E-learning Research Articles

Comprehensive Evaluation and Ranking of Technology-Enhanced Learning Methods: A Comparative Analysis

The successful creation of interactive learning environments (ILE) in the field of technology-enhanced learning (TEL) relies significantly on effective design. Designing these environments involves input from a variety of experts, necessitating collaboration among individuals developing tools to tackle design challenges from various viewpoints. This article seeks to comprehensively analyze recent research that explores diverse approaches to improve technology-driven learning environments. The objective is to evaluate how well these approaches are practically applied to fulfill the instructional potential they promise. The analysis is clearly grounded on empirical research published in peer-reviewed scholarly journals, with a focus on the use of diverse methodologies in educational contexts. The design-based research methodology has demonstrated its effectiveness in the last ten years in both the design and research aspects of technology-enhanced learning environments (TELEs). In addition to defining and characterizing design-based research, this essay emphasizes its significance for the advancement of TELEs. It offers guidelines for integrating design-based research into TELEs and discusses the difficulties that come with using this approach. The distribution of time, a crucial resource in the educational system, has changed as a result of the adoption of technology-enhanced learning (TEL) methods, impacting both teachers and students. Although technology-enhanced learning (TEL) has the potential to improve efficiency and personalization, its impact on teacher time must be carefully considered. Implementing TEL techniques may result in higher expenses without corresponding benefits if not carefully thought out. This study evaluates various ways for evaluating the costs of instruction between traditional methods and technology-enhanced learning (TEL). The approach starts with strategic choices that are intended to maximize the benefits of Technology-Enhanced Learning (TEL), provide guidance for determining likely necessary expenses, and outline the underlying "benefits-oriented cost model." With this method, innovators can more effectively plan ahead and comprehend the dynamic relationship between expected learning outcomes and possible teaching costs. Five technology-enhanced learning approaches are evaluated in-depth in this study: gamified learning platforms, virtual reality classrooms, interactive online courses, personalized learning artificial intelligence, and collaborative social learning. The approaches were examined, contrasted, and graded according to eight criteria: cost, accessibility, engagement, learning effectiveness, adaptability, skill transfer, user experience, and data privacy. The quality in relation to the best-performing method (Qj), ranking order (Rj), and overall performance (Sj) were all determined values. Collaborative Social Learning took second place, while Personalized Learning AI emerged as the best approach with outstanding quality. The results provide insightful information that will help educators and decision-makers decide which technology-enhanced learning strategy is best for their particular set of goals and priorities in education.

Change in mathematics education during a time of crisis: Reflections through the lens of complexity constructs

The year 2020 will be remembered as the time when the COVID-19 pandemic swept the world. Almost overnight, all educational activities pivoted to online platforms and teaching and learning was navigated in uncharted terrains. In mathematics education, concerns about sustaining online teaching and learning of mathematics have generated efforts in using digital technologies. In this paper, we use the lens of complexity theory and in particular the constructs of agents, interaction, dispersed control, and emergence to describe top-down and bottom-up mechanisms for change within the sudden shift to emergency remote teaching and learning. The authors’ collaborative work was carried out through online meetings discussing observations on and insights about their experience as mathematics teacher educators during the COVID-19 pandemic and traction data in three locally available online platforms. The main findings indicate two government-led, top-down initiatives, and three community-led bottom-up initiatives. The results suggest that mathematics teachers, mathematics teacher educators, and mathematics teacher consultants served as actors within the larger system. We discuss the possibilities and constraints of mathematics education in a time of crisis through the lens of complexity theory and offer trajectories for further research.

