E-learning Research Articles

Harnessing hybrid deep learning approach for personalized retrieval in e-learning.

The current worldwide pandemic has significantly increased the need for online learning platforms, hence presenting difficulty in choosing appropriate course materials from the vast online educational resources due to user knowledge frameworks variations. This paper presents a novel course recommendation system called the Deep Learning-based Course Recommendation System (DLCRS). The DLCRS combines a hybrid Sequential GRU+adam optimizer with collaborative filtering techniques to offer accurate and learner-centric course suggestions. The proposed approach integrates modules for learner feature extraction and course feature extraction that is performed using (Embeddings from Language Models) ELMO word embedding technique in order to gain a thorough understanding of learner and course profiles and feedback. In order to evaluate the efficacy of the proposed DLCRS, several extensive experiments were carried out utilizing authentic datasets sourced from a reputable public organization. The results indicate a notable area under the receiver operating characteristic curve (AUC) score of 89.62%, which exceeds the performance of similar advanced course recommendation systems. The experimental findings support the viability of the DLCRS, as seen by a significant hit ratio of 0.88, indicating high accuracy in its suggestions.

Evaluasi Platform Elearning pada Matakuliah Metodologi Penelitian Menggunakan Model Evaluasi CIPP

The problem in this study is the lack of student understanding in the online learning process through the e-learning platform in the Research Methodology course and the absence of an evaluation of the effectiveness of using the e-learning platform in the learning process. The purpose of this study is to determine the evaluation of the e-learning platform in the Research Methodology course using the CIPP evaluation model which includes Context, Input, Process, and Product. Overall, the results of this study indicate that the e-learning platform has a positive impact on Research Methodology learning. Although all aspects are in the good category, the percentage value of each aspect is still close to the lower limit of the category, so there is still room for further improvement to increase the effectiveness of learning as a whole.

Investigating the Factors Influencing Online Learning for Sustainability in Higher Education

Investigating the Factors Influencing Online Learning for Sustainability in Higher Education

Profiles of goal adjustment capacities are differentially associated with perfectionism, excellencism, and psychological adjustment of students in a time of crisis

ABSTRACT Students had to adjust their goals during the sudden shift to online teaching amidst the COVID-19 pandemic. This study with 613 university students identified four multidimensional profiles based on how they relied on goal disengagement, reengagement, and perseverative engagement (a new dimension of goal adjustment capacities). Students who disengaged from goals, reengaged in new ones, and were less likely to dwell on their former goals (goal reengagement profile) experienced less stress and burnout and more growth experiences. Students who reengaged less in goals (goal entrapment profile) and those who reengaged but dwelled on their former goals (action crisis profile) experienced worse psychological outcomes. Perfectionists were more likely than excellence strivers to be part of an action crisis goal adjustment profile.

The impact of UTeach observation protocol-based multiple-source feedback on improving the quality of online teaching in medical education.

The ability to teach, as a core competency, has always suffered from a lack of systematic cultivation. This study aimed to explore the difference in teaching quality before and after the application of the UTOP (UTeach observation protocol)-based multiple source feedback (MSF) formative assessment of the quality improvement of medical education classrooms. This study retrospectively analyzed the teaching quality of the Second Affiliated Hospital of Tianjin University of Traditional Chinese Medicine and the Third Affiliated Hospital of Chongqing Medical University. The participants were divided into control and UTOP groups according to the actual training they took in the teaching. All the participants, including teachers and trainee teachers, who were under conventional teaching methods were in the control group, and those who were under MSF training were in the UTOP group. UTOP and New Teacher Assessment Scores (NTAS) were evaluated, and the differences between the two courses were analyzed. The UTOP group was divided into a teacher group and a practice group according to differences in the participants' teaching experience. The UTOP-MSF evaluation data were extracted and analyzed, and the differences in teaching quality were compared before and after the implementation of MSF training. The study was conducted for 10 months, with 43 participants completing 120 web-based lectures. In the control group, 32 participants were included, including 22 teachers with 27 courses and 10 trainee teachers who had no teaching experience with 13 courses. Eleven participants in the UTOP group received 9 rounds of MSF feedback training and completed 80 online lectures, including 3 teachers with 19 courses and 8 trainee teachers with 61 courses. A total of 324 evaluations from researchers were extracted and analyzed, including 162 UTOP scores and 162 NTAS; 575 MSF assessments were analyzed, including 438 from the teachers and 137 from the trainee teachers. The participants in the UTOP group had significantly higher UTOP and NTAS scores than did those in the control group did (59.84 ± 14.64 vs. 40.74 ± 6.80, p = 0.000; 73.00 (62.25, 80.00) vs. 53.00 (50.75, 57.00), p = 0.000, respectively). Among the participants who performed UTOP training, the UTOP-MSF scores increased for both teachers and trainee teachers (51.50 (37.75, 68.25) vs. 73.00 (68.00, 76.50), p = 0.022; 41.00 (36.00, 51.75) vs. 68.00 (59.75, 77.00), p = 0.000, respectively). The mean UTOP MSF scores were strongly positively correlated with the mean NTAS (r = 0.640, p = 0.000). UTOP-based MSF training significantly improved teaching quality in medical education, and it can be an effective tool for evaluating teaching quality.

