E-learning Research Articles

The Evolution of Educating for Sustainable Development in East Asia: A Bibliometric Review, 1991–2023

This systematic review addressed the need for documentation and analysis of the scope and topical foci of research on education for sustainable development (ESD) in East Asia. The review used descriptive, content, and keyword co-occurrence analyses to synthesize features of 1915 Scopus-indexed journal articles published between 1991 and 2023. The authors found that research interest in ESD in East Asia has grown rapidly, accelerated by the pronouncement of the United Nations Decade of Education for Sustainable Development in 2005 and the Sustainability Agenda 2030 in 2015. Researchers in China, Malaysia, Japan, South Korea, Indonesia, and Thailand have been the leading contributors to this regional knowledge base. Consistent with global ESD reviews, content analysis revealed that this literature emerged from studies of environmental education and gradually expanded to include sociocultural, economic, and integrated perspectives on sustainability. Keyword co-occurrence analysis revealed three thematic clusters: Environmental Sustainability in Education, Social Sustainability in Education, and Teaching and Learning for Sustainability. Temporal co-word analysis highlighted the research front, which includes environmental research focusing on carbon/energy issues, technology-enhanced learning for sustainability, empirical research methods for studying ESD, and, to a lesser degree, studies of the economic pillar of sustainability in education. Recommendations are offered for future research.

Digitalization's Impact on Chinese Higher Vocational Teachers: Identity, Satisfaction, Resignation

In the changing field of higher vocational teaching in China with the integration of digitalization, educational software, and virtual computer system integration (VCSI), understanding the relationships between professional identity, job satisfaction, and the intention to resign is imperative. Previous research has underscored the impact of professional identity on job satisfaction and its role in mitigating turnover intentions among educators. However, there is a noticeable gap in the literature specific to the unique challenges faced by higher vocational teachers in China, particularly in the context of digitalization, interactive whiteboards (IW), educational software, and VCSI. This study aims to bridge this gap by investigating the dynamic relationship between these variables within the distinct educational context of higher vocational teaching in the context of educational software, and IW which is digitalization and virtual online learning environment and collaborating tools related to VCSI. This research seeks to understand the complex links between professional identity, work satisfaction, and resignation among Chinese higher vocational teachers, and also examines how digitalization and VCSI moderate these correlations. This quantitative study investigates the professional experiences and career choices of 271 Chinese Higher Vocational Teachers using online questionnaires and structural equation modeling (SEM) (SEM: analyzing digitalization and VCSI's moderating impacts using interaction terms). It finds significant links between professional identity, job satisfaction, and resignation intention, and examines how digitalization and VCSI moderate these relationships. The study aims to understand technology's impact on educators, offering insights and practical guidance for educational leaders in China, particularly regarding the integration of technology in higher vocational teaching.

Transforming Education: A Diffusion Theory Approach to Online Learning among Indigenous Undergraduate Students in Malaysia

Transforming Education: A Diffusion Theory Approach to Online Learning among Indigenous Undergraduate Students in Malaysia

Enhancing collaborative online learning in higher education: using Google Docs to analyze Literature texts by teacher trainees

The purpose of this project was to explore how collaborative learning can be enhanced through Information Communications Technology in the critical reading and analysis of Literature texts in a particular teacher training course at a selected university in Uganda. The study undertook an interventional research approach whereby critical literacy principles provided the basis for formulating online tasks that would provoke higher order thinking skills such synthesizing, analyzing, reasoning, comprehending, application, and evaluation during the discussion of the play The Lion and the Jewel. A conversational framework was adopted to design a collaborative learning environment by which face-to-face sessions were combined with technology in form of Google Docs. Some of the steps of engagement included identifying the eight participants, sharing of initial content on critical literacy with them, face-to-face sessions and uploading of tasks. The findings reveal that with systematic instructions and guidance Google Docs can provide a collaborative learning platform whereby students can continuously comment about Literature texts in a conversational manner; the intervention proved the possibilities of flexibility in the learning environment; and dialogic teaching especially when discussing Literature texts was greatly enhanced during this intervention. This study was carried out in a real time learning context during the teaching of one of the researcher’s courses. The finding thus can offer some useful guiding steps as benchmarks for actual take up of other ICT tools in teaching and learning in higher institutions of education

