Online Learning Programs Research Articles

The role of e-learning in enhancing digital thinking skills among university students

This paper explores the role of e-learning in enhancing university students’ digital thinking skills. The descriptive approach is used. The research sample includes a sample of 120 male and female students randomly selected from the faculty of Arts at Al-Zaytoonah University of Jordan. The results indicate a medium degree of approval regarding digital thinking skills using e-learning in teaching. The research paper recommends furnishing students of the Faculty of Arts with digital training programs to enhance their digital skills and activate online learning programs in virtual classrooms. This paper enriches the Arab and Western libraries with original academic contributions and scholarship to knowledge about the significance of adopting digital thinking skills among students in daily life situations. Other key implications are reflected in activating electronic educational programs in virtual classrooms, developing educational programs specific to e-learning and encouraging teachers to use electronic curricula in e-learning. The paper recommends conducting a study on the effectiveness of e-learning in developing critical thinking skills, meta-digital thinking, advanced thinking skills, and meta-digital thinking skills regarding future research work. Conducting a study on enhancing digital learning abilities among pre-university and university students is one of the primary implications.

Key directions for global higher education in the post-Covid era

The COVID-19 pandemic necessitated the adaptation of the educational process to the changing conditions. Efforts to stop the spread of the disease, including social distancing and self-isolation, led to the need to implement a new education model and develop effective communications in higher education, with the online educational process from March to April 2020. Platforms such as Discord, Google Meet, Zoom, Skype, and others were used for distance learning. Training for future doctors working in hospitals repurposed to treat COVID-19 patients was organised, including remotely. This rapid transition to distance learning significantly transformed modern higher education. This article explores the features and necessity of internationalising the higher education system as an integral component of the innovative development strategy of higher education institutions in post-COVID conditions. The transition of education to a qualitatively new level – the international online space – requires implementing new strategies and forms of learning. One such form is Collaborative Online International Learning (COIL) programmes. The COIL model aims to integrate educational standards, structures, teaching styles, and academic calendars of different countries into the higher education system, thereby contributing to developing intercultural professional competencies. Collaborative international online learning programmes are designed to develop relationships between educational institutions and their partners within a comprehensive global engagement strategy. From the globalisation of the curriculum to building funding capacity and creating new projects in research, education, and experiential learning, these programmes engage students and faculty in international activities. The COIL model brings teachers and students worldwide to collaborate within academic disciplines and in an interdisciplinary field as part of a joint virtual project. To demonstrate the timeliness and adequacy of the higher education system's response in the post-COVID-19 pandemic, the article presents global experiences using the distance learning principle for teaching.

Adults who learn online: Exploring the online learning readiness of nontraditional undergraduate students in a Ghanaian university

Despite the growing population of non-traditional (mature) students in online learning programmes in universities across the world, less is known about the online learning readiness of this unique category of students. Drawing on qualitative online survey with 128 non-traditional students enrolled in distance education programmes at the University of Ghana, this paper investigates their online learning readiness and solicits their perspectives on ways of improvement. The findings reveal that while mature students exhibit lower levels of online learning self-efficacy, they demonstrate a strong sense of self-directedness in their studies. Furthermore, poor internet infrastructure and network connectivity, a lack of social engagement in the online learning environment, and limited knowledge on digital tools impacted on students' online learning readiness. In response, students recommended enhanced technical support and training, improved peer and tutor interactions, increased student support services, and better management of work-life balance. The study recommends for universities to address these specific needs to optimize the online learning experience and outcomes for mature students.

Strategies used in blended and learning and virtual laboratories for STEAM education

This paper explores the development of online learning practices in engineering education at “Gh. Asachi” Technical University in Iaşi (TUIaşi) from 1994 to present, including the Covid-19 pandemic period. It highlights ways in which blended teaching and learning (BTL), including virtual laboratories, gradually replaced the traditional face-to face teaching style. By 2020 advances in Internet technology and the latter’s widespread use had already enabled the emergence of hybrid classes. The author present his contribution to the development of online learning practices at the above public higher education institution, which boasts being the oldest in engineering education in Romania. At present, this university uses Moodle to manage its online learning programme. The paper looks into the following topics: use of the Internet and of educational platforms at the Departments of Teacher Training at Al. I. Cuza University (UAIC, Iaşi) and TUIaşi; implementation of innovative teaching practices, such as e-pedagogy; transition to blended learning as the dominant student-centred teaching style; contribution of digital technology to greater learner engagement and satisfaction; collaboration with universities from Romania, the Republic of Moldova, Egypt, and other European countries.

