Online Learning Technologies Research Articles

Online Teaching and Learning Technology Tools for Analytical-Numerical Methods in Engineering

The COVID-19 pandemic has forced the synchronized and asynchronized teaching and learning (TnL) to sustain educational programs. It is difficult to change the modality of most STEM courses because the TnL of many laboratory skills does not transform to an online learning environment. The complication of virtual lab skills is the motivation of this paper to focus on the online Analytical Numerical Method course (ANM) integrated with technology tools and apps. The methodology of online TnL for Analytical numerical Methods involves the scientific and mathematical thinking skills in experimental approaches. These approaches employ varied education processes such as heutagogy, peeragogy, and cybergogy. Online ANM is looking for educator 4.0 tools to facilitate the outline of synchronous and asynchronous TnL activities. The apps and tools are suitable for most aspects of ANM course. The implementation strategies integrated Mathematics, IT and engineering. As expected, without STEM approaches and without online TnL technology tools, creating learner engagement through information and communication technology cannot be achieved. The result and discussion of SEM-AMOS model enhance online teaching and learning ANM based on student feedback, questionnaires and survey. Diagram, table and data presentation reveal an unexpected result supported by virtual lab and variants of virtual laboratory. This paper will provide a guidance to educator 4.0 practitioners to modify the current curriculum in line with the latest technological developments and requirements in online TnL.

Publications on Online Learning Technology for Mathematics and Science: Bibliometric Computational Mapping Analysis using VOSviewer

This research aimed to explore the trends of research on online learning technology for mathematics and science. The data were obtained from Scopus database using the Publish or Perish application as a reference management tool. Subsequently, the computational mapping analysis was conducted using VOSviewer with a bibliometric approach. The keywords used as a guide for the search process were “technology” AND “online learning” AND “math” OR “science”. Over a span of ten years (2014 to 2023), a total of 458 relevant articles indexed by Scopus were identified. The results showed that research on online learning technology for mathematics and science were categorized into four terms, namely technology, online learning, mathematics, and science. The term "technology" fell within cluster 1, consisting of 149 links, a total link strength of 4936, and 324 occurrences. Online learning was categorized within cluster 2, comprising 149 links, a total link strength of 2921, and 181 occurrences. Mathematics was classified within cluster 4, with 138 links, a total link strength of 939, and 54 occurrences. Lastly, science was also categorized in cluster 4, with 129 links, a total link strength of 2420, and 167 occurrences. The data analysis revealed a fluctuation in research output on online learning technology for mathematics and science. The number of articles increased from 22 in 2014 to 25 in 2015, followed by a decrease to 17 in 2016, increased to 20, 21, 32, 40, 99, and 125 in 2017-2022, and finally decreased to 57 in 2023. These results were illustrated by VOS viewer analysis. The discussion presented can serve as a foundational point for future research on related topics.

South African TVET Students’ Perceptions of Their Online Learning Experiences and Challenges: A Pilot Study

Learning in Technical and Vocational Education and Training (TVET) has been largely conducted through conventional methods. However, today, where information and communication technology plays a major role in people’s daily lives, learning now relies on how students respond to literate teaching and learning technologies. The unavailability of online learning technologies in the TVET sector continues to underplay its value in breaking long-standing learning barriers such as class sizes and timetabling. The challenge is its adoption in TVET, which is still in its infancy compared to universities. Therefore, online learning is gaining momentum as a pedagogical tool in the TVET sector. The paper aimed to discuss TVET students’ experiences during online learning. The study focused on how online learning impacts students’ learning experiences in the TVET sector. A qualitative approach was used, and data were gathered from 25 engineering students using Google Forms. Participant observation was also employed to confirm the findings. Engineering distance learning students were purposively and conveniently selected for the study. A conceptual framework was adopted from Aparicio et al.’s e-learning theory. Data were analysed thematically based on emerging themes. Findings showed that some students failed to attend online classes due to a shortage of smartphones/laptops, data, lack of communication from tutors and poor connectivity. Results revealed that students endorsed online learning for augmenting face-to-face contact sessions and flexibility to engage anytime. The study results indicated the existence of challenges, with notable progress. Addressing the challenges and acquiring a data-free learning management system could enhance online teaching and learning.