A Space-Efficient One-Pass Online SVM Algorithm

In this paper we consider the problem of training a Support Vector Machine (SVM) online using a stream of data in random order. We provide a fast online training algorithm for general SVM on very large datasets. Based on the geometric interpretation of SVM known as the polytope distance, our algorithm uses a gradient descent procedure to solve the problem. With high probability our algorithm outputs an [Formula: see text]-approximation result in constant time and space, which is independent of the size of the dataset, where [Formula: see text]-approximation means that the separating margin of the classifier is almost optimal (with error [Formula: see text]), and the number of misclassified training points is very small (with error [Formula: see text]). Experimental results show that our algorithm outperforms most of existing online algorithms, especially in the space requirement aspect, while maintaining high accuracy.

Online training program maintains motor functions and quality of life in patients with Parkinson's disease

ObjectiveSeveral systematic reviews have shown that physical exercise positively affects motor function (MF) and quality of life (QoL) in patients with Parkinson's disease (PD). After the coronavirus disease (COVID-19) pandemic, numerous studies were conducted to reveal the effects of telerehabilitation for patients with PD. However, only a few empirical results of online programs for PD patients have been reported. Therefore, this study aimed to determine the effects of an online physical and cognitive training program on MF and QoL in patients with PD.MethodsWe evaluated the impact of our online program on the QoL and MF of patients with PD by comparing data at baseline and after six months of intervention. For the QoL assessment, we used the Schwab and England Activities of Daily Living scale and Parkinson's Disease Questionnaire (PDQ-39), whereas, for MF, we measured movement status using the modified 20-m walk test and timed up-and-go (TUG) test.ResultsWe enrolled 20 patients for QoL and 19 for MF in this study. For PDQ-39, social support (p = 0.046, δ = 0.320) and cognitions (p = 0.028, δ = 0.268) significantly improved. Additionally, cadence (p = 0.032, g = −0.377) in the modified 20-m walk and exam duration (p = 0.003, δ = 0.296) and forward gait (p = 0.003, δ = 0.341) in the TUG test showed significant differences before and after the intervention.ConclusionOur results suggest that online physical and cognitive training programs positively affect MF and QoL in individuals with PD.

Flipped classroom and creative learning resources for teaching history

The study aims to analyse the perceptions and pedagogical skills of university students in the implementation of the flipped classroom in the degree of primary education. The sample consists of 209 students following the bilingual English programme at the University of Córdoba, Spain. The study is described as a non-experimental quantitative research, which means that it focuses on the collection and analysis of data without intervention or manipulation of variables. A fifteen-item Likert-type questionnaire was used to collect the data. The questionnaire appears to be on a scale of 1 to 5, where participants rate their answers according to the options given. The findings suggest that new electronic learning strategies need to be incorporated into teaching methodology. There is an emphasis on the importance of providing practical approaches to digital teaching and didactic resources. Students have shown a positive attitude towards their training needs, particularly in consolidating historical thinking and integrating active learning methods with good teaching practice.

