E-learning Research Articles

Identifying sources of preservice teachers’ dyslexia knowledge to guide teacher education

This paper presents findings from an exploratory descriptive qualitative inquiry of preservice teachers’ (PSTs’) self-reported dyslexia knowledge sources. The purpose of this research is to provide a baseline understanding of how and where PSTs’ understandings of dyslexia originate to inform teacher educators about sources of misconceptions and to support PSTs’ conceptual growth about dyslexia. Seventy-six PSTs in the United States completed written responses to online learning module questions about dyslexia knowledge sources. Sources of PSTs’ dyslexia knowledge were identified via thematic coding, to include popular media, friends or acquaintances, college coursework, and family. Findings indicate PSTs’ dyslexia knowledge as stemming from sources that perpetuate misconceptions of dyslexia. Discussion centers on the implications of identifying PSTs’ initial knowledge sources for teacher preparation research and practice by guiding PSTs’ conceptual growth regarding dyslexia.

Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction

BackgroundComputer-assisted learning (CAL) has the potential to enhance learning outcomes and satisfaction. However, there are limited reports in the literature that describe or evaluate the implementation of this method to promote competency-based learning in removable partial denture (RPD) design. Therefore, this study aimed to: (1) compare the effectiveness of different learning methods using a 3D software-aided RPD design program, (2) evaluate the learning outcomes associated with these different methods following active learning, and (3) assess students’ satisfaction.MethodsForty undergraduate dentistry students were divided into four groups of ten students. Each group was assigned different learning methods for a period of 28 days using the CMU-3D RPD Design program. The learning methods included lecture-based learning (LBL), case-based learning (CBL), a combination of LBL and CBL, and a control group that did not engage in LBL or CBL. Following this period, participants in all four groups engaged in active learning activities related to RPD design. Learning outcomes were measured three times: prior to the experiment, after using the software, and after participating in active learning activities.ResultsAnalysis of pre- and post-training assessments using multiple-choice questions revealed that dental students in the combined LBL and CBL group demonstrated statistically significant improvements in test scores compared to baseline (p < 0.05). Notably, there were marked enhancements in comprehension, application, and analysis skills. Outcomes following active learning were significantly improved in groups with a foundation in lecture-based learning. Furthermore, all groups reported high levels of satisfaction (over 90%) after utilizing the software and participating in active learning activities.ConclusionsComputer-assisted learning, combined with active learning strategies, improves learners’ outcomes and satisfaction. Learning RPD design through computer-assisted methods positively influenced learning outcomes, particularly when both lecture-based and case-based learning approaches were used. Active learning strategies resulted in more substantial improvements when applied to students with a strong foundation in lecture-based learning.

Teachers’ Strategies in Maintaining Classroom Interactions in Reading Classroom Through the Online Classroom During a Pandemic

This study focused on maintaining classroom interaction in teaching reading through an online classroom. Furthermore, this study is designed to investigate teachers ' experience of maintaining an interactive classroom interaction while teaching reading in an online classroom and also to find out the challenges the teachers encountered and solution to those challenges. The researcher employed a qualitative approach under a narrative inquiry to obtain the data and answer the research questions. The researcher used narrative data analysis that engages transcribing and coding stories. The researcher interpreted, coded, and summarized the gathered data from the semi-structural interview. The result showed that teachers maintained their interactive classroom interactions by adjusting lesson plans and implementing synchronous and asynchronous interactions. Most teachers utilize Google Meet, Zoom, Google Classroom, WhatsApp, and Google Forms as medias for teacher-student interaction during learning sessions. Almost all teacher encounter various challenges when it deals with teaching reading to students online. The major challenge that teachers have during teaching reading online is technical problem and students' attention spans. The strategy to overcome challenges in maintaining classroom interaction is to give more focus on and to communicate effectively with students' parents and the homeroom teacher. The researcher also suggests further researchers investigate teachers’ teaching methodology in online teaching reading.

