E-learning Quality Research Articles

Understanding the Influence of E-Leadership on Trainee and E-Learning Effectiveness among Executives in Malaysia

Electronic leadership (e-leadership) is crucial for the success of e-learning initiatives, particularly in executive education. E-leaders must navigate digital technologies, foster trust and collaboration, and inspire their teams to succeed in a technology-driven workplace. In Malaysia, the National Policy on e-Learning aims to enhance the quality and accessibility of e-learning in higher education institutions. However, many failure rates of e-learning programs are due to the need for more effective e-leadership skills and execution by trainers. The study used snowball sampling to collect data from a target population that needed help to identify. This method involves starting with a few known participants and referring others to meet the study criteria. This approach helps reach hidden or hard-to-reach populations. An online questionnaire was distributed to executives in Malaysia, and data was collected from 191 participants. Structural equation modeling using SmartPLS Version 4 was used to analyze the relationships. The study examined the relationships between Computer Self-Efficacy (CSE), E-Leadership (EL), Motivation to Learn (MTL), and E-learning Effectiveness (EE). Results showed that CSE, EL, and MTL significantly influence EE. However, the model had limited predictive power for CSE, EL, and MTL. Institutions can improve e-learning effectiveness by offering pre-emptive training programs, boosting motivation to learn through engaging course materials, and strengthening e-leadership knowledge. Future research should explore additional variables, consider organizational context, and examine potential interaction effects. Developing strategies and interventions based on findings can contribute to improving E-learning experiences in various educational settings.

Digital skills in social work education: a human rights issue?

ABSTRACT Through a social justice lens, this article explores the growing digitalization of society that created ripe environments for a deepening digital divide that impacts access to the modern digital world for vulnerable populations in the European Union, Spain, and the United States. The COVID-19 pandemic response highlighted the need for and use of digital technology and skills, which brought the digital divide between the world’s regions, countries, and societies to the forefront. This digital divide is defined as the lack of access or adoption of high-speed internet/broadband services. As of 2016, the UN recognized the need to acknowledge internet access as a vehicle to reach other human rights, such as the right to work or access basic education. In today’s post-pandemic society, it has become more evident that the lack of access to the internet hinders access to information, services, and participation in the socio-political landscape. In social work higher education, the increase in the quality of eLearning and digitalization transformed the way teaching and learning happen and the perception of distance learning. Recommendations regarding including digital skills in every aspect of the social work curricula using a human rights framework are included.

Evaluation of Quality of Innovative E-Learning in Higher Education: An Insight from Poland

The paper presents the results of research on the quality of e-learning in Polish higher education. The authors used an internet questionnaire for the study. The research sample was 621 students. Firstly, the researchers determined 14 variables that are important for the quality of e-learning. Then the students evaluated these variables with scores from 1 to 5. The students agreed the most with the following statements: “using the e-learning platform is convenient” (average: 4.20 and median 5.00), and “logging in to the e-learning platform is easy” (average 4.38, median 5.00). Moreover, the authors studied the relation between the quality of e-learning in Polish universities and the following variables: the ease with which the student can acquire content in traditional teaching and e-learning, the student’s knowledge of information technology and their possession of the resources necessary for e-learning, and the student’s assessment of the innovation of e-learning solutions used by the university where the student studies.

Identifying and Prioritizing the Educational Needs Professors of Medical Sciences in the Field of E-Learning with the Analytic Hierarchy Process Approach