Exploring the Challenges of Online Learning in Nigerian Higher Education

This study examines the challenges faced by lecturers in Nigerian higher education institutions when adopting and using e-learning platforms. Through virtual interviews conducted with 12 university lecturers across six regions, the research identifies several key obstacles: unreliable internet connectivity, frequent power outages, and limited access to technological resources. Additionally, inadequate training and institutional support are noted as significant barriers. Thematic analysis was employed to analyze the qualitative data, revealing patterns and common themes related to these challenges. The study suggests that improving internet and power infrastructure, along with enhancing training and technical support, are crucial strategies for overcoming these issues. The findings emphasize the need for targeted interventions to create a more supportive environment for e-learning, aiming to improve the educational experience for both lecturers and students.

Analisis Minat dan Kreativitas Belajar Siswa dengan Menggunakan Aplikasi Google Classroom di SMKS Kesehatan Darussalam Lhokseumawe

The COVID-19 pandemic required schools to implement learning and training activities online. Google Classroom is one of the online learning platforms developed by Google and widely used during the pandemic. This research aimed to measure the level of creativity and interest of students in online ICT learning at SMKS Kesehatan Darussalam Lhokseumawe. A qualitative descriptive research design was employed, involving 28 students from SMKS Kesehatan Darussalam Lhokseumawe as participants. Research instruments included personal and online questionnaires consisting of 23 statements about interest and 15 questions about students' creativity in learning. The results showed that the majority of students had a high interest in online learning using Google Classroom, as reflected in the indicators of emotional happiness, attention, and interest, which achieved very good and good categories. Additionally, student engagement was also high. Analysis of pre-test and post-test creativity results also indicated an increase in students' creativity after following online learning. Therefore, online learning using Google Classroom has proven effective in increasing students' learning interest and creativity at SMKS Kesehatan Darussalam.

A Serial Mediation Model of the Relationship between Digital Entrepreneurial Education, Alertness, Motivation, and Intentions

This research leverages insights from both social cognitive theory (SCT) and stimulus-organism-response theory (S-O-R) to investigate how digital entrepreneurship education (DEE) influences undergraduate students’ digital entrepreneurial alertness (DEA), motivation (DEM), and intentions (DEI). The main objective of the study was to examine whether individual levels of DEA and DEM independently and sequentially mediate the relationship between DEE and DEI. To collect the data, convenience sampling was utilized, involving 221 students from a single public university in Saudi Arabia, and a theoretical model was examined utilizing structural equation modelling (SEM) techniques in SPSS AMOS (Version 27). The results found that DEE had a significant positive impact on students’ DEIs, DEA had a significant positive impact on students’ DEI, and DEM had a significant positive impact on students’ DEI. Moreover, the results of the serial mediation analysis indicated that DEA and DEM served as independent and sequential mediators in the relationship between DEE and DEI. These findings provide further insight into the association between DEE and DEI, offering valuable implications for both entrepreneurship education curriculum developers and government policymakers. This study adds substantial contributions to the existing literature on entrepreneurship education and DEI.

E-formative feedback in emergency remote learning: First-year student teachers' experiences and challenges

This study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers' academic achievement and professional development during emergency remote learning.

Sustainable Personalized E-Learning through Integrated Cross-Course Learning Path Planning

This study addresses the growing need for sustainable and personalized learning solutions in online education by optimizing cross-course learning paths. With the increasing volume of e-learning resources, students often struggle to select appropriate courses and learning paths that align with their individual abilities and goals. A novel cross-course learning path planning model is proposed, which integrates resources from multiple courses using modified matching functions based on Item Response Theory (IRT) and a knowledge graph. This model effectively matches learner attributes, such as abilities, learning styles, and goals, with material attributes like difficulty, types, and prerequisites. An innovative variable-length continuous representation (VLCR) and an improved differential evolution algorithm are employed to optimize the multi-attribute matching (MAM) model, enhancing learning personalization. Results from numerical experiments indicate that cross-course learning paths significantly enhance learning outcomes for a wide range of learners, with over 45% benefiting from improved matches compared to single-course paths. Additionally, 70% of learners experienced similar or better results with cross-course learning. This approach not only promotes efficient learning but also supports sustainable educational practices, preparing educators and learners to meet the challenges of a rapidly changing world.