Digital education in healthcare: A mixed methods evaluation of the advanced breast cancer for nurses (ABC4Nurses) eLearning programme.

Advanced breast cancer affects approximately 30% of people diagnosed with breast cancer, leading to distressing symptoms and unmet needs. Despite the consensus on the need for specialist care, access remains inconsistent due to disparities in specialist cancer nurse education. The aim of this study was to evaluate the acceptability, usability, learning experience and perceived impact of the advanced breast cancer for nurses (ABC4Nurses) eLearning programme on learners' clinical practice. The ABC4Nurses programme was co-designed with people affected by advanced breast cancer and evaluated using a mixed methods approach. The programme was made available freely online in English, Czech, Spanish, and Turkish. During the evaluation period, 272 nurses commenced the programme, with 79 completing it. The programme content was developed following a systematic review and Delphi study. Pre- and post-programme questionnaires and post-programme semi-structured interviews were conducted, guided by the Kirkpatrick Evaluation Framework. The programme, comprising six modules, was positively evaluated. Participants commended the accessibility, quality of materials, and relevance of content to clinical practice. Despite the self-directed nature of the programme influencing progression, participants reported increased confidence in caring for people living with advanced breast cancer. The co-designed, multi-lingual online learning programme effectively enhanced cancer nurses' confidence in delivering care to people living with advanced breast cancer. The translation of programme materials broadened its reach, and future work will focus on expanding the programme's availability to underserved contexts through further translations.

The Facilitation of Online Learning for Middle-aged Employees

In recent decades, online learning has dominated all industries, while middle-aged employees might find it challenging to switch offline to online work environments. The study explored (1) the characteristics of effective online learning programs for middle-aged people, and (2) the benefits of online learning related to the work-life capacities of middle-aged people. This study used qualitative phenomenology and data were collected using semi-structured interviews. The participants included twenty human resources (HR) or learning development managers, nine females and eleven males. All managers from national or multinational companies used online learning during the last three years. The study revealed that online learning for middle-aged has specific characteristics: focus on practical or strategic skills, combining online tools and offline activities, clear time-limit, including multigeneration, small numbers of participants, and applying a personal approach. The study also indicated that online learning for middle-aged needs to be integrated and combine more than one activity. Lastly, the study showed that the benefits of online learning for middle-aged people are the refreshment of knowledge, work-skill renewal, and growth mindset awareness. To conclude, a monitoring program should be implemented to ensure output quality and achieve the learning goals. The researchers suggested further research to explore learners' barriers and how they cope with online situations.

The effect of perceived quality on purchase intention with mediation of perceived value at RevoU Indonesia

Indonesia education sector is rapidly evolving with the integration of EdTech, driven by increased internet connectivity and digital device access. Despite this growth, the purchase intention rate for paid online learning programs remains low, as many consumers favor free trials over committing to full programs. This study aims to analyze the effect of perceived quality on purchase intention, with perceived value as a mediating factor, for RevoU online educational services in Indonesia. In the Indonesian EdTech market, perceived quality and value are critical considerations influencing consumer intention to invest in paid programs. This study uses a quantitative method by distributing questionnaires to 100 respondents who have participated in the free RevoU mini courses. The data were analyzed using SmartPLS 4. The results indicate that perceived quality has a positive and significant effect on purchase intention, suggesting that the higher the perceived quality of the educational services, the greater the likelihood of consumer intention to purchase. Additionally, perceived value also positively and significantly impacts purchase intention, highlighting the importance of providing great value to customers. The findings underscore that both perceived quality and value play essential roles in influencing purchase intention, suggesting that RevoU should emphasize consistent quality and communicate the value of its programs effectively to encourage customer intention and also compete in the Indonesian EdTech market.