Evaluation of a virtual objective structured clinical examination in the metaverse (Second Life) to assess the clinical skills in emergency radiology of medical students in Spain: a cross-sectional study

Purpose: The objective structured clinical examination (OSCE) is an effective but resource-intensive tool for assessing clinical competence. This study hypothesized that implementing a virtual OSCE in the Second Life (SL) platform in the metaverse as a cost-effective alternative will effectively assess and enhance clinical skills in emergency radiology while being feasible and well-received. The aim was to evaluate a virtual radiology OSCE in SL as a formative assessment, focusing on feasibility, educational impact, and students' perceptions.Methods: Two virtual 6-station OSCE rooms dedicated to emergency radiology were developed in SL. Sixth-year medical students completed the OSCE during a 1-hour session in 2022-2023, followed by feedback including a correction checklist, individual scores, and group comparisons. Students completed a questionnaire with Likert-scale questions, a 10-point rating, and open-ended comments. Quantitative data were analyzed using the Student t-test and the Mann-Whitney U test, and qualitative data through thematic analysis.Results: In total, 163 students participated, achieving mean scores of 5.1 ± 1.4 and 4.9 ± 1.3 (out of 10) in the two virtual OSCE rooms, respectively (P=0.287). One hundred seventeen students evaluated the OSCE, praising the teaching staff (9.3 ± 1.0), project organization (8.8 ± 1.2), OSCE environment (8.7 ± 1.5), training usefulness (8.6 ± 1.5), and formative self-assessment (8.5 ± 1.4). Likert-scale questions and students' open-ended comments highlighted the virtual environment's attractiveness, case selection, self-evaluation usefulness, project excellence, and training impact. Technical difficulties were reported by 13 students (8%).Conclusion: This study demonstrated the feasibility of incorporating formative OSCEs in SL as a useful teaching tool for undergraduate radiology education, which was cost-effective and highly valued by students.

Perkembangan Masyarakat Menuju Digitalisasi Di Kampung Tahu Binjai

The development of information and communication technology has encouraged global society in the era of digitalization, including in rural areas such as Kampung Tahu Binjai. However, these challenges in the form of limited access to technology, low digital literacy, and resistance to change are the main obstacles in this transformation process. This research aims to identify the problems faced by the people of Kampung Tahu Binjai in moving towards digitalization, recommend strategic approaches to accelerate adaptation, and spread the impact on social, economic and cultural aspects. The approach used includes participatory methods by conducting field observations, in-depth interviews, and digital literacy training based on local needs. The proposed solutions include providing technological infrastructure, integrated training programs, and strengthening collaboration with the private sector and government. The research results show that the implementation of digital initiatives such as e-commerce for marketing local tofu products and digital application-based education increases the economic welfare of the community by up to 35%. In addition, better digital literacy accelerates society's adaptation to new technologies, increases production efficiency and expands market access. In conclusion, digitalization has a significant impact in empowering the people of Kampung Tahu Binjai, as long as it is supported by an inclusive and sustainable strategy

Virtual Classroom

The goal of the virtual classroom project is to develop a feature-rich online learning environment that can meet the requirements of instructors and students. In order to construct a system that includes features like live video conferencing, screen sharing, chat, file sharing, virtual whiteboards, and interactive quizzes to improve the virtual classroom experience, the project makes use of jQuery, HTML, CSS, API, JavaScript, C#, React, and OOPs. While classroom construction and management give teachers the freedom to set up and run virtual classrooms as needed, user identification and authorisation are included to guarantee the security of the system. To guarantee its operation, performance, and security, the project is extensively tested and debugged. The virtual classroom initiative may prove to be a good substitute for conventional classroom-based instruction. particularly in view of the COVID-19 epidemic that is currently affecting the world and requiring the extensive use of remote learning. Keywords—Virtual Classroom, CSS, HTML, API, Javascript, React.

Abstract 631: Building bridges between communities and cancer researchers through the CaRE2 Health Equity Center Community Scientist Research Advocacy Program