Background: Professors in universities and educational institutions hold a crucial role in crafting educational approaches utilizing cutting-edge technologies. They need to possess significant expertise in e-learning and tackle the obstacles associated with delivering education and utilizing Information and communication technologies within higher education. To effectively navigate these challenges and adaptations, professors need to equip themselves with new educational techniques through training and readiness to adeptly incorporate emerging technologies into their teaching practices, thus enhancing the educational journey for students. By identifying, understanding, and ranking professors' requirements and preferences, effective and diverse educational initiatives can be tailored to meet their needs. Objectives: This research aimed to recognize the educational needs of medical science professors in the field of e-learning from the experts' point of view and prioritize these needs utilizing the analytic hierarchy process (AHP). Methods: This practical study was conducted in 2022 using a process-oriented approach and AHP. The main stages included the creation of a hierarchical structure, comparative judgment, and determining priorities. In the first step, 13 criteria were identified, which were derived from scientific articles and previous research. In the second step, the pairwise comparison matrix was used for comparative judgment, and the weight of each criterion was calculated. The third step involved determining priorities based on the weight of each criterion and the inconsistency ratio. The participants of this study included professors of basic and clinical sciences from different faculties. Results: The results of this study demonstrated that from the point of view of experts and participants, among the 13 criteria, the skills of virtual teaching (with weights of 0.146 and 0.148), electronic content production (with weights of 0.093 and 0.092), and holding online training courses (with the weights of 0.092 and 0.100) formed the three main needs of medical science professors in the field of e-learning and had the highest degree of importance and necessity compared to other criteria. Conclusions: Identifying the educational needs of medical science professors for organizing and designing necessary programs to enhance knowledge, skills, and empowerment will lead to improving the quality of e-learning, and eventually, reducing professors’ concerns in this area.

Facilitators, barriers, and impact of e-learning on healthcare professionals in primary healthcare settings: An integrative review of literature

Background: The Primary Health Care Corporation in Qatar uses continuing professional development (CPD) to improve the knowledge and practices of healthcare professionals (HCPs). Due to COVID-19, CPD delivery has shifted from in-person to e-learning. While the need to provide CPD is evident, there is a lack of understanding of how HCPs access and use e-learning and how this learning influences the organizational outcomes in primary care settings. Aim: The aim of this review was to explore (a) the facilitators and barriers to accessing and using e-learning and (b) the impact of e-learning on HCPs’ learning, their practices, and organizational outcomes. Methodology: Primary research publications between 2013 and 2022 were obtained from the CINAHL, MEDLINE OVID, and EBSCO databases. A total of 39 articles were included in this integrative review, which was guided by Whittemore and Knafl's framework. The MMAT was used to assess the quality of the included studies. Kirkpatrick's model guided data analysis. Findings: The reaction level is influenced by the characteristics of e-learning content and delivery as well as the motivation of individuals. The learning level is influenced by the level of awareness, knowledge, skills, confidence, attitudes, and beliefs of HCPs. The behavior level is associated with intentions to change or apply in practice as well as implications for practice. The organizational impact is characterized by the quality of patient care. Conclusion: Understanding the potential facilitators and barriers to accessing and using e-learning is crucial when designing and implementing CPD to improve the quality of e-learning and therefore the quality of patient care.

Quality of Online Learning in Students of the Higher Level

E-learning is essential for effective feedback, which motivates the implementation of university infrastructures. The objective is to analyze the level of quality of e-learning in higher level students. An online survey of 1901 students was conducted. Descriptive statistics and multiple linear regression technique were used. The results indicate overall an average score of 3.34 for learning quality and satisfaction level of 66%. The model is significant (p<0.05), but the factors sex, residential area, professional career and cycle are not significant. The findings suggest promoting management that integrates the various factors involved in the quality of e-learning.

Regresi Logistik: Pengaruh Kualitas E-Learning Terhadap Keinginan Melanjutkan Penggunaan E-Learning Madrasah

This study intends to decide the impact of e-learning quality on the longing to keep utilizing e-learning of madrasah aliyah understudies. The number of inhabitants in this study is understudies of madrasah aliyah in DKI Jakarta area. Testing was completed by convinience inspecting and an example of 251 understudies was gotten. The information examination strategy utilizes straightforward calculated relapse. The outcomes showed that there was an impact of e-learning quality on the longing to keep utilizing e-learning; great nature of e-learning has a degree of readiness of understudies to keep utilizing e-advancing by multiple times higher than terrible nature of e-learning; and the likelihood of understudies needing to keep utilizing e-learning if the nature of e-learning is great is 0.675