Empowering Women through E-Learning: The Role of Waqf in Supporting Digital Education for Girls and Women in Northern Nigeria

This study aims to investigate how women in Northern Nigeria might benefit from digital education through waqf, an Islamic endowment. To increase girls and women's access to education, the study focuses on determining how waqf institutions may aid in creating e-learning infrastructure, materials, and training initiatives. The study aims to eliminate social and economic hurdles that restrict women's access to education in the area, advance gender equality, and provide women with the skills necessary for socioeconomic development by utilizing waqf monies. The ultimate objective is to demonstrate how integrating digital education programs with Islamic charitable frameworks can establish long-term avenues for women's empowerment and promote wider community development in Northern Nigeria. Women's education greatly aids Social and economic progress, especially in areas with large gender gaps. Women's access to formal education has been hampered in Northern Nigeria by long-standing obstacles such as early marriage, poverty, and cultural conventions. However, the emergence of e-learning offers a special chance to close this gap by giving women and girls remote access to educational materials. This study uses a mixed-methods approach, this study investigates how Waqf supports e-learning for women in Northern Nigeria by integrating qualitative and quantitative research approaches. The results indicate that women's educational chances can be greatly improved by combining Waqf with online learning programs, enabling them to better their socioeconomic circumstances and make a positive impact on their communities. The study's conclusion emphasizes the necessity of deliberate actions to optimize Waqf's effectiveness in resolving gender-based educational disparities in Northern Nigeria.

The Strengths of People in Low-SES Positions: An Identity-Reframing Intervention Improves Low-SES Students’ Achievement Over One Semester

Students from low-socioeconomic status (SES) backgrounds such as first-generation or low-income students are often portrayed as deficient, lacking in skills and potential to succeed at university. We hypothesized that such representations lead low-SES students to see their SES-identity as a barrier to success and impair achievement. If so, reframing low-SES students’ identity as a source of strength may help them succeed. Testing this hypothesis in a highly scalable form, we developed an online low-SES-identity-reframing exercise. In Experiment 1 (N = 214), this exercise helped low-SES students to see their SES-identity more as a source of success and boosted their performance on an academic task by 13%. In Experiment 2, a large randomized-controlled intervention field experiment (N = 786), we implemented the identity-reframing intervention in a university’s online learning program. This improved low-SES students’ grades over the semester. Recognizing the strengths low-SES students bring to university can help students access these strengths and apply them to schooling.

Digitized Mathematics Module: Its Acceptability and Influence on Students’ Motivation and Performance

With the shift to online learning or distance education programs, higher education, in particular, has to focus on ways to cater with the demand of its clientele. Thus, Jose Rizal Memorial State University-Katipunan Campus developed a Digitized Mathematics Module to adapt with the changing landscape of education. However, it is imperative to determine if the module is effective. Thus, the study aimed to determine the acceptability of students towards the digitized Mathematics module and its influence on their motivation and performance of the Mathematics in the Modern World course. Utilizing a descriptive-correlational design, and stratified technique, the study employed one hundred seventy- two (172) students enrolled in Mathematics in the Modern World classes during the first semester of academic year 2020-2021 as respondents of the study. Two sets of questionnaires, adopted from Rio (2014) and Keller (2010), were used as instruments to yield the necessary data for the study. Frequency count, percentage, mean, chi-square, and Somer’s D were the main statistical tools used. Based on the results, the Digitized Mathematics Module is acceptable. The study also revealed that the acceptability of digitized Mathematics module, level of students’ motivation, and students’ Mathematics performance have no significant relationship. As the students accepted the digitized module, they also claimed that they were motivated. Though the module is accepted at a certain level, it is still recommended that the mathematics module needs to be improved so that its acceptability level turns into very acceptable. Instructional Materials and Development Committee (IMDC) may intensify quality assurance in preparing the module to improve its acceptability and motivation levels. The researcher is also proposing to conduct an online seminar workshop serving as an intervention to increase the acceptability of the digitized Mathematics module.