Abstract Building healthy and trustworthy relationships between communities and researchers is essential for cancer research endeavors. Training community advocates in cancer research can increase capacity among community members to leverage networks, participate in research teams and/or boards, and increase knowledge and insights to I'm prove patient outcomes through increased participation in cancer research. The Florida-California Cancer Research Education and Engagement (CaRE2) Health Equity Center designed a Community Scientist Research Advocacy (CSRA) program to inform, educate, and empower community members to become cancer research advocates. Our program was specifically tailored for Black/African American (B/AA) and Hispanic/Latino/a (H/L) adults living in Florida or California. Primary program objectives were to increase human capacity for cancer research advocacy and increase multi-directional communication between cancer advocates with cancer survivors, community members, academic scientists, and policy makers. The CSRA program was delivered over a 10-week period, with a hybrid model compromised of 90% virtual sessions via Zoom to allow for joint participation across the two coasts, and one in-person experiential lab day at each of our three institutions from our partnership. Didactic online learning sessions covered topics including cancers that disproportionately affect medically underserved populations, participation in clinical trials, genomics, social determinants of health, tissue donation/biorepository, and ethics in research studies. Participants completed pre- and post-surveys to assess knowledge, self-efficacy, and program satisfaction and evaluation; and they also completed a mentored advocacy project upon completion of the program. We provided simultaneous Spanish interpretation during all sessions, and materials were translated and provided in both English and Spanish. The 2024 CSRA cohort (N=18) included 12 females and 6 males; 11 were B/AA and 7 were H/L, 11 were from Florida and 7 were from California. Participants were required to attend at least 80% of sessions including one mandatory in-person lab visit activity; leading to a 100% program completion. When comparison pre- and post-attendance surveys, participants showed increases in knowledge (p-value = 0.007) and self-efficacy (p-value = 0.3). Program satisfaction and evaluation were rated as high. In summary, our program demonstrates the effectiveness of training community members to become cancer research advocates to help reduce the burden of inequities in cancer research and care. CSRA programs increase communication between scientists and communities to bring education and awareness about clinical studies and cancer research. Thus, promoting diverse participation in cancer studies, and eventually reducing cancer health disparities. Citation Format: Carolina Aristizabal, Fern Webb, Sandra Suther, John Luque, Eduardo Ibarra, Nazleen Del Rio, Ileana Guzman, Brooke Hensel, Janet Rodriguez, Rosa Barahona, Mariana Stern, Lourdes A. Baezconde-Garbanati. Building bridges between communities and cancer researchers through the CaRE2 Health Equity Center Community Scientist Research Advocacy Program [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2025; Part 1 (Regular Abstracts); 2025 Apr 25-30; Chicago, IL. Philadelphia (PA): AACR; Cancer Res 2025;85(8_Suppl_1):Abstract nr 631.

The effect of strengthening nurse practitioners’ competency in occupational health services for agricultural workers exposed to pesticides in primary care units, Thailand: a before-and-after study

Purpose: This study aimed to evaluate the effect of the Strengthening Nurse Practitioners’ Competency in Occupational Health Service (SNPCOHS) program. It was hypothesized that nurse practitioners (NPs) participating in the program would demonstrate increased competency in providing occupational health services to agricultural workers exposed to pesticides in primary care units (PCUs) compared to their baseline competency and to a comparison group.Methods: A quasi-experimental study was conducted between August and December 2023. The 4-week intervention included five hours of an e-learning program, three hours of online discussion, and two hours dedicated to completing an assignment. The program was evaluated at three time points: pre-intervention, post-intervention (week 4), and follow-up (week 8). Sixty NPs volunteered to participate, with 30 in the experimental group and 30 in the comparison group. Data on demographics, professional attributes, knowledge, skills, and perceived self-efficacy were collected using self-administered questionnaires via Google Forms. Data analysis involved descriptive statistics, independent t-tests, and repeated measures ANOVA.Results: The experimental group demonstrated significantly higher mean scores in professional attributes, knowledge, skills, and perceived self-efficacy in providing occupational health services to agricultural workers exposed to pesticides compared to the comparison group at both week 4 and week 8 post-intervention.Conclusion: The SNPCOHS program is well-suited for self-directed learning for nurses in primary care units, supporting effective occupational health service delivery. It should be disseminated and supported as an e-learning resource for nurse practitioners in PCUs.

Advancing the Primary Palliative Workforce: Pilot Results of the Educating Social Workers in Palliative and End-of-Life Care (ESPEC) Self-Study Program.