Digital-Based Learning in Lagging Area: Students' Problems and Expectations

Digital-based learning required by the government since the Covid-19 pandemic in early 2020 until mid-2022 is not fully implemented by teachers and students in lagging area. There are several problems and challenges faced by students in digital-based learning. This study aims to identify the causes of not implementing digital-based learning in the lagging area and analyze the expectations of students. This study was conducted by using quantitative methods. Data were obtained by giving questionnaires, conducting observations and interviews and then analyzed and explained narratively. The results of this study reveal that limited facilities and infrastructure, frequent power outages, limited internet access, there are still many students who do not have laptops and smart devices and lack of responsibility, understanding and teacher skills are obstacles for students in utilizing digital media. Students expect the government's attention to improve facilities, digital literacy of teachers and students and teacher professionalism. In addition, they also want teachers to be more creative in carrying out classroom learning such as the use of various digital media, learning videos, and various online learning technologies.

Mobile Learning and Resource Sharing Mode of College English Translation Based on 5G Mobile Communication Technology

The application of 5G and other mobile communication technologies to education and teaching, and the construction of College English Translation mobile learning and resource sharing model and related models have important scientific value and significance for the effective organization and management of learning resources and the improvement of the speed and efficiency of college english translation resource retrieval. This research mainly combines the characteristics of complementarity and expansion of mobile learning technology for traditional online learning technology. Based on Moodle online teaching platform, this research develops a mobile learning and resource sharing mode for college english translation based on 5G mobile communication technology, designs and implements a mobile learning model based on Moodle platform, and designs the system architecture, functional modules, learning mode and learning process, Finally, the main functional modules of the system model are implemented and tested. To promote mobile learning in the teaching field to play a helping role in a wide range. The experimental results show that the AKAZE algorithm is used to optimize the model, and the overall accuracy rate reaches 74.7%, and the test probability value P (siq)=0.00, which is significantly less than the significant level of 0.05. Therefore, we believe that the application of mobile learning instructional design mode will help students improve their academic performance.

Development of Extemporaneous Compounding as an Initiating Factor in the Transformation of Pharmaceutical Education: International Experience and Current Trends

INTRODUCTION. Currently, stakeholders across the Russian medical and pharmaceutical community are focusing on the restoration of national pharmaceutical compounding. The Russian pharmaceutical compounding market, with its great potential for growth, requires highly qualified professionals able to ensure the operation of compounding pharmacies and the proper quality of extemporaneous medicinal products. The effectiveness of training for such specialists can be improved by analysing the experience of educational institutions in countries with developed pharmaceutical compounding systems.AIM. This study aimed to analyse the distinguishing features of training for pharmaceutical compounding specialists, as well as determine the main trends in pharmaceutical compounding education in leading international academic institutions.MATERIALS AND METHODS. The study used methods of logical, comparative, structural, and content analysis. The analysis covered 106 pharmacy and pharmacology curricula of the top-25 higher education providers from the QS World University Rankings by Quacquarelli Symonds. The curricula were analysed using open data published online, particularly, on the official websites of the selected universities.RESULTS. The article presents the distinguishing features of pharmaceutical compounding education at different academic qualification levels; these features include the requirements for applicants, time to degree, competence standards, structure of exams, and specifics of students’ professional engagement, with consideration of the national context. The key trends in the education of specialists in pharmaceutical compounding include a decrease in training time for mid-level specialists; a tendency towards concentrating on clinical disciplines due to the expansion of the roles of pharmacy professionals; a growing focus on specialisation in the areas of paediatric, dental, sterile, veterinary, radiopharmaceutical, and orphan drug compounding; increasing use of simulated practice experiences and online learning technologies; and the development of continuing professional education systems.CONCLUSIONS. Pharmaceutical education programmes of leading international educational organisations include disciplines related to extemporaneous compounding. Current international trends—pharmaceutical education with further specialisation in extemporaneous compounding, integration of simulation technologies and online learning into the educational process, and development of continuing professional education—coincide with the development directions of pharmaceutical education in the Russian Federation. Whereas international pharmacy specialists complete additional professional education programmes to gain an additional specialisation in the extemporaneous preparation of paediatric medicinal products, sterile dosage forms, chemotherapy products, radiopharmaceuticals, veterinary products, and dental products, Russian specialists can acquire these additional competencies through further education programmes at the levels of advanced training and residency.