Tiers of Engagement: Achieved Learning From Business Simulations Reflected in Economics Students’ Experiences

This article investigates the impact of a business simulator in an online economics course, focusing on the relationship between student engagement and reflections on learning. Utilizing a mixed-methods approach, our study analyzes responses from 328 students who used the "Hubro Business Simulator" in a flexible online bachelor's program in economics and administration. Students provided reflections on the simulator as a learning activity, application of theoretical concepts and practical relevance. Qualitative analysis of 1640 responses further explored the depth of students' reflections, categorized into different tiers of engagement based on their responses. This analysis builds on Self-Regulated Learning (SRL) and motivational theory. The study sought to determine whether students reporting higher levels of engagement exhibited deeper metacognitive reflections compared to their less engaged peers. Findings support a link between the level of engagement and the depth of reflection. Students with higher engagement levels were more likely to reflect on specific ways in which the simulator had supported their learning and understanding of theoretical concepts. This paper discusses the limitations and implications of these findings for enhancing game-based learning interventions, emphasizing the need to foster higher engagement levels to improve educational outcomes in online learning environments. The study contributes to the literature on game-based learning by providing a large empirical study on how business simulators can foster higher-order thinking and deeper learning reflections among economics students. It also highlights the role of engagement in using business simulators as learning tools, offering insights that could improve the learning design and implementation in similar online and flexible learning program contexts.

Evolving K-12 Digital Education: Enhancing Flexibility and Access through Online Learning and Virtual Programs

Background and Aims: Evolving K-12 digital education is critical because it increases flexibility, accessibility, and personalization, addressing diverse student needs and broadening learning opportunities. This evolution is critical for responding to technological advancements and preparing students for a digital future. This paper investigates the Evolving K-12 Digital Education: Enhancing Flexibility and Access through Online Learning and Virtual Programs. Methodology: The methodology for this review article is a systematic synthesis of existing literature on K-12 digital education, with a focus on online learning and virtual programs. It entails selecting and analyzing relevant studies to evaluate trends, benefits, and challenges, resulting in a comprehensive overview of how digital education improves flexibility, accessibility, and personalization. This approach is intended to provide valuable insights into the current state and future directions of digital learning. Results: the finding found that the incorporation of digital technology into K-12 education has significantly increased flexibility, accessibility, and personalized learning, it has also introduced new challenges such as the digital divide and difficulties in adapting to virtual settings. To fully reap the benefits of digital education, ongoing efforts must be made to address these challenges through equitable access, robust support systems, and comprehensive professional development for educators. The ongoing evolution of digital education promises to further transform learning experiences, assuming that these issues are effectively addressed. Conclusion: The incorporation of digital technology into K-12 education has greatly improved flexibility, accessibility, and personalization while also introducing new challenges such as the digital divide and adaptation difficulties. To fully realize these benefits, ongoing efforts are required to ensure equitable access, strong support systems, and comprehensive professional development for educators, paving the way for future advancements in digital learning.

Relationship among Learning Needs, Institutional Support and Assessment Experiences of Distance and Online Learners: A Survey Study

The objective of this study was to analyze the relationship between learning needs, institutional support, and the assessment experiences of students enrolled in distance and online learning programs. Cross-sectional quantitative survey design was used to collect the data from distance learners. In total, 518 distance learners submitted their responses for this study. The Learning Needs Questionnaire (LNQ) (Ho & Lim, 2021), Institutional Support Questionnaire (Lim & Ho, 2022), and Assessment Experiences Questionnaire (TESA Tools, 2019) were used to obtain responses from students enrolled in various distance education programs. It was found that although there was a moderate and statistically significant relationship among the three variables, the statistical results for the three scales showed different patterns for some demographic variables, i.e., age group, degree program, semester of the study, region, and academic performance. It is recommended that the needs and perspectives of students be taken into account in order to provide them with effective learning services and assessment experiences. For this purpose, comprehensive profiling of students and their feedback on courses every semester with the help of the latest technological resources may be helpful to provide them with relevant support and facilitation in the teaching-learning and assessment process.