Background: Health social workers caring for the seriously ill may lack preparation in the primary palliative skills needed for this complex task. Workforce shortages underscore the urgency of improving clinicians' confidence and competence in caring for the growing number of people living with serious illnesses. Objective: An evidence-based, nationally scalable, multimodality training program-Educating Social Workers in Palliative and End-of-Life Care (ESPEC)-was developed to address the training needs of health social workers. The initial program launch included a pilot of the core self-study component, based on the eight domains of quality palliative care. Results helped guide the program's national expansion. Design: ESPEC self-study modules were evaluated using a pretest-posttest design. Participants rated their confidence in 17 clinical and professional skills. Setting/Subjects: In total, 102 social workers in the United States, about half identifying as palliative social workers in hospital or hospice settings, completed the pre- and post-training survey. Results: Prior to completing the online training, 21.6%-50.0% of participants rated themselves as "very confident" in the clinical practice skills central to the role of the social worker in serious illness care. Fewer than 53.0% rated themselves as "very confident" in key professional skills, including communicating with colleagues. After completing the modules, 58.8%-81.4% rated themselves as "very confident" in both clinical and professional skills, with significant changes in nine clinical practices and four professional practices. Conclusions: This pilot supports the feasibility, acceptability, and educational potential of the ESPEC self-study training in increasing confidence in key practices of primary palliative care for health social workers.

Age-specific Impacts of Covid-19 in Malappuram District, Kerala: A Study on Mental Health, Economic Well-being and Coping Mechanisms

The COVID-19 pandemic has had profound and varied effects across age groups, disrupting daily life, mental and physical health, and economic well-being. This study investigates the long-term impact of the pandemic on different age demographics in the Malappuram district of Kerala, India. By using both primary data and secondary data. The primary data are collected through structured online questionnaires from 140 respondents. The samples were selected by stratified sampling technique. The research explores how individuals across age groups coped with the pandemic and identifies the most affected groups. The data were analyzed by using SPSS trail version. The analysis reveals that the elderly (56 and above) was the most significantly impacted, suffering from severe mental and physical health issues, compounded by limited hospital access and social isolation. Children (12 and below) also faced mental health challenges, primarily due to educational interruptions and lifestyle changes. Adults (26–55) were the most affected economically, experiencing job losses and financial insecurity, while youth were caught between mental strain and academic disruptions. Despite these challenges, most respondents across age groups reported following government guidelines and taking extra precautions. The study highlights the importance of age-specific responses in public health and social policy. About 53% of children always followed the instructions given by the government. Around 62% of youth and 57% of adults always followed the government instructions. While only 40% of elderly always followed the instructions. Children and the elderly were more vulnerable to mental health problems and seemed more sentimental compared to the other two age groups. Recommendations include enhancing mental health support for children and the elderly, providing alternative healthcare access for seniors, implementing flexible learning models for students, and creating employment support programs for economically affected populations. The findings underscore the necessity for holistic, inclusive crisis management strategies that account for the diverse needs of various age groups in times of public health emergencies.

AI-Driven Teacher–Children Interaction in Health Education Activities: Shaping Future-Ready Kindergarten Instructional Analysis Networks

This study investigates AI-driven teacher–children interaction in health education activities within future-ready kindergarten networks, and uses programs such as “Improved Flanders Interaction Analysis System (IFIAS) coding assistant” and “Information Technology-Based Interaction Analysis System (IFIAS) analysis assistant” to code and statistically analyze the activities. It analyzes the interaction between teachers and children in learning activities through the analysis of the transfer matrix, activity structure ratio, and teacher’s teaching activity map. The results showed that in the three open classes, although the atmosphere between teachers and children was harmonious, the frequency of interaction was higher, but the children’s initiative was weakened. Teachers have less verbal feedback to children, and their feedback ability is more lacking. The application level of information technology of teachers is low, the teaching approach lacks diversity, and the ability to integrate information technology and classroom teaching is relatively lacking. The study suggests that preschool teachers should improve their talk interaction skills. During the educational activities, the teacher should improve their verbal interaction skills, pay attention to children’s performance during teaching activities, strengthen their verbal feedback skills, improve their information technology literacy, and make rational use of digital education platforms and AI-assisted learning devices to build a future-oriented kindergarten instructional analysis network to improve the quality, convenience, and innovation of preschool education.

