soil quality assessment, studying waste management practices, and studying the integration of renewable energy into the practice through virtual labs, online tests, video lectures, and collaborative projects. The proposed pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions were tested in the educational process. The Student's t-test was used for statistical calculation of the obtained experimental data. At the end of the experiment, there is a statistically significant difference between the mean values of the experimental and control groups. It can be claimed that the use of pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions is perspective.

Understanding Medical Students' Perceptions of E-Learning: A Study at the Faculty of Medicine and Pharmacy in Casablanca

Introduction: E-learning is essential in today's medical education, since it enhances the learning outcomes through easy access to resource materials and interactivity. Nonetheless, obstacles like technological aspects and the limited interaction of the student-teacher can impact its effectiveness. The purpose of this study was to understand how medical students perceive e-learning. Methods: A cross sectional study was conducted at the Faculty of Medicine and Pharmacy in Casablanca in 2023. A stratified cluster sampling method was adopted to select the participants. A self administrated questionnaire was distributed. We asked students about their demographic data, previous experience with online learning, learning formats preference and perception of e-learning. Results: A total of 373 students participated in the survey, with a mean age of 20.4 years and 61.4% being female. Just over half supported implementing e-learning (55.8%), about 63% of students had prior experience with the university's platform, and 59.8% found it easy to use. Most students preferred blended learning (74.8%) and asynchronous online learning (79.9%), additionally 72% favored live streaming with recordings as an e-learning resource. The primary advantage cited was flexibility (93.6%), whereas challenges included technical issues (71.5%) and limited interaction (54.8%). Prior experience significantly influenced students' positive perceptions of e-learning (p<0.001). Conclusion: Overall, medical students have a positive perception regarding e-learning, valuing its flexibility and convenience. However, technological difficulties must be resolved. These insights can help policymakers put effective e-learning infrastructure and strategies into place.

Modern Educational Institution Management Strategies

Background and Aim: Modern educational institution management strategies are critical for adapting to students' and educators' rapidly changing needs, ensuring school effectiveness and sustainability. These strategies allow institutions to create responsive and flexible learning environments, which improves educational outcomes and operational efficiency. This paper aims to analyze Modern Educational Institution Management Strategies. Materials and Methods: To identify and evaluate effective management practices, a comprehensive review of existing literature and case studies was performed. The review combined findings from various sources to provide a comprehensive view of strategies for improving educational institution effectiveness and sustainability. Results: The study discovered that implementing modern educational institution management strategies is critical for providing a flexible, efficient, and responsive environment for today's students and educators. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology integration, collaborative leadership, and inclusive practices. Continuous stakeholder engagement, professional development, and a focus on student wellness are essential for fostering a dynamic and supportive learning environment. Conclusion: The study discovered that implementing modern management strategies is critical for fostering a flexible and responsive learning environment. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology, collaborative leadership, and inclusivity, as well as creating a supportive and dynamic learning environment through ongoing stakeholder engagement, professional development, and student wellness.

Validating the Turkish Version of the Self-Directed Online Learning Scale (SDOLS-T): An Empirical Psychometric Study

Validating the Turkish Version of the Self-Directed Online Learning Scale (SDOLS-T): An Empirical Psychometric Study

A Development of Online Problem-Based Learning Model to Promote Self-Regulated Learning among Undergraduates

This research aimed to develop and evaluate an online problem-based learning (PBL) model to enhance undergraduates' self-regulated learning (SRL). The Research and Development method was used in two phases: the first was to develop and validate the model. It began with a literature review to identify core features of effective PBL and SRL within an online environment, then set a concept framework and create the model manually. Seven experts were reviewed following the model, and it was piloted for further optimization. Second, the model will be implemented and evaluated with a sample of 52 students at Thailand National Sports University, Chumphon Campus. The main instruments used were the developed model, the model quality questionnaire, SRL assessments (pre- and post-), and after-action review forms. The results showed that (1) a developed model consisting of four sections: orientation of the model, the model of instruction, application, and student outcomes. Six core components: authentic problems, online collaborative learning, self-regulated learning, instructional scaffolding, online learning resources, and authentic assessments, which are organized through three main processes: preparation, implementation of SRL strategies, and summative assessment, and all activities using an iterative learning three stages: meeting the problem and planning, doing and checking, and presenting the result and reflecting. Experts agreed on the quality of this model, which was excellent. (M= 4.61, SD=0.52). (2) Average SRL score was significantly higher after learning with this model compared to prior us (p<0.01, large effect size; d=1.03). The findings of this study support the developed model that can improve the students' SRL effectiveness. Overall, the students agreed that an instructor plays a critical role in developing their SRL and problem-solving skills. The students demonstrated more self-assurance and were apt to use this method to learn other subjects.