Research on the Optimization of Practical Teaching System under the Mode of Integration of Production and Teaching in Institute of Navigation Technology and Industry

Under the background of global economic integration and the rapid development of shipping industry, navigation technology education is facing challenges such as the disconnection between theory and practice and limited practical opportunities. In order to meet these challenges, this paper deeply analyzes the implementation status of the integration mode of production and teaching in Maritime Technology Industry College, and discusses its advantages and disadvantages in personnel training, curriculum system construction, teacher team development, training base construction and teaching quality monitoring. Through the strategies of modular curriculum design, virtual simulation training, enterprise internship opportunities, double-qualified teachers training and diversified evaluation system, this paper puts forward a set of plans to comprehensively optimize the practice teaching system. The program aims to enhance students' practical ability, innovation ability and professional accomplishment, make them better adapt to the needs of the industry, and provide high-quality talent guarantee for the sustainable development of the navigation technology industry. At the same time, this paper also emphasizes the importance of school-enterprise cooperation, and realizes the deep integration and sharing of educational resources and industrial resources through co-construction of curriculum system, teaching staff and training base. Finally, this paper looks forward to the potential contribution of the optimized practical teaching system in improving teaching quality, promoting industrial upgrading and technological innovation.

Towards epistemological pluralism and methodological openness in language teacher emotion research

In recent years the notion of emotional labor or emotion labor has gained prominence as an analytically robust concept to explore language teacher emotions in both western and non-western educational settings. The first aim of this article is to examine the applicability of a western concept of emotion labor to the study of language teacher emotions in the Global South/s. Through a comparative case study, we examine how Ecuadorian English-language and Kichwa-language teachers managed emotions while undertaking virtual teaching at the beginning of Covid-19 pandemic. While emotion labor was useful for explaining the former's reported experiences, for the latter, it was only through the Indigenous concept of corazonar rooted in Andean philosophy and cosmology that we could capture their drastically differing accounts. From the perspective of Epistemologies of the South, we argue for a locally sensitive way of theorizing language teacher emotions. We also aim to illustrate the significance of casing and recasing (i.e., a recursive process of linking developing ideas and the evidence that researchers gather) in language teacher emotion research through the investigation of our own analytical processes.

Provision of early clinical experience in UK medical schools: a cross-sectional survey

ABSTRACT Background There is an established evidence base to support early clinical experience (ECE) within medical degree programmes. However, increasingly crowded clinical learning environments can make provision challenging. The aim of this research was to develop understanding about how ECE is provided within UK medical schools. Methods We conducted a cross-sectional study on ECE provision by UK medical schools using an electronic survey containing a mix of question styles. We gathered data on the stage at which ECE featured within curricula, the amount of ECE provided, the setting for ECE, the learning outcomes covered during ECE and whether such content was formally assessed. Support for survey dissemination was obtained from the UK Medical Schools Council (MSC) Education Leads Advisory Group (ELAG). Responses were collected between 10/05/23 and 11/10/23. Findings Of the 43 eligible UK medical schools, responses were received from 28 (65%). The provision of ECE amongst respondent medical schools was ubiquitous. The majority of ECE was provided within general practice and hospital settings, but community and voluntary sector settings were increasingly employed, as was technology enhanced ECE. A significant shift in the nature of the content addressed during ECE, with less focus on implementation of basic science was seen within learning outcomes. The extent to which ECE learning outcomes were formally assessed was variable. Conclusion The amount of ECE provided by UK medical schools has fallen. We encourage institutions to reflect on their provision of ECE and to consider how greater diversity of community settings and technology-enhanced learning could be harnessed.

Childbirth self-efficacy and birth related PTSD symptoms: an online childbirth education randomised controlled trial for mothers