Developing an intelligent and sustainable model to improve E-learning satisfaction based on the learner’s personality type: data mining approach in high education systems

PurposeAlthough E-learning has been in use for over two decades, running parallel to traditional learning systems, it has gained increased attention due to its vital role in universities in the wake of the COVID-19 pandemic. The primary challenge within E-learning pertains to the maintenance of sustainable effectiveness and the assurance of stakeholders' satisfaction. This research focuses on an intelligence-driven solution to recommend the most effective approach to education policymakers by considering the unique characteristics of all components within the educational system (course type, student and teacher characteristics, and technological features) to achieve a sustainable E-learning system.Design/methodology/approachThrough a systematic literature review and qualitative content analysis, a conceptual model of the critical components influencing E-learning quality and satisfaction has been developed. The proposed model comprises six main dimensions: usage, service quality, learning system quality, content quality, perceived usefulness, and individual characteristics. These dimensions are further divided into 15 components and 114 sub-components. A data mining process encompassing two scenarios has been designed to prioritize the components impacting E-learning success.FindingsIn the first scenario, data mining techniques identified the most influential components based on the features outlined in the conceptual model. According to the results, the components affecting E-learning quality enhancement in the studied case are “usage purpose, system loyalty, technical and supportive system quality, and student characteristics.” The second scenario examines the impact of individuals' personality types and learning styles on E-learning satisfaction across various aspects (Average System Satisfaction, Overall System Satisfaction, Efficiency and Effectiveness, Skill Enhancement, and Personal Enhancement). The findings reveal that, with an accuracy of over 70%, E-learning satisfaction for diplomat and guard learners is influenced by the alignment between “course learning style” and “student-suggested course learning style.” Conversely, for analyzer and researcher types, satisfaction levels are impacted by the “learning style compatible with their personality type.”Originality/valueImplementing a dynamic model founded on data mining enables educational institutions to personalize the E-learning experience for each individual as much as possible. The study’s findings indicate that “achieving higher satisfaction levels in the E-learning process is not necessarily contingent upon providing a learning style congruent with learners' personality types.” Rather, perceived and suggested learning styles exert a more profound influence. Consequently, providing prescriptive principles for higher education institutions seeking to enhance E-learning quality is inadvisable. Instead, adopting a dynamic, knowledge-based process that furnishes recommendations to policymakers for each course—tailored to the specific course type, teaching records, current processes and technology, and student type—is highly recommended.

The Influence of System Quality, Information Quality and Service Quality E-Learning on Employee Performance with Employee Satisfaction Mediation at PT MRT Jakarta

The learning process is carried out online at PT MRT creating new challenges in organizing learning and training. One of the main issues is how to ensure the quality of the e-learning system implemented meets learning standards and objectives, as well as how it affects employee satisfaction and performance. This research aims to examine learning delivery methods that are applied online, identify, and measure the influence of system quality, information quality and service quality from e-learning on employee satisfaction and assess the impact of employee satisfaction on employee performance. The partial-least Square Structural Measurement Model (PLS-SEM) analysis method was used with a quantitative approach involving a sample of 140 employees. The results of research and data processing show that of the 6 hypotheses proposed, there are 2 hypotheses that have no significant effect and are less suitable for implementation. This shows that system quality and service quality have a significant impact on employee satisfaction. This shows that e-learning is reliable and efficient. and ease of access is important to increase employee satisfaction. Employee satisfaction also has a significant impact on employee performance, while information quality on employee satisfaction and service quality on employee performance do not have a significant impact in the context of "e-learning" learning at PT MRT. This research provides a strong analytical framework to understand the relationship between the quality of e-learning and employee satisfaction and employee performance. This shows that companies are not only facing changes in the educational landscape, but also accepting and adopting e-learning as a learning method for needs and development so that companies can improving e-learning performance to maximize employee performance, including focusing on improving the quality of the e-learning system, technological infrastructure and software used, to ensure a smooth and efficient learning experience for employees.