From Classrooms to Confinement: Academic Challenges Faced by Secondary School Children in Kyamuhunga Sub-County During COVID-19

The COVID-19 pandemic has presented unprecedented challenges to students' academic performance worldwide. This study explores the effects of COVID-19 on the academic performance of secondary school children in Kyamuhunga Sub-County, Uganda, and proposes measures to mitigate these effects. The transition from traditional in-person classes to online learning disrupted education, exacerbating issues such as limited access to technology, internet connectivity, and the loss of face-to-face interaction. Additionally, increased stress and mental health issues further hindered academic performance. Various measures, including technology provision, adapted teaching methods, and mental health support, were implemented to address these challenges. These measures have shown potential in enhancing academic performance by promoting equal opportunities and fostering innovative learning approaches. Ultimately, the pandemic significantly impacted academic performance and overall well-being, necessitating continued efforts to support affected students.

Self-determination and perceived learning in online learning communities

This study explores the interplay between Self-Determination (SDT), relatedness, and teaching presence and CoI’s presence (teaching, cognitive, and social) in the context of online educational settings within China. Specifically, the study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the interaction between SDT (Self-Determination, relatedness, and competence) and the perceived learning outcomes (autonomy, competence, and perceived learning). The underlying structure of the study’s conceptual framework was analyzed through the measurement model and the discriminant validity assessment. The results show that cognitive presence, social presence, and teaching presence are significantly associated with autonomy, competence, relevance, and perceived learning. Moreover, cognitive presence and social presence can potentially augment cognitive processes, amplifying the mediating role of relatedness between cognitive presence and learning outcomes.

Health knowledge after stroke in Switzerland: a survey among health professionals on current practice and suggestions for the implementation of a technology-based educational program for stroke survivors

BackgroundIt is estimated that 1 in 4 stroke survivors will experience a second stroke. Educating patients about risk factors for stroke and a generally healthier lifestyle may help prevent recurrent strokes, which are a burden on society and the healthcare system. The goals of this paper were to investigate the estimated level of knowledge of stroke patients regarding their disease, the methods of information commonly used in clinical practice, the topics that should be included in an educational program aimed at improving health knowledge among stroke survivors, and how such a program could be delivered with the help of technology-based education (i.e., information delivered by digital platforms such as smartphones or rehabilitation technologies).MethodsWe performed a survey among health professionals working with stroke patients in Switzerland.Results161 health professionals of different backgrounds took part in the survey, and 94 completed it. According to the results, only 33% of healthcare professionals thought that patients were well informed about stroke one month after stroke onset. These findings suggest that there is room for improvement in how stroke patients are educated about stroke, risk factors, and prevention. Additionally, it was highlighted that technology is not commonly used in clinical practice to support patients’ education, although this is an acceptable method for healthcare professionals. The results also helped to identify key topics to be included in an educational program and recommendations for implementing such a program in rehabilitation technologies.ConclusionsThis work allowed gaining more insight into healthcare professionals’ opinions on the potential of technology-based education and key aspects to consider when implementing it to support health and prevention knowledge after stroke.

Healthcare capacity strengthening in conflict settings through virtual emergency medical training and outreach: Ukraine and Sudan case studies

The use of digital learning in healthcare is expanding in a range of contexts including for settings of armed conflict. Humanitarian emergencies and war often lead to a surge of traumatic injuries, emotional distress, and disruption to health systems risking neglect and exacerbations of chronic illness, and acute infectious disease outbreaks, often requiring an international response. On the ground humanitarian response is often essential though logistical and security challenges can delay these responses, and the reliance on an international workforce unfamiliar with local cultures can create challenges in response efforts. In crises where local healthcare workers have limited training, or experience in emergency care, digital health care education can augment in-person response and training efforts. In recent years digital emergency care education programs have been deployed to both Ukraine and Sudan. A review of each of these programs demonstrates successes in and potential utility of remote healthcare capacity strengthening through digital education in settings of war. These programs provide important lessons in strengths of and challenges in developing and delivering just in time learning programs to settings of active armed conflict suggesting similar potential utility in a variety of humanitarian emergency contexts.