Research on Lithology Identification based on Machine Learning

Machine learning has great potential in lithology identification. Through supervised learning, unsupervised learning, semi-supervised learning, deep learning and other methods, features can be automatically extracted from complex seismic data and logging data to achieve efficient and accurate lithology classification. These methods not only improve the accuracy and efficiency of lithology identification, but also reduce the workload of geologists, allowing them to focus on higher-level analysis and decision making. Despite significant progress, machine learning still faces many challenges in lithology identification. First, data quality and quantity limitations remain a major problem, especially in certain areas where obtaining high-quality seismic and logging data is difficult. Second, the training and interpretability of complex models also need to be addressed, especially because the "black box" nature of deep learning models makes it difficult for geologists to understand their internal mechanisms and predictions. In addition, the generalization ability and overfitting of models, as well as the need for real-time data processing in practical applications, are also urgent challenges to be solved. To address these challenges, this paper proposes several solutions and future directions. Data enhancement and synthesis techniques can extend existing data sets and improve the robustness and accuracy of models. The development of interpretative models and visualization tools helps geologists understand and trust the decision-making process of models. Multi-source data fusion technology can effectively use multi-source heterogeneous data such as seismic data, well logging data and geological map to improve model performance. Online learning and transfer learning technologies can update models in real time, improve the adaptability and generalization ability of models, and develop more accurate and interpretable models.

Pre-service Teachers and Online Learning Technology in Practice Today: Perceptions, Preparedness and Competence in E-practicum

Teaching has gone beyond mere memorizing of rules and the use of talk and chalk method of teaching. Learning is no longer tied to the four-walls of the classroom hence teachers should adapt to the new digital way of learning. This paper investigated pre-service teachers’ perceptions, preparedness and competence in using virtual meeting solutions (Zoom and Google Meet) in non-physical classroom practicum. Three hundred and fifty two preservice teachers selected from the Faculty of Education of a Nigerian University participated in the descriptive research study. A validated close-ended questionnaire and self-rated rating scale were used to gather data from the respondents. The study found out that: i) the respondents perceived the use of Zoom and Google Meet for e-practicum as solutions for teaching and learning in the 21st century; ii) most of the respondents were not adequately prepared for the integration of Zoom and Google Meet into e-teaching practicum; iii) respondents were not pedagogically competent to use Zoom and Google Meet for teaching practicum. This study showed some lapses in TPs’ personal development in basic computational skills and teacher digital education programmes. The study suggested solutions that would be useful for concerned stakeholders in digital education industry.

Unpacking EFL learners’ emotions and emotion-regulation strategies in digital collaborative academic reading projects: An integrated approach of vignette methodology and interview analysis

This study explored the manifestation of multifaceted emotions, sources of emotions, and emotion regulation strategies of college EFL learners participating in digital collaborative academic reading projects. Data were collected through a vignette-based survey that was comprised of 19 episodes of authentic emotion-inducing scenarios among 72 Chinese EFL learners, supplemented by semi-structured interviews with 16 participants. While the results showed a relatively balanced distribution of positive and negative emotions, anxiety, nervousness, and happiness were found to be the top three most commonly experienced emotions. The study identified three sources of positive emotions including topic interest, experiencing mastery and achievement, and recognition from other groups. The findings also revealed factors inducing negative emotions in digital collaborative academic reading: reading difficulties, challenges in interacting with group members, low-quality feedback from external groups, online learning environment and technology issues, and time pressure. Furthermore, the study extended the literature on emotion regulation by developing a comprehensive taxonomy of six categories of strategies (i.e., co-regulation, cognitive change, response regulation, attention deployment, task-related regulation, and situation modification) tailored to the context of digital collaborative academic reading. These findings can offer practical guidance for enhancing social-emotional interactions in technology-enhanced collaborative academic reading.