P0778 Exploring the impact of personalised and curated educational videos delivered via an online platform to paediatric IBD patients

Abstract Background Paediatric IBD patients and families want reliable, easily accessible information from sources they trust. Appointment time is limited and teams spend much of that time repeating basic information. Families often struggle to remember/process information imparted in appointments, and have no way to check details/ask further questions, resulting in misunderstanding, anxiety and information being sought from unregulated sources. Patients and families feel isolated and unsupported between appointments. In this study we looked at 12 months use of IBDmate, an online platform for patient education and present initial results of a high-level survey. Methods IBDmate is an online education platform (figure 1) featuring over 150 videos filmed with healthcare professionals and patients. It offers ‘prescribable information about all aspects of IBD, including patient and family members’ stories. During a 12 month period, 104 paediatric IBD patients under the care of Addenbrooke’s Hospital in Cambridge were signed up to IBDmate. They were prescribed educational video modules at diagnosis and at appropriate times during following appointments. Over the 12 months, a total of 1,116 videos were watched by these patients (average &amp;gt;10 per patient) for a total of 64 hours (average &amp;gt;36mins per patient). At the end of this period we conducted a survey to gather feedback from patients and families using IBDmate. We asked the following questions assessed on a 5-point scale (table 1). Results 43 patients of 104 asked (41%) and family members responded to the survey over a period of 72 hrs. • 83.72% (n=36) of respondents strongly agreed or agreed that IBDmate helped them understand their/their child’s disease better. • 86.05% (n=37) of respondents strongly agreed or agreed that IBDmate helped them understand treatments available to them/their child and make better informed decisions about their care. • 88.37% (n=38) of respondents strongly agreed or agreed that having access to patient/family stories in IBDmate helped them feel less alone. • 88.37% (n=38) of respondents strongly agreed or agreed that having access to IBDmate had been beneficial to them/their family. Conclusion Paediatric patients and families who use IBDmate are better informed and better equipped to manage their disease. They feel more confident making decisions about their care, and feelings of isolation are significantly reduced. Anecdotally IBDmate reduced the need for in-person consultations, especially for routine education about treatments and disease management. This represents a key next step for the impact assessment of IBDmate.

Impact of Technology-Integrated Fitness Training on Motivation Levels in Young Adults in Zimbabwe

Purpose: The aim of the study was to analyze the impact of technology-integrated fitness training on motivation levels in young adults in Zimbabwe Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Technology-integrated fitness training has a notable positive impact on motivation levels among young adults in Zimbabwe. The use of fitness apps, wearables, and virtual training programs enhances engagement by providing real-time feedback, goal tracking, and gamified experiences. These tools address barriers such as lack of access to gyms and provide personalized, accessible training options. Young adults are particularly motivated by social features, such as leaderboards and peer interaction, which foster accountability and a sense of community. However, challenges like limited internet access and affordability may restrict widespread adoption. Unique Contribution to Theory, Practice and Policy: Self-determination theory, technology acceptance model &amp; social cognitive theory may be used to anchor future studies on the impact of technology-integrated fitness training on motivation levels in young adults in Zimbabwe. Fitness technology developers should prioritize creating personalized fitness plans, offering customized feedback, and incorporating adaptable challenges. Policy-makers should consider implementing initiatives that encourage young adults to incorporate technology-integrated fitness training into their lifestyles.

Benefits and challenges of Flipped Classroom Approach in College Education: A Quantitative Investigation

In light of the potential benefits, the flipped classroom approach has gained popularity in Indian college education, but it also has some drawbacks. This pedagogical approach involves flipping the conventional learning model, in which students individually review course materials before to class, and class time is devoted to interactive discussions and activities.The Flipped Classroom Approach's support of active learning is one of its main benefits. Prior to class, students actively engage with the subject, better preparing them for in-depth conversations during lectures. As they are encouraged to do so before asking for clarification in class, it also promotes critical thinking and problem-solving abilities.Additionally, it improves student-teacher connection because teachers have more time to answer particular queries and offer tailored advice.It also offers difficulties with regard to student preparation for self-directed learning, access to technology, and the requirement for careful instructional design. Its implementation should therefore be carefully thought out in the context of particular courses and the composition of learners. The researcher had conducted the study survey with the help of a questionnaire on 215 respondents from educational sector to know benefits, challenges and impact of flipped classroom approach in college education and the study concludes that there is significant impact of flipped classroom approach in college education. Active Learning, Flexible Learning Environment, Access to Technology and Student Resistance are the factors that shows Benefits and challenges of Flipped Classroom Approach in College Education.