The Role Of Cognitive Sharing In Enhancing The E-Learning Quality An Analytical Study Of A Sample Of Iraqi Universities

The world faced many communication challenges in 2020 after the Covid-19 pandemic, the most important of which was the continuation of schooling. Therefore, the research aimed to analyze the current reality of the studied universities in terms of strengths and weaknesses and measure the implementing level of quality requirements of e-learning. This research studies the impact of knowledge sharing in its dimensions (behavior, organizational culture, work teams, and technology) on the e-learning quality and its dimensions (e-learning management, educational content, evaluation ,and evaluation). After conducting the survey, there was a difference in the universities’ application of the quality requirements of e-learning, as the study was conducted in the engineering departments of Iraqi public universities (Al-Nahrain, Technology, and Iraqia). The questionnaire was tested as a measure of the research variables and the relationship between them by selecting a sample that included 52 administrators who were distributed among the leaders (deans of colleges and heads of quality assurance departments). The descriptive analytical approach was adopted, in addition to using some statistical methods for the two programs (SPSS v.25). The results of the research indicated that the universities included in the study applied knowledge exchange to a moderate degree, and the behavioral dimension ranked first, while the organizational culture, technology, and work teams were good. There is a statistically significant effect of knowledge exchange on the quality of e-learning, and it also indicated that knowledge sharing has a direct impact on the dimensions of e-learning.

E-learning Quality and the Learners’ Choice Using Spherical Fuzzy Analytic Hierarchy Process Decision-making Approach

E-learning in the context of Industry 4.0 and the outbreak of the COVID-19 pandemic has transformed traditional education. However, the smooth transition from face-to-face education to e-learning remains a challenging task, given concerns about e-learning quality. This study aims to explore the quality criteria and the adoption of e-learning via the spherical fuzzy analytic hierarchy process (SF-AHP). The extended technical acceptance model is used as a theoretical framework for constructing quality in an adoption hierarchical model. The input data derived from in-depth interviews of 20 experts in the field and the SF-AHP calculator have generated the priority weights of quality criteria in the model of e-learning adoption. The findings confirm the role of three major criteria, in order of importance, as follows: system, resources and core factors. The results highlight system factors as most crucial, including aspects such as governmental policies and institutional leadership, which are essential for setting a conducive environment for e-learning. Resource factors are ranked second, emphasizing the importance of IT applications, human capital and facilities to support e-learning infrastructure. Core factors, though ranked lower, are vital in ensuring the effectiveness of e-learning through course materials, instruction, and learner support. The weights of 14 sub-criteria have further shed light on policies to promote e-learning quality and its adoption. The implied priority of each weight a valuable guideline for the stakeholders’ actions to reach the targeted goals under the constraint resources.

Students' experience of interpersonal interactions quality in e-Learning: A qualitative research.

Online Interaction is a critical characteristic of distance learning, and effective online communication models empower students. This research aimed to explain students' experiences on the quality of interpersonal interactions in e-learning. This study was conducted from November 2021 to October 2022. The qualitative descriptive design via conventional content analysis was utilized. Purposeful and maximum variation methods recruited sixteen participants from three medical science universities in Iran. The data were collected through semi-structured, in-depth, face-to-face, or online interviews. Interviews were recorded through a digital recorder, and analysis was achieved simultaneously with data collection using Graneheim and Lundman (2004). The Lincoln and Guba criteria, including credibility, dependability, transferability, and confirmability, were used to improve the trustworthiness of the findings. The results indicated the importance of different dimensions related to teaching-learning. It seems crucial to develop a comfortable and safe environment to improve interpersonal interactions. Educators should be provided with pedagogical skills to support interactions. In addition, focusing on some learners' soft skills is also vital. In addition to the significance of the teacher's inclusive role, the educational content must have critical standards. Constructive feedback and the proper use of simultaneous and non-simultaneous communication tools and social networks are other important issues in strengthening interpersonal relationships. Ultimately, comprehensive and ongoing support of learners improves the quality of interpersonal interactions. The results indicated the significance of different dimensions of teaching-learning as facilitating factors of interpersonal interactions. The proper use of simultaneous and non-simultaneous communication tools and social networks are other important issues in strengthening interpersonal relationships. Ultimately, comprehensive and ongoing support of learners improves the quality of interpersonal interactions. The results of this study give teachers the insight to keep essential issues in mind when developing their online courses and students to be aware of their roles in the online learning process. Also, the characteristics of simultaneous and non-synchronous platforms, social messaging networks, and learner support are crucial.