Digital immersion technologies transform agricultural learning: a study of interactive educational platforms among rural Colombian university students

ABSTRACT Background Traditional agricultural education in rural contexts demonstrates limitations in student engagement and knowledge retention. Studies suggest virtual reality (VR) implementation may enhance educational outcomes in resource-constrained environments. Purpose This investigation examines how VR-mediated instruction affects academic performance, engagement, and attitudes among rural Agricultural Science undergraduates in Colombia. Design and method The study employed a quantitative experimental design with 250 undergraduate students across three Colombian universities. The experimental group (n = 125) utilized VR technology and AgriSphere software for soil nutrient management education, while the control group (n = 125) received traditional instruction over 14 weeks. Data collection included pre-test/post-test assessments, engagement measurements, and attitudinal surveys. Results Statistical analysis demonstrated significant improvement in academic performance for the experimental group compared to traditional instruction (experimental M = 85.0, SD = 8.5; control M = 80.0, SD = 9.0; t(248) = 2.90, p = 0.004, d = 0.63). The VR group exhibited higher engagement levels and more positive attitudes toward agricultural education. However, technical infrastructure limitations presented implementation challenges in some rural contexts. Discussion The findings indicate VR-mediated instruction effectiveness for agricultural education in rural settings. Given increasing emphasis on technology-enhanced learning, this study provides empirical evidence for educational technology integration in rural tertiary education. Future research should address technical infrastructure requirements and broader geographical applications.

Teachers' Perspectives on English Language Online Teaching During Covid-19 Pandemic

The study explores the perceptions of EFL teachers in Saudi Arabia regarding the transition to online English language teaching during the COVID-19 pandemic. Utilizing a quantitative approach, data was gathered through a questionnaire administered to 122 educators, with subsequent analysis conducted using descriptive statistics. The findings revealed that a majority of teachers favored online teaching and exhibited positive attitudes towards its various attributes. However, challenges emerged, categorized as situational and technical difficulties, which teachers managed based on their circumstances and experience.The study emphasizes the importance of teachers in effectively delivering course content, encouraging creative approaches, and highlights the significant role of parental support in maintaining student engagement and motivation in the online learning environment.The study shows that although online teaching improved teachers’ skills in lesson development and student engagement, challenges like negative student attitudes, limited internet access, poor home environments, and difficulties transitioning from traditional methods persist. The aim is to inform stakeholders and policymakers, offering insights to refine current policies and improve the curriculum for a more integrated educational approach.

Model Pembelajaran Hybrid dalam PAK: Membangun Critical Spiritual Thinking dan Digital Wisdom di Era Digital

The hybrid learning model offers an innovative approach that integrates face-to-face and online learning to improve the quality of Christian Religious Education (CRE). The background of this study is the challenges faced by CRE in the digital era, where traditional methods are less relevant for the younger generation exposed to technology. The hybrid model is considered potential to answer this challenge by building students' critical spiritual thinking and digital wisdom. This study applies a qualitative descriptive approach with a literature study method to analyze the application of the hybrid model in CRE. Data were collected from various reliable sources, such as scientific journals, articles, and books that are relevant to the research topic. The specialty of this study lies in the development of a hybrid model specifically designed for CRE, with an emphasis on the formation of critical spiritual thinking and digital wisdom. The research findings reveal that the hybrid model is able to increase student participation, critical spiritual thinking skills, and the ability to use technology wisely in accordance with biblical principles. This study contributes to the development of a CRE curriculum that is relevant to the digital era and provides recommendations for educators to effectively integrate faith and technology in the learning process. Thus, this study offers a transformative paradigm to bridge the Christian faith tradition and the development of modern technology.

Noticeable Behavioral Differences Observed in Turkish Students Following Online Education

The COVID-19 pandemic, which posed a global threat, led many countries, including Turkey, to implement changes in their educational practices. In response to the “stay at home” directive aimed at preventing the spread of the virus, face-to-face education was suspended, and online education was adopted. As a result, children were unable to attend school for nearly two years. This sudden shift posed significant challenges for children, who were in the process of socialization and learning, as adapting to this new educational norm was not in alignment with their natural developmental needs. This study examines how staying at home affected the behaviors of children who were supposed to attend school, interact with their teachers and peers, socialize, and engage in learning. The research follows a qualitative phenomenological design, with the study group selected through criterion sampling. The collected data were analyzed using content analysis, leading to the identification of themes, categories, and codes. Particular attention was paid to participant and data saturation during the analysis process. The findings indicate that noticeable behavioral patterns were categorized under discipline, cognitive skills, social skills, motor skills, emotional skills, digital addiction, and personality traits across different educational levels. It is suggested that the type and frequency of these prominent behaviors observed in students may be associated with the shift to online education following the suspension of face-to-face learning due to COVID-19. Factors such as reduced peer interaction, diminished social engagement, and a lack of communication and interaction are considered to have played a role in these behavioral changes.