Towards reproducible systematic reviews in Open, Distance, and Digital Education—An umbrella mapping review

AbstractMore and more systematic reviews (SRs) are being published in the educational sciences. This umbrella mapping review examines 576 SRs published between 2018 and 2022 in the field of open, distance, and digital education (ODDE) to investigate publication and authorship patterns and to evaluate the quality of these SRs. A quality index score was calculated for each included study based on the PRISMA reporting items for SRs (including elements such as the search strategy, eligibility criteria, protocol registration, study quality appraisal, interrater reliability, etc.). Almost as many SRs were published in 2022 as in the previous four years and the most rigorous SRs come from the field of medical education. However, the results show that there is room for improvement in SRs published in ODDE. A content analysis that explored the thematic scope of SRs showed that the majority of SRs addressed topics related to learning design, AI in education, and the effectiveness of online learning and teaching interventions. Research during this time period was strongly influenced by the experiences with online learning during the COVID‐19 pandemic. The results of this umbrella review should help to improve the quality of SRs towards reproducible reviews in ODDE. Context and implicationsRationale for this study: The field of Open, Distance, and Digital Education (ODDE) is in transition and an umbrella mapping review is warranted given the dynamic growth of SRs in this literature.Why the new findings matter: The quality of many published SRs limits the reproducibility and validity of the presented research evidence—the results of the present quality appraisal call for more rigorous SRs in ODDE.Implications for researchers: Conducting SRs is a fruitful exercise for individual researchers and research institutions to gain a solid overview of a given topic. However, researchers must be trained in the appropriate methodology for the results to be reproducible and valid.Implications for practitioners and policy‐makers: Systematic reviews can be a valuable source to inform practice and policy‐making. However, attention must be paid to the quality of the reviews; if the method is not carried out accurately, the results must be interpreted with caution. Journal editors: As gatekeepers responsible for ensuring journal quality, editors should invite experts for the SR methodology to be members of the editorial team to handle the peer‐review process of submissions. It must be guaranteed that only methodologically sound SRs are published.

Development of E-Module "Community Needs Analysis" Based on Massive Open Online Course (MOOC) : Learning Innovation for Community Practitioners

Development of E-Module "Community Needs Analysis" Based on Massive Open Online Course (MOOC) : Learning Innovation for Community Practitioners

Context‐Aware TinyML Model for Korean Handwriting Recognition Under Online Assisted Learning Scenes

ABSTRACTOptical character recognition (OCR) based on wearable devices plays an important role in online learning. Although the existing convolutional recurrent neural network (CRNN) has achieved great success in the task of optical character recognition (OCR), this model cannot fully achieve global contextual information modeling. With the development of artificial intelligence IoT (AIoT) technology, existing deep models are difficult to deploy on resource‐constrained mobile devices. Therefore, this article proposes an effective context‐aware TinyML model for Korean handwriting recognition. Specifically, we effectively improve the global context modeling capability by embedding the Mamba layer in CRNN with linear computational complexity. In addition, we achieved model compression by introducing a distillation mechanism based on a multi‐layer joint distillation mechanism. A large number of experimental results on two publicly available datasets of Korean characters show that our proposed model achieves a higher performance.

Clarivate Research Fronts in the Digital Education: Perspectives from Asean Higher Education System

This study examines impacful research fronts within the digital educational ecosystem, focusing on contributions from ASEAN higher education institutions. Using Clarivate Analytics' bibliometric methodologies, the five hot research research fronts —including Online Learning, Artificial Intelligence, Collaborative Learning, Virtual Reality, and Educational Technology—are explored and analyzed through core indicators such as Citation (Pciting), Productivity (Pcore), and Trajectory (Tciting), alongside the CPT index to measure impact. ASEAN universities, particularly in Malaysia and Indonesia, demonstrate notable productivity in Online Learning and Collaborative Learning. Malaysia ranks 4th globally in Online Learning, while Indonesia follows in 5th place. However, ASEAN contributions in Virtual Reality, Educational Technology, and Artificial Intelligence remain limited, highlighting opportunities for growth. The study underscores the need for ASEAN universities to enhance research capacity, foster regional collaboration, and focus on emerging fields like Virtual Reality and Artificial Intelligence. Targeted efforts will enable ASEAN institutions to strengthen their global impact and address regional educational challenges effectively.