Toward a comprehensive understanding of massive open online course adoption among college students

AbstractThis paper investigated the factors affecting the behavioral intention (BI) and usage behavior (UB) of 548 Chinese college students in massive open online courses (MOOCs). We extended the unified theory of acceptance and use of technology model by incorporating self‐regulated learning (SRL) management, perceived pleasure (PP), and perceived cost constructs. This study also analyzed the moderating role of individual differences in gender, grade, major, and experience in MOOCs. Data were collected through both offline surveys across 10 universities and an online survey platform. Results from structural equation modeling and multi‐linear regression analyses revealed that students' BI was significantly and positively influenced by six factors: performance expectancy, effort expectancy, facilitating conditions (FC), social influence, SRL management (SM), and PP. Furthermore, we found that UB was predicted by BI, FC, and SM. Moreover, BI played a mediating role in the relationship between the two determining variables (i.e., FC and SM) and UB. Differences in MOOC experience level had a moderation effect. The study provided implications for various stakeholders regarding designing MOOC platforms, structures, and teaching activities.

A type 1 hybrid multi-site randomized controlled trial protocol for evaluating virtual interview training among autistic transition-age youth

A number of policies mandate that autistic transition-age youth receive employment services to prepare for the workforce before high school graduation. A key limitation to these services is the job interview component, which relies on non-standardized, resource-intensive, staff-led role-plays to help autistic transition-age youth improve their interview skills. The autism community has called for better job interview preparation. To address this gap in services, our team, collaborated with the autism community to adapt the intervention, Virtual Reality Job Interview Training (VR-JIT; effective among adults with serious mental illness), into Virtual Interview Training for Transition Age Youth (VIT-TAY). This adapted intervention was tailored to meet the needs of autistic transition age youth while maintaining the core components of VR-JIT (i.e., an online job interview simulator with four levels of automated feedback and e-learning content). A pilot randomized controlled trial (RCT) demonstrated VIT-TAY's feasibility and initial effectiveness at improving job interview skills, reducing anxiety, and increasing employment rates within six months when added to transition services or pre-employment transition services (Pre-ETS). Thus, the overarching goal of this Hybrid Type 1 effectiveness-implementation study protocol is to conduct a fully-powered RCT of VIT-TAY across 16 schools in various geographical locations. Our specific aims are to 1) Evaluate whether Pre-ETS (or transition services) with VIT-TAY, as compared to Pre-ETS (or transition services) with an active control intervention (i.e., job interview didactics/e-learning with a series of 3–5 min videos of employed autistic adults talking about their career pathways) enhances employment outcomes; 2) Evaluate mechanisms of employment by nine months post-randomization; and 3) Conduct a multilevel, mixed-method process evaluation of the initial implementation of VIT-TAY across settings (e.g., acceptability, feasibility, and barriers and facilitators of implementation).

Identification of gas-liquid two-phase flow patterns based on flexible ultrasound array and machine learning

Ultrasound technology has been recognized as the mainstream approach for the identification of gas-liquid two-phase flow patterns, which holds great value in engineering domain. However, commercial rigid probes are bulky, limiting their adaptability to curved surfaces. Here, we propose a strategy for autonomous identification of flow patterns based on flexible ultrasound array and machine learning. The array features high-performance 1–3 piezoelectric composite material, stretchable serpentine wires, soft Eco-flex layers and a polydimethylsiloxane (PDMS) adhesive layer. The resulting ultrasound array exhibits excellent electromechanical characteristics and offers a large stretchability for an intimate interfacial contact to curved surface without the need of ultrasound coupling agents. We demonstrated that the flexible ultrasound array combined with machine learning can accurately identify gas-liquid two-phase flow patterns, in a circular pipeline. This work presents an effective tool for recognizing gas-liquid two-phase flow patterns, offering engineering opportunities in petroleum extraction and natural gas transportation.