Empowering E-Learning Excellence: Unveiling the Influence of Outcome Expectation, Learning Motivation, and Self-Efficacy in the Industrial Era 4.0

The advent of the 4th industrial revolution has fundamentally transformed various aspects of human life. The objective of this study was to examine the influence of learning motivation, outcome expectation, and self-efficacy on enhancing the quality of online learning in the context of the Fourth Industrial Revolution. The study population consisted of 250 individuals from the University of Engineering and Technology Taxila (UET) who were participating in the e-learning learning paradigm. Data was collected while using an online survey questionnaire. The data was run on Smart PLS 4.0 reveals that learning motivation, outcome expectation, and efficacy are important factors in assessing the level of education. In addition, it was found that self-efficacy played a role in mediating the impact of learning motivation on enhancing the quality of online learning. However, in other instances, self-efficacy have a significant effect on maximizing the influence on the quality of e-learning.

Evaluating the effectiveness and implementation of an online professional development program for health professional educators: The case of Jimma University

The usage of virtual platforms for reforming teachers' continuous professional development (CPD) is becoming more and more necessary in contemporary higher education (HE) settings. For a comprehensive understanding of the implications of this strategy for CPD, research studies from various contexts are required. This study evaluated the effectiveness and implementation of a pilot online professional development (PD) package called the ‘higher diploma program (HDP)’ for health professional educators (HPEs) in the Ethiopian HE context. We used mixed methods in a Hybrid II design. Additionally, a comprehensive e-learning quality framework guided the overall research and integration of the qualitative and quantitative data. The qualitative component includes a key-informant interview (KII) with facilitators, a program coordinator, and a single focus group discussion with HPEs. Additionally, the quantitative component includes a cross-sectional survey of the (HPEs’) responses to a self-report questionnaire. The findings show that this pilot project was feasible and well accepted by the HPEs, facilitators, and coordinators of the project. These participants also perceived several implementation challenges as weaknesses of the pilot project. Mitigating the prevailing challenges requires sustained and collaborative efforts by universities, the education and health sector, and other partner institutions. Our interpretations imply that customizing online PD in HE is, ultimately, a local phenomenon that results from individual motivation and interest, institutional capacity, and contextual factors like access to technology, the quality of online PD resources, and program management.

E-learning Quality Assessment Indicators: A Narrative Review

Introduction: Due to the widespread use of this educational method in the universities of the world and Iran, there is a need to evaluate its quality using indicators and approaches. Therefore, the present study was conducted to evaluate the quality evaluation indicators of electronic education.
 Method: The present study was conducted according to the guidelines of PRISMA. For this purpose, Web of Science, PubMed, Scopus, Mogiran, Irandak and SID databases were searched in the period from 2018 to 2022. The search strategy included the concepts of "e-learning", "index" and "medical science students". The criteria for entering this study were original articles in Persian and English. After selecting the studies, data collection was done based on the data extraction form.
 Results: A total of 77 articles were included in this review. From the review of studies, 37 indicators in 6 categories of factors related to students (5 indicators), factors related to professors (11 indicators), factors related to educational content (5 indicators), factors related to required facilities (7 indicators), factors related to Management (5 indicators) and factors related to laws and regulations (4 indicators) were obtained.
 Conclusion: The results showed that six factors are involved in evaluating the quality of e-learning. Therefore, it is recommended that the managers of the educational systems to ensure the provision of high-quality training by identifying the weaknesses of the electronic learning software system and laying the foundation for their elimination.