A conversation on AI, writing, and online learning with Sherri VandenAkker

A conversation on AI, writing, and online learning with Sherri VandenAkker

Practical Work of Three-Phased Induction Motor Modeling in a Classical Spreadsheet Software

Remote teaching has been becoming increasingly important in higher education since the COVID-19 pandemic. Additionally, fast and precise modeling of the main operating values of industrial systems is a key point for production and efficiency calculation. After a review of the main modeling equations of an induction motor, this paper proposes to include them in spreadsheet software in the form of practical work so that readers will improve their level in multiple competency fields, such as data processing, the use of spreadsheet software, deepening understanding of induction motors, classical induction motor testing, and modeling and the use of the models to solve classical electrical engineering issues. Furthermore, the fact that this work was designed to be conducted autonomously and asynchronously gives readers the feeling of freedom, which is very useful for developing their desire to progress by their own means and to do their utmost to succeed in their task. Finally, the provided Excel file, which includes an initial spreadsheet with gaps, allows readers to familiarize themselves with the concepts, experiment with them, and extend the base file to their own topics of interest. This work can serve as a proof of the readers’ ability to succeed in industrial modeling tasks and aid in their employment prospects.

ЦИФРОВЫЕ ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ КАК ФАКТОР КОНКУРЕНТОСПОСОБНОСТИ ВЫСШЕГО ОБРАЗОВАНИЯ

The article examines the role of digital educational technologies in increasing the competitiveness of higher education institutions in the face of rapid growth in technological development and global economic changes. The importance of human capital as a strategic resource that ensures the sustainable development of the economy is emphasized, and highlights the key role of education in its formation. Particular attention is paid to the need to modernize the educational system of the Russian Federation through the introduction of digital solutions that support educational, communication and management processes. The article discusses the mechanisms of the influence of the digital educational technologies on improving the quality of educational services, expanding their availability and creating new forms of interaction between participants in the educational process.

CAFE+: Towards Compact, Adaptive, and Fast Embedding for Large-scale Online Recommendation Models

The growing memory demands of embedding tables in Deep Learning Recommendation Models (DLRMs) pose great challenges for model training and deployment. Existing embedding compression solutions cannot simultaneously achieve memory efficiency, low latency, and adaptability to dynamic data distribution. This paper presents CAFE+, a Compact, Adaptive, and Fast Embedding compression framework that meets the above requirements. The design philosophy of CAFE+ is to dynamically allocate more memory to important features, and less to unimportant ones. We assign unique embedding to important feature and allow multiple unimportant features sharing one embedding. We propose a fast and lightweight feature monitor, to real-time capture feature importance and report important features. We theoretically analyze the accuracy of our feature monitor, and prove the superiority of CAFE+ from the aspect of model convergence. Extensive experiments show CAFE+ outperforms existing embedding compression methods, yielding \(3.94\%\) and \(3.94\%\) superior testing AUC on Criteo Kaggle dataset and CriteoTB dataset at a compression ratio of \(10000\times\) . Building on our conference version [114], this journal version introduces several novel designs (Implicit Importance Attenuation, Adaptive Threshold Adjustment, and ColdSifter) that enable CAFE+ to more effectively adapt to long-term online learning and achieve better model quality. All codes are available at GitHub [112].

Development of Problem Solving-Based E-Module to Improve the Effectiveness of Learning in School

Appropriate utilisation of learning media will help teachers and students in achieving learning objectives. One example of learning media that is suitable for use in online learning today is using e-Modules. In this case, the e-module is compiled using the PDF flip application to simplify and provide an attractive appearance. With the use of e-modules in the form of flip PDF, besides being cost-effective, the available displays are similar to the printed version of the book, so students will find it easier to use the e-module. The objectives of this research include: 1) To determine the development of problem solving-based e-modules; 2) To determine the feasibility of e-modules based on problem solving; and 3) To determine the students' response to e-modules based on problem solving. The object of research is students of class X IPS 1, X IPS 2, and X IPS 4 at MAN 1 Kediri Regency. This research is a research and development (R&amp;D), with the following research stages: 1) Preliminary research; 2) Identifying problems; 3) Collecting data and designing e-modules; 4) Validation of e-module design by experts; 5) Revision of e-module; 6) Small-scale trial; 7) Further e-module revision; 8) E-module usage trial; 9) Final e-module revision; and 10) finished product of problem solving-based economic learning module. Keywords: E-Module, Problem Solving

Corrigendum: Impact of academic cheating and perceived online learning effectiveness on academic performance during the COVID-19 pandemic among Pakistani students

Corrigendum: Impact of academic cheating and perceived online learning effectiveness on academic performance during the COVID-19 pandemic among Pakistani students

Navigating Copyright Law and Fair Use in the Age of Digital Education.