Determinants of nursing students’ satisfaction with blended learning

BackgroundBlended learning, a pedagogical approach combining traditional classroom instruction with online components, has gained prominence in nursing education. While offering numerous benefits, student satisfaction with blended learning remains a critical concern. This study contributes to the existing literature by providing a comprehensive evaluation of the determinants influencing nursing students’ satisfaction with this innovative educational modality. By examining a wide range of factors, including sociodemographic characteristics, academic factors, and environmental influences, this research offers valuable insights for educators to optimize blended learning experiences in nursing education.MethodsA descriptive cross-sectional research design was conducted. This study investigates the factors influencing nursing students’ satisfaction with blended learning at Alexandria University, Egypt, where blended learning programs have been integrated into the curriculum primarily through the Microsoft Teams platform. A convenient sample of 1266 nursing students from both bachelor and technical educational institutions participated in the study from September 2023 to the end of December 2023. Data were collected using an online survey containing two measurement tools: the Blended Learning Satisfaction Scale and the Environmental Facilitators and Barriers to Student Persistence in Online Courses scale. Statistical analyses, including descriptive statistics and backward multiple linear regression, were conducted to identify factors that are associated with the satisfaction of nursing students’ with blended learning.ResultsFindings indicate that factors such as age, gender, income, employment status, access to suitable internet sources, academic year, computer literacy, preferred learning method, and perceptions of environmental facilitators significantly influence satisfaction scores (all p < 0.001). The overall regression model, with an adjusted R² of 0.31, signifies that 31% of the variance in satisfaction scores is explained collectively by the previously mentioned variables (F = 21.21, p < 0.001).ConclusionStudents’ sociodemographic variables, preference for blended learning, and perception of environmental facilitators such as encouragement to enroll in the course significantly influence nursing students’ satisfaction levels with blended learning. However, limitations in the current study such as self-report bias, convenient sampling, and cross-sectional design limit the generalizability and causal inferences of these findings.

Barriers, Strategies and Accessibility: Enhancing Engagement and Retention of Learners with Disabilities in MOOCs – A Systematic Literature Review (SLR)

This systematic literature review examines the barriers, strategies, and accessibility issues affecting the engagement and retention of learners with disabilities in Massive Open Online Courses (MOOCs). Employing the PRISMA procedures, this study systematically identifies and analyzes relevant literature from five prestigious databases: (a) Scopus, (b) ScienceDirect, (c) Emerald, (d) SpringerLink, and (e) EBSCOhost in order to identify (1) the common barriers experienced by learners with disabilities in MOOCs, (2) the strategies that can be employed to improve the engagement and participation of special needs students in MOOCs and (3) influence of accessibility on engagement and retention rates of learners with disabilities in MOOCs. After conducting the screening and eligibility analysis according to the pre-defined criteria, 19 studies of out 624 sources were finally selected between 2014–2024. The review underscores the necessity for comprehensive policy frameworks and institutional commitment to inclusivity. It emphasizes the adoption of universal design principles are essential in bridging the accessibility gap. These measures are pivotal in fostering an inclusive learning environment in MOOCs, significantly enhancing engagement and retention rates among learners with disabilities. The insights from this review provide a solid foundation for educators, policymakers, and platform developers to create more inclusive and supportive online learning experiences for students with disabilities.

U-AEFA: Online and offline learning-based unified artificial electric field algorithm for real parameter optimization

Optimization problems in real-world scenarios require algorithms that effectively balance exploration and exploitation to avoid local optima and achieve global solutions. To address this, we propose a unified artificial electric field algorithm (U-AEFA) that integrates both offline learning (inspired by high-performing metaheuristic algorithms) and online learning (through historical data generated during evolution). U-AEFA introduces a unique three-layer population structure to enhance search efficiency, consisting of the best agent in the first layer, the top-performing agents in the second layer, and the remaining agents in the third layer. Key features of U-AEFA include (i) an effective Coulomb’s constant for improved exploration, (ii) a non-uniform mutation operator to mitigate premature convergence, and (iii) two acceleration coefficients for enhanced performance. These three factors constitute offline learning and have been implemented to improve different design elements of the algorithm. As part of online learning, it employs a difference vector reuse (DVR) strategy to evolve the first-layer agents. The algorithm is evaluated using the CEC 2017 test suite across multiple dimensions (10, 30, 50, 100), where it consistently outperforms seven state-of-the-art algorithms, demonstrating superior accuracy and convergence speed. Moreover, U-AEFA’s robustness is validated on 12 high-dimensional feature selection problems, further highlighting its effectiveness in solving complex optimization tasks. The source code of U-AEFA is available at

Distancing skills in remote work: narratives about HRD managers support organisations