BackgroundThis study evaluated an online childbirth education course on childbirth self-efficacy and, subsequent birth related posttraumatic stress disorder (PTSD) symptoms and mother-infant relationship quality.MethodThree group (intervention, passive control, active control) parallel randomised controlled trial. Groups were assigned using computer generated random allocation. For the passive control group participants were instructed to carry on with whatever they were currently undertaking with their pregnancy, while the active control group were asked to read a booklet comprised of twelve birth stories. The purpose of the active control was to check if the act of having an activity to complete would influence outcomes. For the online course group (intervention) participants were asked to complete the online version of a birthing course designed by She Births®. One hundred and twenty-five women residing in Australia between 12 and 24 weeks pregnant were recruited online. Participants were asked to complete their required activity between 24 and 36 weeks pregnant. Childbirth self-efficacy scores were tested pre and post intervention (time one and time 2), PTSD symptoms and mother-infant relationship quality were tested at six weeks and six months postnatal.ResultsThere was no significant interaction by group for childbirth self-efficacy scores. Mean difference scores at time one (pre-intervention) and time two (post-intervention) for each group indicated a trend in the online group towards higher childbirth self-efficacy compared with the two control groups. The main effect of group on birth related PTSD scores was not statically significant at six weeks postnatal or at six months postnatal. The main effect of group on mother-infant relationship scores was not statically significant at six weeks postnatal or six months postnatal.ConclusionsTrends showed childbirth self-efficacy scores to be higher in the intervention group compared with the two control groups, demonstrating effectiveness for the intervention. Paradoxically, PTSD scores were higher in the intervention group compared with the two control groups and therefore also reported poorer mother-infant relationship quality. External factors may be more important than childbirth self-efficacy highlighting the need for a holistic approach that addresses systemic and socio-political influences to improve communication, autonomy, and respectful maternity care.Trial RegistrationThis trial was retrospectively registered with the Australian New Zealand Clinical Trials Registry number: ACTRN12624000241538 on March 11, 2024.

The Correlates of Psychological Resilience in Turkish Adolescents During The COVID-19 Pandemic: A Systematic Review

Adolescents, already in a vulnerable state due to the challenges of adolescence, were among risk groups to develop psychosocial and emotional problems during the COVID-19 pandemic. Research conducted with adolescents identified psychological resilience as one of the protective factors which helped them cope better with pandemic-related adversities. The aim of this systematic review is to determine the correlates of Turkish adolescents’ psychological resilience to gain a better understanding of its protective role during the pandemic. Using the related keywords (Turkish adolescents, students, psychological resilience, COVID-19 Pandemic) and limiting the publication period as 2020-2024, a database search was conducted, in which 340 articles were identified. 10 articles that met the eligibility criteria were included in the systematic review. By reviewing the articles systematically, doing exercise, emotional flexibility, spirituality, hope, parental and peer support, financial support, psycho-education programs supporting pandemic-specific coping, and certain personality traits including openness to new experience, extraversion, conscientiousness, and agreeableness were identified as variables that are positively correlated with psychological resilience. On the other hand, fear of COVID-19, anxiety, depression, post traumatic stress disorder (PTSD), smartphone addiction, playing digital games, online education, exam anxiety and neuroticism are variables that have negative correlation with psychological resilience. Based on the results, it appears that during the COVID-19 pandemic, psychological resilience, in relation with other individual and social/contextual protective factors, functioned as a psychological buffer against psychological problems for Turkish adolescents.

Teaching Pronunciation to EFL Learners at the Tertiary Level: Perspectives of Professors at Saudi Universities

This study aimed to provide a novel, focused program for instructing English pronunciation to Saudi EFL university students, grounded upon identified mistake patterns. In addition, to execute the customized curriculum in pronunciation instruction for a group of Saudi EFL students. Furthermore, to evaluate the efficacy of the tailored curriculum by measuring enhancements in pronunciation accuracy. Additionally, to investigate the attitudes and experiences of EFL professors at various Saudi universities regarding the designated pronunciation curriculum using surveys. The researchers adopted the analytical-descriptive research method, utilizing the questionnaire as a tool for collecting data from thirty-three EFL university professors who teach English at different Saudi universities. The main findings of this study were: excessive focus on instructing individual phonemes, prioritization of suprasegmentals; overdependence on standardized evaluations. The significant levels of disagreement suggest that these techniques may not adequately meet the pronunciation requirements of Arabic EFL learners. Allocating time for pronunciation may possess some merit, while its execution necessitates additional investigation. The consensus on communicative instruction suggests potential for this methodology if effectively employed. Technological tools were regarded as beneficial instruments, consistent with studies on computer-assisted pronunciation instruction. The efficacy of customizing curriculum to address faults made by Arabic learners; Emphasis on pronunciation instruction within educational institutions. The main recommendations were adopting communicative instructional methodologies for teaching pronunciation enhances the growth of EFL learners, employing technological equipment acts as advantageous tools in enhancing pronunciation education, and additional comparison investigations and lectures must be undertaken to establish a correlation between the phonological systems of learners' native language and the target language.