Intellectual property laws were not originally designed to address digital classrooms and shared online learning environments, but these concerns are now relevant to many educational institutions. The recent expansion of technology utilization in health professions education presents educators with the challenges to accurately interpret copyright law and implement best practices under the tenets of fair use. Discerning legal and ethical parameters relevant to copyright law will encourage the implementation of best practices in disseminating information and creating appropriate learning activities in the age of digital education.

Final-year students’ perceptions of online integrated primary care learning

Background: Integrated primary care (IPC) is a final-year medical subject at the University of the Witwatersrand, Johannesburg, South Africa. It focusses on primary health care training. The coronavirus disease 2019 (COVID-19) pandemic exacerbated existing decentralised training challenges, including standardisation and patient exposure. This study explored IPC students’ experiences and perceptions of online learning during the COVID-19 pandemic.Methods: This explanatory-sequential mixed-methods study was informed by the technology acceptance model, community of inquiry model and self-regulated learning theory. A cross-sectional online survey was followed by focus group discussions (FGDs) (n = 2 and n = 3, respectively). All 316 medical students in the 2021 cohort were eligible to participate. Closed-ended survey responses were analysed using descriptive and inferential statistics. Open-ended responses were analysed using content analysis. The FGDs were thematically analysed.Results: The survey response rate was 52% (n = 164/316). Most students found the online content easily accessible (93.3%) and logically organised (80.0%). The course structure and organisation, and the range of online activities offered were the main features that supported learning. The main challenges included the content not being comprehensive and the difficulty of learning patient management from online content. Suggested improvements related to the course design and ways students and instructors can maximise the affordances of the online course.Conclusion: Acknowledging the limitations of learning clinical content online, the participants felt the course supported their learning. Our findings suggest that well-designed online content can augment clinical learning.Contribution: This study contributes to the discourse on the value of online learning for clinical teaching.

Online learning assessment: transformative actions for linguistic security in a basic writing course

In this institutional research, indirect learning assessment was incorporated to improve the design of evaluation instruments in an online Spanish Basic Writing course. The study addresses the issue that first-year students at a public university continued to struggle with two short-answer items that had not been identified as particularly difficult in previous evaluation processes. The first addresses the gerund in a journalistic excerpt; the second, the concept of ‘vulgar speech’. A questionnaire was administered to gauge the perceptions of 100 of the 117 enrolled students, aged between 17 and 19, regarding the language used in those two items from the first test of the semester. The results of this descriptive research revealed that a significant percentage felt uncomfortable with the content of the prompts (68% and 71%, respectively), indicating possible adverse reactions to the design of the stimuli. In response, two transformative actions were taken: the items were revised to ensure linguistic neutrality, and the theoretical framework of the course was shifted from prescriptive grammar to applied linguistics to promote linguistic security. This study highlights the importance of aligning assessment design with student perceptions to build effective learning environments.

E-learning and campus recruitment: Transforming arts and science students amid Covid-19

The COVID-19 pandemic has fundamentally transformed the global education landscape, compelling institutions to adopt e-learning as an essential tool to sustain academic activities. This research examines the critical impact of e-learning on arts and science college students in Coimbatore, with an emphasis on its influence on their readiness for campus recruitment. Using a survey of 300 students, this study investigates their perceptions of online education, highlighting both its advantages, such as flexibility and accessibility, and its challenges, including engagement barriers and technical limitations. Data was collected through structured questionnaires and analyzed using statistical methods to draw meaningful insights. The research also explores the efficacy of online assessments in recruitment processes and assesses students’ awareness of available e-learning platforms and courses. The urgency of this study lies in addressing the pressing need to optimize digital education models as institutions globally transition toward blended learning post-pandemic. The findings underline the dual potential and limitations of e-learning, concluding with actionable recommendations to enhance its effectiveness, particularly in preparing students for competitive employment opportunities.