Out of Touch: A Nationwide Mixed-Methods e-Learning Needs Assessment of General Surgery Residents.

Out of Touch: A Nationwide Mixed-Methods e-Learning Needs Assessment of General Surgery Residents.

Teacher and School Mediation for Online Risk Prevention and Management: Fostering Sustainable Education in the Digital Age

(1) Background: The increasing use of information and communication technologies (ICT) in educational environments has introduced new challenges related to digital safety and sustainability. Teacher mediation and institutional initiatives are pivotal for preventing and managing Internet-related risks. This study investigates teacher and school mediation strategies for online risk prevention, analysing differences across educational settings and stages in Spain to inform inclusive digital safety practices. (2) Methodology: a quantitative study was conducted using a cross-sectional survey design involving 550 elementary and secondary school teachers from both mainstream and special education schools. (3) Results: Most schools implement intervention plans to mitigate risks associated with students’ Internet use, although the approach to these plans varies according to educational stage and school setting. Teachers employ strategies such as setting classroom rules and supporting students with online challenges, with secondary school teachers and those in mainstream schools tending to adopt more comprehensive or conversation-based prevention strategies. (4) Conclusions: Teachers and schools play a crucial role in ensuring digital safety and sustainability. Future efforts should strengthen digital skills, foster responsible online behaviour, and build inclusive, flexible learning environments according to the differing needs observed across stages and school settings.

Dynamic Shifts in Social Media Usage in Pakistan: A Comparative Analysis Across Pre-, During-, and Post-COVID-19 Periods

This study investigates the evolving trends in social media usage in Pakistan across three key periods: pre-COVID-19, during COVID-19, and post-COVID-19. This research bases its analysis on data obtained from Stat Counter Global Stats to understand changes in user selection of platforms together with behavioral patterns and social consequences. To ensure validity and reliability, the data were cross-checked with publicly available statistics from individual social media platforms, ensuring consistency in reported usage trends. Facebook held the top spot on social media before the pandemic, yet YouTube together with Instagram and Twitter gained substantial growth from pandemic-era users seeking entertainment and information as well as social contact. Facebook resumed its leadership position following the pandemic period with Instagram and YouTube staying highly popular among users. This research shows Pakistan faces an ongoing digital disparity between metropolises and rural areas, thus requiring better Internet networks alongside digital education initiatives to overcome this gap. This research shows that social media platforms must deliver cultural-specific content together with features that address Pakistani user needs. This study recognizes mental health challenges from heavy social media usage, so it recommends platform-based tools establishing better online behavior practices. This paper proposes strategic guidance for policymakers and social media platforms to establish inclusive digital progress and achieve digital balance in Pakistan.

Aligning institutional resource commitment with strategic pedagogical development to create online distance learning provision in UK HEIs