Purpose This paper aims to identify the essential skills required by Human Resource Development (HRD) professionals to effectively respond to the various modes of labour organisation implemented due to the mandatory lockdown imposed by the Portuguese government in March 2020 as well as implications for learning and development (L&amp;D) issues. Design/methodology/approach Data is based on 34 semi-structured interviews with HRD professionals from companies in different activity sectors. Findings The results reveal that the COVID-19 pandemic has brought out the development of socio-emotional skills among HRD professionals such as creativity, improvisation, self-exploration, innovation, collaboration, team spirit, resilience, flexibility, problem-solving, adaptability, priority management, emotional intelligence, social influence, social contact, interpersonal relationships, communication and online learning development. Research limitations/implications It will be interesting for future research to explore “what” and “how” HRD managers are planning, organising and implementing training and development plans to improve the skills of remote workers, which tend to grow in a post-pandemic COVID-19 phase. Practical implications This research emphasises the importance of HRD managers’ role in better coordinating the work of employees who are physically distant from the company. It also highlights the need for different skills required for effective digital HRD, support and monitoring of remote employees. The results provide important inputs to design and implement effective L&amp;D programs for professionals working remotely and to reinforce the HRD role in organisations. Originality/value The research is original for twofold reasons: 1) HRD professionals are usually not trained to manage remote workers, which also means that they probably lack the skills to take the most out of remote working models; and 2) HRD professionals and the HRD function need to address the skills required to successfully implement flexible forms of work organisation as well as to implement adequate L&amp;D policies to answer remote work practices.

Integrating mathematical modeling into synthetic biology education: a comprehensive approach through webinars and syllabus development

Mathematical modeling is a fundamental aspect of synthetic biology, enabling precise design and analysis of biological systems. To enhance students' understanding of this critical topic, we developed a series of webinars aimed at teaching mathematical modeling to iGEM teams. These webinars were initially created to maintain student engagement during a period of restricted lab access but quickly demonstrated their value as an effective educational tool. The success of these webinars highlighted the suitability of mathematical modeling as a topic well-suited to both onsite and online learning environments. Recognizing this, we expanded the content into a comprehensive syllabus for undergraduate courses in synthetic biology at the Universitat Politècnica de Valencia in Spain and Universidad de las Fuerzas Armadas—ESPE in Ecuador. The course now serves as a core component of synthetic biology education, offering students a robust framework for understanding and applying mathematical models. It includes a series of lectures, practical exercises, and case studies, all designed to deepen students' knowledge and skills in this essential area. To support educators and students, we have also developed a deck of slides and example scripts that provide practical examples and reinforce the concepts taught in the course. This manuscript presents the development, implementation, and impact of these educational initiatives, demonstrating how mathematical modeling can be effectively integrated into synthetic biology curricula to prepare students for real-world challenges in the field.

Medical students' perception of mobile learning during COVID-19 in Iran: A national study.

Mobile learning has gained significant attention in medical education in recent years. The COVID-19 crisis has further accelerated its adoption. A lack of research on student perceptions of mobile learning during pandemics limits strategies for maintaining education during these times. This study examines the perceptions of medical students in Iran regarding the mobile learning during COVID-19. It is imperative that these perceptions are understood to optimize mobile learning effectiveness in medical education during disruptions. A cross-sectional study was done in 2022 among 785 medical students in Iran who spent summer semester. Convenience sampling was used to select the sample. We used Biswas et al.'s scale for measuring medical students' perceptions of mobile learning during pandemics. Face and content validity was determined by qualitative methods. Internal consistency was measured with Cronbach's Alpha (0.79). Data was collected through an online questionnaire. To analyze the data, descriptive and analytical statistics were conducted with SPSS software at a significance level of p<0.05. In total, 1,200 medical students were asked to complete the survey, and 785 responded, resulting in a 65.4% response rate. Mobile learning has been embraced by majority of medical students, with Android devices being used the most frequently. They also have frequent access to the internet, and they rely on a wide range of apps and platforms for academic purposes. Students perceive mobile devices to be highly advantageous for improving subject knowledge (Mean = 4.71±0.58), accessing study materials (Mean = 4.44±0.75), and providing flexible learning opportunities (Mean = 4.40±0.79). Despite this, participants were less confident about the ability of mobile devices to assist with specific study problems (Mean = 3.12 ± 1.28), facilitate class discussions (Mean = 3.33 ± 1.38), and overcome screen size limitations (Mean = 3.32 ± 1.38). Medical students in Iran have widely adopted mobile learning and perceive it as beneficial for acquiring knowledge, accessing material, and being flexible during COVID-19. M-learning's effectiveness in specific learning activities must be investigated in further research, and concerns regarding problem-solving, discussion facilitation, and screen size limitations should be addressed.