Development of Collaborative Online Learning Model Based on Case Method in Optics Courses to Train Creative and Communication Skills

Learning models really need to be developed to meet the demands of the world of work and keep up with existing technological developments, especially in the field of physics. This study aims to produce a collaborative online learning model based on the case method in optics courses. This research uses the Research and Development (R&D) method with the ADDIE model. The ADDIE model has five steps that need to be carried out in a structured manner because they are systematic, namely analysis, design, development, implementation and evaluation. The number of participants in this research consisted of 12 physics education students from Uhamka Jakarta and 13 physics education students from Unismuh Makassar. The number of lecturers involved was 5 people, with details of 3 from Unismuh Makassar lecturers and 2 from Uhamka Jakarta lecturers, all participants, both lecturers and students, carried out activities in the collaborative LMS that had been developed previously. The based on the process of implementing a collaborative online learning program. The analysis stage is the first step which aims to match the learning outcomes with the type or form of the digital module in the Optics course chosen. The design stage is to organize and design learning activities and videos. The development stage is the stage of building digital modules by assembling them into SPADA Unismuh Makassar. The number of students in the high improvement category in creative skills is 50% and in written communication skills is 60%. This shows that the use of collaborative online learning design in optics lecture activities related to geometric optics material has moderate effectiveness in improving creative thinking and communicative skills.

The TeLeo Program: Tele-education in pediatric oncology as a tool to support training programs in Latin America.

The TeLeo Program offers a free-access 2-year online learning program to support fellowship programs in pediatric oncology, enhance networking opportunities, and facilitate the exchange of context-specific, educational content within the pediatric oncology community in training in Latin America. In its first edition beginning in 2021, 185 fellows from 40 centers in 12 Latin American countries were enrolled. Additional courses for other healthcare professionals related to oncology in the region were produced to further support the program. A digital platform was created to allow users to easily access learning activities after registration, with 7075 professionals currently registered.

<p>How to Promote Honest Learning Outcomes in Online Education: Understanding Achievement Goal Orientation and Self-Efficacy</p>

Introduction. This study aimed to investigate the relationship between Achievement Goal Orientation, Self-Efficacy, and Academic Dishonesty among college students during online learning. Method. A total of 238 students from students colleges in Indonesia completed an online questionnaire consisting of scales measuring Achievement Goal Orientation, Self-Efficacy, and Academic Dishonesty. The data were then analyzed using hierarchical regression analysis. Results. The results showed a significant relationship between Mastery goal orientation (approach-avoidance) Performance avoidance orientation and Academic Dishonesty. Additionally, a significant relationship was found between Self-Efficacy and Academic Dishonesty, with students who had lower Self-Efficacy being more likely to engage in Academic Dishonesty compared to those with higher Self-Efficacy. Hierarchical regression analysis also revealed that Mastery goal orientation, Performance goal orientation, and Self-Efficacy together predicted Academic Dishonesty in college students during online learning. Discussion and Conclusion. This study concludes that Achievement Goal Orientation and Self-Efficacy are important factors that influence Academic Dishonesty in college students during online learning. These findings may contribute to the development of more effective online learning programs that encourage students to achieve honest and high-quality learning outcomes.

Implementation of Online Teacher Professional Development Programs: Physical Education Teacher Perspectives

One current focus in education is the importance of developing professionalism among physical education teachers to meet the demands and challenges of physical education in the 21st century. Several challenges faced by physical education teachers in implementing online professional development programs include limited access to technology, reduced social interaction, and difficulties in assessing and providing immediate feedback. Additional challenges that require further investigation include the relevance of content and its adaptation specifically to the physical education curriculum and practical contexts. The relevance of physical education teachers' understanding of online professional development programs involves program design and improvement, professional growth and efficacy, implementation and adoption, policy, and advocacy. This study aims to explore the perspectives of physical education teachers on participating in online professional development programs. The method used is quantitative research with a descriptive quantitative design. The sampling technique employed is census sampling, involving all members of the population in the survey, thus including 245 teachers from across Indonesia who are participating in the online development program. The results show that over 80% of participants were able to receive and assimilate the material provided by instructors through a Learning Management System (LMS) during the specified duration of the online teacher development program. Indeed, more than 75% of participants were able to not be disturbed by network issues in their area. Significant differences were reported beyond these percentages, including differences in age groups, teaching experience, and geographical location. Other findings from this study reveal that more than 50% of participants were not interested in the online teacher development program. Factors causing this lack of interest include limited social interaction, digital fatigue, mistrust in effectiveness, and limitations in technology and internet access. The practical implications of these findings are to enhance interactivity, address digital fatigue, improve content relevance, and provide technological support. Future research directions on this topic include longitudinal studies to evaluate the long-term impact of online learning programs on teaching practices and learning outcomes, aiming to identify ongoing changes and improvements in teaching practices. Key Words: Implementation, Perception, Physical Education, Teacher Professional Development