Construction of an ontology for the subject area “Educational video blogging”

Introduction. The consequences of the pandemic have increased public attention to digital online learning technologies. The latter in the formats of podcasts, forums, streams, wikis, websites and video blogs are actively distributed and saturate the content of managed education and self-education, are used instrumentally on educational platforms, and become an independent educational resource. Thanks to the digitalization of modern education, educational video blogging is developing. Purpose of the study. This purpose is the author’s interpretation of the ontology of the subject area “Educational video blogging”, which does not claim to be completely exhaustive of this topic. Materials and methods. Materials for building a system of concepts were Russian-language and Englishlanguage scientific publications selected in accordance with search queries in Science Direct, ResearchGate, Google Scholar and e-library. Results. The results of the study were an ontology that included four levels of analysis. The first is associated with web 2.0, transforming into web 3.0 and then into web 4.0. Web 2.0 provides digital online technologies to the educational process, and also creates the basis for the development of video hosting and social networks. The second level of digital online technologies includes text, visual and mixed formats for presenting information. Guided education and self-education (the third level of analysis) constitute the educational process in the online space. In both cases, digital online technologies are involved, which in managed education are integrated into educational platforms (LMS, SMC, MOOC). The fourth level of analysis focuses on educational video blogging, which dominates self-education. Educational video blogs vary in terms of authorship, recipients, and content. Related categories to E-video blogs are video podcasts and websites of online schools and teachers. Conclusion. As a result of the study, the basic concepts of the videoblogosphere in general and the educational video blog in particular were identified, and a system of their interrelations was built. In the future, the ontology can be expanded by studying different formats for presenting digital material, as well as concepts related to the digital identity of teachers.

Learning environment matters for university EFL learners’ emotions and approaches to online learning technologies: A Chinese perspective

AbstractTechnology is constantly changing the language learning environment and online language learning (OLL) has attracted increasing attention. In this study, EFL learners’ perceptions of the OLL environments and the relationships between these perceptions and the learners’ emotions and approaches to online learning technologies were investigated. A sample of 567 Chinese university EFL learners from 18 public higher education institutions across 5 provinces responded to an online questionnaire survey. The data analysis based on structural equation modelling revealed that the EFL learners’ perceptions of task orientation, innovation and individualisation were positively related to the deep approach to online learning technologies. However, unlike previous findings, no significant relationship was found between the factors of the relationship dimension and the students' approaches to online learning technologies (SAOLT). Perceived innovation was found to be negatively related to enjoyment, and perceived personalization was found to be positively related to anxiety. Furthermore, the learners’ emotions, especially anxiety, significantly mediated the relationship between perceived task orientation and the surface approach to online learning technologies. Overall, the findings of this study improve the understanding of EFL learners’ online learning experiences and provide practical insights for enhancing the quality of OLL environments and promoting learning outcomes.

Enhancing Medical Education Through Online Technologies: Investigating Adoption, Impact, and Optimization Strategies

Online technology' inclusion into medical education has transformed teaching strategies in recent years and offers fresh chances to improve learning environments and meet the changing needs of students and teachers. This study uses a thorough evaluation of the literature and empirical data to investigate, via online medical education, adoption, impact, and optimization tactics. The aim is to find important elements influencing their adoption, study the efficacy of online technologies in teaching medical topics, and suggest ways of best using them. Data was gathered from 120 people—including lecturers and students—across several departments of Rao University using a mixed-methods methodology. The results show notable good opinions on the usage of online learning technology; among medical teachers, Google Classroom is becoming the favored platform. Still, two main shortcomings were found to be technological problems and a lack of practical expertise. The findings lead to suggestions on how to make online medical education more effective: better access to materials, interactive learning settings, and addressing of communication restrictions among other things. All things considered, this study adds to the body of knowledge already in use by shedding light on the state of online medical education presently and by making doable suggestions for future expansion and application.

Resistance to online learning technology: Theoretical and empirical perspectives

The increasing popularity of online learning applications (OLAs) among institutions and individuals is an ongoing trend in information technology. While much of previous technology adoption research has been focused on adoption motivators or enablers, the lack of research on adoption inhibitors is the primary motivation for this study. The main focus is on dispositional resistance to change (RTC) and its role in individual OLA adoption decisions. A theoretical model integrating two fields of research, technology adoption and psychology, was developed to investigate the influence of RTC on key adoption predictors using a sample of 217 university-student OLA users. A combination of cognitive dissonance and self-verification theories was used to explain the mechanism of this influence, which was subsequently tested and verified. Findings indicate that RTC has a significant negative impact on effort expectancy and usage intention, but not on attitude and performance expectancy. This study contributes by theoretically underpinning and empirically validating the impact of RTC on OLA adoption decisions. Furthermore, it illustrates the importance of incorporating RTC into technology adoption studies in general and OLA studies in particular. This research provides the foundation for future work in this severely underexplored area.