The Effect of Convenience, Attractiveness, and Motivation on the Effectiveness of Online and Offline BIPA Learning Based on Teacher Perceptions

Teachers must create an engaging, convenient, and motivating learning environment to ensure the effectiveness of both online and offline BIPA learning. This research aims to identify the characteristics of BIPA (Indonesian Language for Foreign Speakers) teachers and analyze the differences in the levels of effectiveness, attractiveness, motivation, and convenience experienced by teachers during offline and online learning. Furthermore, this research examines the impact of Convenience (ease of access and flexibility), Attractiveness (appeal of content and methods), and Motivation (strategies to inspire engagement) on the overall Effectiveness of BIPA learning based on teacher perceptions. The study finds that Convenience, Attractiveness, and Motivation significantly influence the overall Effectiveness of both online and offline BIPA learning. Additionally, this study seeks to identify strategies teachers employ to foster interest and motivation among BIPA students in both learning modes. This study employs a cross-sectional research design with 100 BIPA teachers as respondents. Data were analyzed using descriptive statistics and partial least squares structural equation modeling (PLS-SEM). The findings indicate that BIPA teachers are generally Indonesian citizens with less than one year of online teaching experience. The study reveals that the attractiveness, convenience, and effectiveness levels are higher offline than online learning. Moreover, attractiveness has a significant positive effect on effectiveness. Field trips are vital activities that generate interest and motivation in offline learning, while simple materials and applications are pivotal in online learning. This research highlights the positive aspects and activities undertaken by BIPA teachers to enhance the effectiveness of online and offline learning.

Online Learning and its Transformative Impact on Digital Learning in Higher Education Institutions

The COVID-19 pandemic has catalysed a significant transformation in higher education, accelerating the adoption of digital learning methodologies and challenging traditional pedagogical approaches. This study employs a mixed-methods approach to investigate online education's efficacy during this transition. A questionnaire administered to students (n=36) explores their experiences, challenges and perceptions of online learning, aligned with the TPACK framework. Additionally, semi-structured interviews with teachers examine their strategies, approaches and assessment methods online. By integrating insights from both students and educators, the study aims to provide recommendations for overcoming identified constraints in online education. The research also explores gender differences and motivational levels among participants, offering a comprehensive understanding of factors impacting online education. Findings will elucidate the current state of online education in higher education institutions and identify areas requiring improvement. As academia shifts towards blended learning, open education and digital learning, this study contributes to facilitating the effective implementation of online teaching and learning practices among students and teachers.

Perceptions of COVID-19 Online Learning Students Based on Dreem in Class 2020 Students of the Faculty of Medicine Universitas Airlangga, Surabaya, Indonesia

A learning environment is anything that can influence changes in attitudes in teaching and learning activities which will further influence the achievement of learning outcomes and student development. A researcher wants to carry out research on student perceptions regarding changes in the online learning environment due to Coronavirus Disease 19 (COVID-19) in the Faculty of Medicine, Universitas Airlangga. The study aimed to describe the perceptions of the students toward five aspects of an online learning environment. This study was a descriptive research using a quantitive approach and the sampling technique used simple random sampling with 167 medical faculty student class 2020. One hundred sixty-seven respondents' data were collected using the specific measurement tool Dundee Ready Education Environment Measure (DREEM) to measure the learning environment with univariate analysis. The results obtained from this research showed that the perception of students at the Faculty of Medicine, Universitas Airlangga towards the online learning environment is quite good with a score of 139.48. The result of this study indicated that the mean DREEM score was 139.48/200 (SD 22.76) is in the good category. Although the learning environment is in a good category, several points need to be improved so the faculty can increase the quality of the medical education.

An exploration of undergraduate health science students’ experiences of blended learning andragogy: A rapid review

Introduction: Blended learning is defined as the combined use of in-person and online learning, through interactive multimedia and face-to-face engagement with curriculum content. Recently, higher education institutions have experienced major inevitable changes in teaching and learning approaches, sparking interest in the exploration of these approaches- including blended learning. Aim: To explore undergraduate health sciences students’ experiences of blended learning. Method: A rapid review of articles published in English was conducted between 18th-22nd February 2022 using the following databases: Pubmed, Ebscohost, Web of Science, Scopus, Africawide Information and CINAHL. Articles found were exported to Endnote, version 20.2.1. The Preferred Reporting Items for Systematic Reviews and Meta-analysis flow chart was used to document the search. The Critical Appraisal Skills Programme was used to appraise the articles, which were analysed using thematic analysis. Findings: Eight quantitative articles were analysed and categorised on the hierarchy of evidence. Three themes emerged: 1. Student engagement and perceptions of blended learning, 2. Student academic performance, and 3. Challenges of blended learning. Conclusion: Positive experiences of blended learning were reported, including: significant improvement of student academic performance, higher levels of satisfaction and an increased student engagement. Ineffective online learning platforms and/or technological devices resulted in students experiencing anxiety and frustration. Implications for practice Blended learning may be a feasible option to maintain and enhance students learning experience. Students’ academic performance could improve with blended learning Blended learning could increase students’ engagement within the andragogical field.