WORKSHOP: CREATE AN E-MODULE INTERACTIVE WITH EBOOK CREATOR APLICATION

The Covid-19 pandemic has had a huge impact, such as many schools in the world being closed to stop the spread of Covid-19. The impact of the Covid-19 pandemic has made the government create an online learning program. Online or online learning is learning based on digital media technology in which learning materials are sent electronically or in the form of files to students remotely using the internet with computer media. According to the government, online learning is considered the most effective and efficient way to learn in the midst of the current pandemic. In online learning, of course, teachers need to master technology. Technology or e-learning is a distance learning method using technology and the internet as a means of delivering material outside of traditional face-to-face classes. There are many advantages of e-learning, including: effective and efficient, can be followed by many people, can manage their own time, and independent teaching for students. Video Based Learning or video-based learning is one method that has become a trend in e-learning for a decade. The benefits of Video Based Learning have captivated the world of education since its creation. Because the human brain is wired to track movement and is attracted to movement, videos can make things more interesting than just text. For this reason, training to make learning videos for teachers and prospective teachers is very important, considering that currently technology has become a trend and is very often used.

Hyperedu online learning program for hyperspectral remote sensing: Concept, implementation and lessons learned

The increasing importance of Earth observation information for society and environment, particularly in the expanding domain of hyperspectral remote sensing, along with the significantly increasing data availability, emphasizes the demand for online education to address the growing need for expertise in this domain. We present a comprehensive review of existing online education programs on Earth observation that underline the limited availability of online resources for hyperspectral remote sensing.To respond to this demand, we introduce HYPERedu, an online education program on hyperspectral remote sensing that has been developed as part of the EnMAP satellite mission since 2019. The program’s core components, content, and participation statistics, along with insights from participant feedback, are presented. HYPERedu offers a wide range of resources, including slide collections, tutorials, video screencasts, and online courses, making them accessible to a broad audience for university teaching, training schools and individual learning. The program’s effectiveness as well as challenges and insights encountered during program development are discussed. We emphasize the importance of collaborative learning, sustainability efforts for long-term material accessibility and quality assurance, and the need to bridge the digital divide with offline options, open-source tools, and multilingual content. Effective content presentation is vital, focusing on consistent branding, concise modules, interactive features, and narrative-style videos. Additionally, we explore the future of online Earth observation learning, considering enhanced participant interaction and the integration of new learning concepts. Finally, we underscore the significance of outreach and training for satellite mission utilization and advocate for open education to promote open science, data, software, and accessibility for inclusive education.

Perspectives on dementia care self-learning platform: A focus group study of family and professional caregivers

ObjectiveTo compare perspectives of family and professional caregivers regarding an online self-learning platform. MethodsFamily and professional caregivers were interviewed separately. A thematic analysis was conducted with 12 family caregivers and 13 professional caregivers of people living with dementia in Macao using six semi-structured focus group interviews. ResultsFamily and professional caregivers had different perspectives regarding the application of online learning program Four main themes emerged from the focus groups, including similarities and differences, namely 1) Need for services; 2) Accessibility to services; 3) Barriers to online learning; 4) Adjustments to the platform. ConclusionsThe psychological assurance offered by an online learning program is imperative to the well-being of family caregivers. By identifying the gap between the needs and abilities of family caregivers and those imagined by professional caregivers, it allows for the development of support programs and interventions tailored to meet the specific needs of family caregivers.