Penggunaan Media Papan Pintar untuk Meningkatkan Hasil Belajar Siswa Kelas 3 pada Materi Bilangan Cacah di SDN 1 Babakan

This research was motivated by the low learning outcomes of Mathematics in addition and subtraction materials in grade 3B students at SDN 1 Babakan. This shows that the Minimum Completeness Criteria (KKM) set by the school, which is 70, has not been achieved. The purpose of this study is to determine the improvement of Mathematics learning outcomes of addition and subtraction materials using smart board learning media. This study uses the Classroom Action Research (PTK) method based on the theory developed by Kemmis and McTaggart which includes the process of planning, action, observation, and reflection. The research was carried out in class 3B of SDN 1 Babakan, Sumber District, Cirebon Regency with a total of 29 students (14 women and 15 boys). Data collection techniques are carried out through observation and tests. Data analysis was carried out descriptively on all research data. The results of the study show that student learning outcomes in learning have improved. In the first cycle, student learning outcomes reached 62% and in the second cycle, student learning outcomes reached 83%. The conclusion that can be drawn from this study is that the use of Smart Board Media can improve student learning outcomes in Mathematics learning in grade III of SDN 1 Babakan

Enabling international student engagement through Online Learning Environments

ABSTRACT Within an international context, the role Online Learning Environments (OLEs) play in offering students opportunities to engage with other students to co-create positive experiences is complex. This paper examines the engagement facilitated by an OLE between students at a UK university and its Chinese partner. Findings show that OLEs can facilitate international student-to-student engagement and provide opportunities to co-create positive student experiences when the value offerings are engaged with (i.e. the OLE is used as intended). It is through students’ active engagement, or non-and negative engagement (i.e. intentional or accidental misuse), with the OLE that ultimately affects their student experiences.

The Digital Decathlon

The “Digital Decathlon” Erasmus+ project addresses the critical need for digital and green transitions in the Architecture, Engineering and Construction (AEC) sector by proposing an innovative approach for higher education. The project aims to prepare the next generation of professionals through a BIM-based design competition, designed as a novelty learning/gaming pathway for university students. By engaging participants from diverse countries and related academic backgrounds, the project fosters collaborative workflows and interdisciplinary teamwork by adopting a digital and gamified approach, providing hands-on learning and design experience. This paper presents the conceptual framework, methodologies and materials defining the prototypical learning format, which integrates online learning resources and tools, collaboration and mentoring, subject to a quality assessment for improvement and replication. Overall, the Digital Decathlon contributes to the advancement of educational methods necessary to address current challenges and to create the digitalised and sustainable built environment of tomorrow.

Using open online courses on programming in organizing independent work of students

The article highlights the need to use online courses on programming, including automatic code checking, in organizing independent work of high school students. An overview of open online courses designed to study the Python programming language, implemented on different platforms, is provided. The capabilities of each online course for solving educational problems, such as general training of students in programming, preparation for state exams, developing skills in solving Olympiad problems, organizing project activities, and career guidance for schoolchildren are discussed. The technical capabilities of the platforms on which the courses are presented are analyzed from the point of view of their didactic potential. Forms of organizing independent work of students using online courses on programming are proposed. The general algorithm for solving programming problems is specified taking into account the specifics of using the automatic system for checking and evaluating the solution implemented in online courses.

Connecting the Dots on Female Digital Health Education: A Systematic Review.

Identified barriers to care for common, chronic conditions that impact millions of females suggest that patient education is critical to improving the care experience, expediting a diagnosis, and elevating outcomes. This article aims to understand the efficacy of digital patient education interventions on patient outcomes, specifically those addressing common causes of chronic abnormal uterine bleeding, premenstrual dysphoric disorder, and endometriosis. We queried MEDLINE, PubMed, Cochrane Library, and Google Scholar for articles published in English between January 1, 2014, and May 1, 2024, on digital patient education and urogenital diseases. The search identified 260 articles, 247 of which were retrieved for title and abstract review, 27 of which were retrieved for full-text review, and 25 of which were excluded. Two studies were included in this review. Both studies were individual-/community-level interventions involving digitally delivered patient education. Participants had received a diagnosis and were engaged in accessing care when enrolled, and each study was conducted at a single site. Both interventions produced positive results. Despite the potential of digital health education to improve patient outcomes, limited research in this field underscores the need for further studies to validate interventions and address gaps in knowledge.