Students’ Perceptions About the Webinars: An Intuitionistic Fuzzy Force Field Analysis

Aftermath of the recent pandemic, online learning has emerged as an essential aid that uses webinars frequently. However, there is a little or no evidence of work which discerned the usefulness of the webinars by considering both positive and negative forces. To this end, the present work exhibits a new Intuitionistic Fuzzy Number (IFN) based force field analysis (FFA) to compare the influences of both driving factors (DFs) and restraining factors (RFs). A group of 91 students participated in the study. The current work presents wherein the full consistency method (FUCOM) has been utilized to find the weights of the DFs and RFs. Overall, the current work shows that the aggregated score of DF is more than that of the opposing forces (i.e., RF). Therefore, it is evident that webinars are the accepted situation post-pandemic. The current study shall provide useful direction for designing hybrid learning.

Prevalence of Online Learning: Adoption and Impact of Virtual Learning among Management Graduates in Nepalese Higher Education

This study investigates the prevalence and impact of online learning in Nepalese higher education institutions, focusing on the experiences of students and faculty from various perspectives, including student, faculty, technological, and overall effectiveness. Using a purposive sampling approach, respondents were selected to gain deeper insights into the realities of online learning. The research was conducted across four universities with more than ten years of experience and active management programs. The findings reveal that the rise of online education has significantly shifted the perceptions of both faculty and students regarding the platform's efficacy. However, it was also discovered that Nepalese students find online instruction to be less engaging and connected compared to traditional methods. The study highlights the positive aspect of the pandemic in opening doors to alternative educational methods, suggesting that this could be the beginning of a significant shift in educational practices. The effectiveness of online classes requires thoughtful design and preparation by all stakeholders involved in the education system.In these uncertain times, it is crucial to understand the strategies and plans of management institutions concerning online education. The insights provided by this study are valuable for stakeholders in formulating future strategies for online learning.

Integrating a digital pedagogy approach into online teaching: are academic librarians at Universities of Technology in South Africa prepared?

Purpose This paper aims to explore whether academic librarians at the Universities of Technology (UoTs) in South Africa have the pedagogy and digital skills to implement a digital pedagogy approach for online teaching. Design/methodology/approach A mixed-method approach in the form of a sequential explanatory design was selected to explore the topic in which the quantitative was followed by the qualitative phase. Instruments used included an online questionnaire and semi-structured interviews to explore the pedagogy and digital skills of academic librarians at UoTs in South Africa. Findings The quantitative results and findings revealed that academic librarians lacked the pedagogy and digital skills for online teaching. Similarly, results and findings in the qualitative phase also showed academic librarians lacking these skills for online teaching. Consequently, the results and findings derived from both phases were triangulated and the cohesive nature of the data was absolute. Research limitations/implications (i) Library schools include an elective module covering pedagogy and teaching with technology for librarians; (ii) library professional bodies create opportunities for academic librarians to develop pedagogy and digital skills; and (iii) higher education libraries need to create knowledge-sharing opportunities to improve the pedagogy and digital skills of academic librarians with teaching portfolios. Practical implications Higher education libraries and library schools must promote the teaching identity of academic librarians by helping them improve their pedagogical and digital skills for online teaching. Social implications This topic requires further exploration as academic librarians are fast becoming integrated into the teaching and learning agenda of institutions globally. Originality/value The current study is novel in that it explores the pedagogical and digital skills of academic librarians at UoTs in South Africa for online teaching.

“The 21st century professionalization?”: online education as an instrument for bolstering individual welfare and societal equality

Abstract Since the start of the last decade of the 20th century, the application of digital technologies with the potential of making substantial contributions to a community’s welfare have led to the creation of the literature of Public Interest Technologies and reinvigorated many areas of focus in the social sciences. A relevant subfield of this literature has been the application of new technologies to education to increase social public benefits. The traditional literature on higher education seems to agree that the expansion of this good throughout a society is desirable because it generates direct and indirect individual gains, as well as aggregate level social benefits in the form of positive externalities. However, some authors have argued that the acquisition of postsecondary education has its own drawbacks: unwanted intellectual influence of instructors on students, barriers to access for students of historically vulnerable sociodemographic groups, as well as students’ perception of a reduced pay-off from going to college. While there have been some indices that online higher education could abate many of these issues, there has been relatively little formal research to test this tool’s impact. Using a quantitative approach, via cross-section and time-series data analysis, the text finds some evidence that online higher education could solve many of higher education’s drawbacks, while also being a feasible approach given the current technological environment of the United States. The text concludes outlining future research using a mixed-methods approach that could be highly valuable to acquire a more comprehensive view and robust evidence of online higher education’s potential of expanding social public benefits.