Explaining learning achievement in student experience of blended learning

Drawing on theories of student approaches to learning and sociomaterial perspectives on learning, we investigated how a combination of sociocognitive and sociomaterial variables explain variation in 365 students’ learning achievement in a first year human biology blended learning course in an Australian research intensive university. We used a close-ended questionnaire to measure students’ approaches to learning through inquiry, approaches to using online learning technologies, and their use of on-campus physical learning spaces. We obtained use of online learning tools in terms of frequency and duration through analytics provided by a proprietary learning management system. Students’ learning achievement was evaluated using six assessment tasks in the course. Correlation analyses were conducted to examine the relationship between approaches, use of online learning tools, use of oncampus physical learning spaces, and achievement. Based on the correlation results, we regressed learning achievement on approaches, use of online learning tools and physical learning spaces. The results showed that by introducing sociomaterial variables into the regression model, a significant proportion of learning achievement was explained over and above the explanations offered by sociocognitive factors alone, highlighting the important role of both sociocognitive and sociomaterial factors in blended learning.

Exploring the effectiveness of online learning tools and technologies while teaching Maritime English to future ship engineers

Maritime English proficiency is crucial for future ship engineers to effectively communicate, operate, and ensure safety in the globalised marine industry. The study is devoted to analysing the integration of language and technical skills, highlighting their symbiotic relationship in the educational context. This paper explores the development of modern approaches to teaching Maritime English, emphasising continuous assessment and adapting teaching strategies. The assessment and evaluation methods were used to measure language proficiency, demonstrating the importance of ongoing assessment to monitor progress and adapt teaching strategies. Additionally, this article examines the influence of e-learning and digital resources, shedding light on advancements, challenges, and opportunities in Maritime English education. The importance of cross-cultural communication training is discussed, emphasising its role in preparing future ship engineers for an international working environment on a ship. Case studies, best practices, and lessons conducted at Kherson State Maritime Academy (KSMA), Ukraine, are shared to provide practical insights for teachers. The implications of international language proficiency regulations in the maritime industry are also addressed. By analysing the impact of these pedagogical approaches on ship engineers' safety and crisis management capabilities, this article highlights the tangible benefits of effective Maritime English education. For mobile learning app developers, the study suggests integrating features that promote collaborative learning, interactive assessments, and personalised feedback to optimise learning experiences. Overall, integrating online learning tools and technologies (e.g. Moodle LMS) presents a promising avenue for advancing Maritime English education and preparing future ship engineers for the challenges of the marine industry today.

Predicting University Teachers’ Behavior Intentions Toward Digital Technologies: An Extension of the Unified Theory of Acceptance and Use of Technology Model (UTAUT)

Information and Communication Technologies over the past decades have enhanced University Teachers’ ability to provide effective and prompt teaching and learning. Therefore, this study explored University Teachers' behaviour intentions toward the use of digital technologies for teaching and learning in higher educational institutions in Ghana. We grounded our study on the Unified Theory of Acceptance and Use of Technology (UTAUT) by testing the contributions of two key variables, the Cost of Internet Data and the Cost of Smart Phones to predict Behaviour Intentions (BI) of university teachers in three higher educational institutions towards the use of Digital Technologies (DTs) for online teaching and learning. We applied Partial Least Square Structural Equation Modelling for data analysis. Hypotheses testing on how the Cost of Internet Data and the Cost of Smartphones influence university teachers' Behaviour Intentions (BI) toward the use of Digital Technologies (DTs) were supported. The findings of our study further showed that university teachers’ intentions to use DTs are influenced by determinants such as social influence, personal experience, and facilitating conditions. The study concludes that the polarity in the findings could help the university authorities to understand the factors to consider in selecting appropriate digital technologies for teaching and learning in universities. The findings from this study are a template for University teachers to get governments to change policies that affect the introduction of digital technologies in higher educational institutions.