PurposeThis study explores the various models influencing online distance learning growth in UK Higher Education Institutions (HEIs) due to the evolving politico-socio-economic environment and traditional educational challenges. It aims to understand their effects on teaching methods, resource allocation, and time investment. The research involves semi-structured interviews with 25 senior academic and management personnel involved in online education. The study uses theme analysis to understand current tactics and content generation processes, their benefits and drawbacks. The findings offer valuable insights for HEIs to align their resources with strategic pedagogical growth in online distance learning.Design/methodology/approachNetwork and referral sampling techniques were employed to access individuals with direct experience in developing online provision within UK higher education institutions (HEIs). To understand institutional responses to political and socio-economic shifts, as well as declining international student enrolment, semi-structured interviews were conducted with 25 senior academic and management staff from UK HEIs. The data were then manually analysed using thematic analysis, enabling an in-depth, nuanced interpretation through iterative reading and theme refinement. This study offers a comprehensive overview of the strategies adopted by UK HEIs, aiming to support strategic decision-making in online distance learning.FindingsThe results of this study demonstrate that UK Higher Education Institutions (HEIs) use a wide variety of methods to create online distance learning programmes. An examination of semi-structured interviews reveals the diverse procedures involved in content production for each model. The selected models have varying effects on the advancement of teaching methods, allocation of institutional resources, and time dedication. The benefits of this approach include increased adaptability and ease of use, while the drawbacks are difficulties in obtaining resources and possible limits in teaching methods. This study provides a fundamental paradigm for integrating institutional resources with strategic pedagogical growth, delivering useful insights for HEIs who are considering or actively involved in online distant learning.Originality/valueThis study is unique because it explores and examines the many approaches used by HEIs to construct online distance learning programmes. The research addresses the contemporary political, social, and economic context and the problems faced by traditional educational paradigms. It makes a unique contribution by conducting interviews with senior academic and management personnel who are actively involved in online education. An examination of the lived experiences provides detailed insights into the processes of content production, as well as the benefits and drawbacks of each model. This study is the first complete analysis that establishes an original basis for aligning institutional resources with strategic pedagogical growth in the ever-changing landscape of UK HEIs.

Influence of teaching method on radiographic diagnosis of root resorptions by dental students: a prospective cohort study.

To conduct a prospective cohort study evaluating the influence of different teaching methodologies on the radiographic diagnosis of root resorptions by undergraduate dental students. Forty-eight undergraduate students were randomly divided into four groups (n = 12) according to the methodology applied to teach about root resorption: traditional face-to-face teaching (control), remote teaching, gamification, and case study. The first stage was to perform a pre-methodology index test to assess prior knowledge about root resorption. Then, all groups received study material on a virtual platform and one week later the teaching methodologies were applied. Twenty-four hours after each methodology application, the students performed a diagnostic test by analyzing 28 digital periapical radiographs, classifying them according to the absence or type of root resorption present (external superficial, internal inflammatory, or external cervical). After ten days, three students in each group (25%) were randomly selected and reevaluated the 28 images to calculate intra-rater agreement. All students repeated the index test 30 days after the interventions. Statistical analysis used linear regression models, Pearson's correlation, and chi-square test (p < 0.05). Gamification resulted in better student performance in the index and radiographic diagnostic tests (p < 0.001). Superficial external resorption was the most challenging to diagnose, regardless of the method, while inflammatory internal obtained a higher percentage of correct responses (p < 0.001) in the diagnostic test. All methods involving student interaction demonstrated better outcomes compared to the traditional model in the diagnosis of root resorptions. Gamification resulted in the best performance and may be an effective resource in learning process. Adopting gamification enhanced student performance and may be a valuable learning strategy to contribute to a more accurate diagnosis and safer clinical practice.

Towards a digital ecology of language learning: An integrative interaction model within the virtual education landscape

The rapid advancement of digital technology has transformed the landscape of language learning, demanding a more nuanced understanding of interaction within virtual educational environments. While various studies have explored isolated aspects of digital learning—such as learner engagement, technological tools, and pedagogical strategies—there remains a lack of an integrative model that holistically addresses the complex interplay between these components. This article offers a conceptual synthesis of current literature to construct a comprehensive interaction model grounded in the principles of digital ecology. Drawing on theoretical frameworks from educational psychology, sociocultural theory, and interactionist approaches, the study identifies and organizes key dimensions of interaction—cognitive, affective, and technological—into a unified ecological structure. The proposed model emphasizes the dynamic, reciprocal relationship between learners, content, instructors, and digital environments. Through a structured literature review of studies published in the last decade, the article uncovers both converging trends and critical gaps in existing research. The findings advocate for a shift from fragmented digital pedagogy toward a systems-oriented view that reflects the interconnectedness of the modern language learning experience. This conceptual contribution not only offers a foundation for future empirical investigations but also provides practical implications for instructional design and technology integration in online language education. Ultimately, this paper argues that embracing an ecological perspective is essential for fostering meaningful interaction and sustainable learning outcomes in the digital age.