Assessing the Effectiveness of Virtual Reality Simulation in ICT Education: A Study Based on the Technology Acceptance Model

Assessing the Effectiveness of Virtual Reality Simulation in ICT Education: A Study Based on the Technology Acceptance Model

Evaluation of Instructor Capability: Perspective from Building Information Modeling Competition Students in Mainland China

Building information modelling (BIM) technology, which has experienced rapid development, has become the focus of digital education learning in architecture, engineering, and construction (AEC) related disciplines. However, BIM education is still confronted with the disconnection between theoretical education and engineering practice. In mainland China, BIM competitions are an important digital platform for higher education practice teaching. As the organizer and leader of student participants, BIM instructors, especially their BIM capability, have an important impact on digital education. Previous research on BIM capability did not involve the field of BIM education, and the existing BIM capability framework is not entirely applicable to evaluating the BIM capability of instructors. Semi-structured interviews based on grounded theory (GT) and structural equation modeling (SEM) were used to construct a five-dimensional model containing 23 capability indicators. The research findings highlighted the multi-dimensional nature of BIM capability for instructors and indicated that personnel capability was the most important for instructors, while process capability was considered the most dispensable. This is significantly different from the emphasis on technical and process capability in BIM capability research in the traditional AEC industry. It was also found that students from different levels of universities and different educational backgrounds had different demands for the BIM capability of instructors. The results of this study will help universities select excellent instructors, improve the quality of BIM education in universities, and cultivate more outstanding BIM talents for the development of BIM in the AEC industry, thereby promoting the digital practice of BIM education in universities.

FOSTERING ESL STUDENTS’ MOTIVATION IN WRITING THROUGH THE INTEGRATION OF ICT: A FOCUS ON TEACHERS AND STUDENTS

This study investigated the motivation in English writing by using the ICT in secondary school. The objectives of this study are to examine the impact of using ICT on ESL students’ motivation to engage in writing skills, and to explore how teachers incorporate ICT into ESL writing instruction to enhance motivation among students. This study used qualitative approach as the main approach by implemented semi-structured interview and open-ended questionnaire as the instruments. The total eight respondents including two secondary school English teachers age 31 and 46 years old meanwhile 6 secondary school students age 13 to 16 years old were participated in this research. The result reveal that ICT significantly enhances student motivation and engagement, making the learning more enjoyable and less monotonous, helping students clarify doubts and develop ideas more quickly especially in writing lesson. Implications of the study are where it enhanced student engagement and motivation, and improve learning and understanding in English writing lesson. Future research for this study is recommended due to the fact that majority of secondary schools in Malaysia such as rural area might need a better ICT implementation especially in English writing lesson. Addressing these issues could involve exploring how to improve ICT infrastructure, provide targeted professional development for teachers, and develop strategies to incorporate technology into curricula more effectively.

INVESTIGATING THE IMPACT OF WEB-BASED LANGUAGE LEARNING (WBLL) THROUGH WRITE & IMPROVE ON WRITING SKILLS IN SECONDARY SCHOOL

This study examines the impact of Web-Based Language Learning (WBLL) using the program Write & Improve on secondary school students' writing skills at SM St. Michael, Penampang, using the Social Cognitive Theory (SCT). The study sought to investigate students' perspectives and impact in writing through guided practice and feedback. The technique used a two-cycle action research design that included both writing activities and open-ended surveys to collect information about students' writing performance and perceptions. Initial studies revealed that students struggled with the tool's UI and feedback mechanisms, restricting their development throughout the first cycle. However, significant increases were seen in the second cycle, with students obtaining higher CEFR bands and showing a greater grasp of feedback. Surveys revealed high satisfaction and perceived effectiveness of Write & Improve, despite some technical issues and occasional inaccuracies in feedback. The study emphasizes the significance of teacher participation, as SCT and Vygotsky's Zone of Proximal Development (ZPD) indicate that directed learning and feedback can improve student outcomes. Researchers should conduct longitudinal investigations and perform different demographic testing. For educators, the findings emphasize optimal practices for incorporating WBLL technologies into instruction. This study adds to the growing body of knowledge about digital learning aids as well as providing ideas for better writing teaching through technology.