A bibliometric performance analysis of publication productivity within pedagogy, andragogy, and heutagogy continuum: Outcomes of SciVal analytics

The pedagogy, andragogy, and heutagogy (PAH) continuum have been widely endorsed within higher education and online learning over the years. Thus, the evaluation of research productivity has become relevant due to the emerging development of the PAH continuum as a theoretical framework. This paper aims to explore the research productivity within the PAH continuum by performing a bibliometric performance analysis. An iterative search strategy was performed to identify PAH authors and then investigate their research productivity over a 5-year period (2017–2022) using the SciVal analytics instrument by Elsevier. Drawing upon the results from multiple bibliometric analyses, the study explores publication productivity specifically in relation to the PAH continuum. This study revealed that distance education, learning, teaching, professional development, and lifelong learning have been the most prominent research areas within the PAH continuum. Within that, related topics were identified, including online learning, mobile learning, e-learning, and educational technology.

Addressing and Mitigating Educational Inequalities in Rural and Remote Areas of Japan Through Online Learning

This paper explores the current status of rural education within Japan, with a particular emphasis on the integration of online learning technologies and the challenges that arise as a result. Through an analysis of pertinent literature on both rural education and online learning within Japan, this study uncovers the existing disparities between rural and urban education. The research puts forward a set of suggestions influenced by thriving global models, supporting the establishment of peer learning networks and external support systems, cooperative initiatives between urban and rural schools, and the extension of online educational resources. Additionally, the study highlights the significance of cultural awareness in online education design and stresses the need for bespoke learning approaches, incentives to boost students motivation, and provisions for professional development opportunities for teachers. These recommendations provide insights for policymakers, educators, and stakeholders, aiming to enhance educational opportunities and outcomes for students in rural and remote areas of Japan.

Exploring online teaching and learning challenges for the technical and vocational education and training lecturer

This paper explored the challenges lecturers face in teaching through online platforms. Online learning has become increasingly prevalent in Technical and Vocational Education and Training (TVET) institutions, offering opportunities and challenges for TVET lecturers. The transition from traditional face-to-face teaching to online environments requires lecturers to adapt to the new teaching methods, design engaging content, and navigate digital platforms. The qualitative research gathered data from 35 lecturers out of 60 conveniently and purposefully selected from five engineering campuses at a South African TVET college. Participants were accessible to the researcher and possessed online teaching experiences. Participant observation was used as a data-gathering tool. The study attempts to answer the question: What challenges are lecturers facing during online teaching and learning? The Technological Pedagogical Content Knowledge Framework for Teacher Knowledge by Koehler and Mishra guided the study. Data were analysed thematically from the identified patterns and themes. The findings revealed technical difficulties like connectivity and software glitches, which disrupted the teaching and learning process. Lecturers grappled with receiving practical online support. The limited interaction and collaboration among students in virtual settings posed additional challenges in maintaining engagement and addressing individual learning needs. Furthermore, access and equity issues hindered students' ability to participate fully due to inadequate technology, internet access, and power outages. To overcome these challenges, the study recommended lecturers continuous professional development in online learning methods and technologies. Addressing the challenges contributes to the successful implementation of online learning in the TVET sector by ensuring quality education and enhancing students' skills and competencies.

Comparison of online to face-to-face instruction for anatomy review in a third-year clinical course.

This project compared student learning and satisfaction of an anatomy review delivered by a face-to-face lecture (F2FL) and an online learning module (OLM) for third-year doctor of chiropractic students. This cohort study compared student learning and satisfaction of a pediatric spinal anatomy review delivered via F2FL (cohort 1, n = 23) and OLM (cohort 2, n = 18) in 2 successive 2019 (pre-COVID) course offerings. Previously validated pre- and post-tests were given. Students completed a survey assessing delivery, comfort with online learning and online learning technology, and preference of F2FL vs OLM of review material. Pre- and post-test results were assessed using repeated-measures analysis of variance. Testing results showed an improvement with both groups (F2FL 53.7%, p < .001 vs OLM 51.8%, p < .001), with no significant difference between the F2FL and OLM groups (p = .53; p = .82). The survey showed: 83.3% of OLM students felt the online method was effective, and 88.9% of the OLM students would prefer online reviews or have no preference between online or face-to-face; meanwhile, 80% of the F2FL group thought the lecture engaging/effective, whereas 60% of the F2FL group would have preferred to have the material presented online. The OLM was found to be as effective as the F2FL for the content assessed. The majority of students would prefer the online method for future anatomy review content presented in the course. This strategy could be applied to provide review materials in other clinical courses, allowing material to be developed and given by content experts while freeing valuable in-class time.