تقييم جودة التعليم الالكتروني في الجامعات الحكومية والأهلية

The current research aimed to identify the evaluation of the quality of e-learning in public and private universities, and to achieve this, the researcher chose a sample consisting of (600) male and female teachers. Babylon, University of the Future, in Babylon) (University of Al-Qadisiyah, and the Islamic University, in Al-Qadisiyah) (University of Karbala, University of the Inheritors of the Prophets, in Karbala), and they were chosen in a random manner with a proportional method. The researcher adopted the scale of the Ministry of Higher Education and Scientific Research and it was applied in universities Governmental and private teachers are the same, according to specialization, gender, and years of service. It consisted of (40) paragraphs distributed into three fields (the first field: e-learning management with (20) paragraphs, the second field: digital educational content with (8) paragraphs, the third field: evaluation and evaluation). virtual) and stability using the (Alpha Cronbach) method. The search results showed the following: The sample of teachers has a positive attitude towards e-learning..1 2. There are statistically significant differences in the quality of e-learning by the teaching staff in universities according to the variables of gender (male, female), specialization (scientific, human), and the type of university (governmental, private), if there are differences between (male and female). Of the teachers and in favor of males, and the results also showed that there are differences between the teaching specializations (scientific and human) in favor of the scientific specialization, and the results also showed that there is a difference between universities (governmental, private) in favor of public universities. key words: Evaluation of the quality of e-learning

Lesson learned from assessing teachers’ and students’ perspectives regarding the quality of e-learning in medical education during the pandemic: a mixed-methods study

BackgroundThe evaluation of e-learning systems ensures the provision of quality training. The goal was to identify the perspectives of teachers and students on e-learning in medical education during the COVID-19 pandemic at Shiraz University of Medical Sciences (SUMS), Iran.MethodsThis study utilized a convergent mixed methods research design with a two-phase approach to collect and analyze data between June and August 2022. In the first stage, a cross-sectional descriptive study was conducted to evaluate the quality of e-learning systems from the perspective of 400 students. In the second stage, semi-structured interviews were conducted with 10 virtual education professors and 10 student representatives to identify the strengths, weaknesses, opportunities, and threats of virtual education. A validated questionnaire was administered to assess the quality of the e-learning system, and data were analyzed using SPSS-21. Qualitative data were subjected to content analysis.ResultsOur findings revealed that the student support system, the course structure, and the infrastructure and technology subscales’ mean scores were significantly higher than the average level (P < 0.001). However, the professors’ methods of teaching and learning strategies were unsatisfactory. The results of the present study showed that the evaluation mean score was significantly higher among, younger, female, and undergraduate students. Virtual education has strengths and weaknesses, and innovative approaches are needed to enhance student engagement. The lack of appropriate infrastructure and virtual teaching tools for teachers and students is a significant challenge that needs to be addressed. Blended learning is effective in medical education, and the shift from teacher-centered to learner-centered teaching approaches is an opportunity to explore innovative teaching approaches.ConclusionFrom the perspective of students, the quality of eLearning systems at the universities was moderate. Virtual education offers both benefits and drawbacks, and there is a requirement for innovative solutions to enhance student engagement and lessen boredom.

The Effect of Cognitive Load on Learning Memory of Online Learning Accounting Students in the Philippines

Before COVID-19, universities in the Philippines sparingly used online learning instructional methods. Online learning is now widely known, and universities are increasingly keen to adopt it as a mainstream instructional method. Accounting is a popular discipline of study undertaken by students, but its online adoption is less well known. This study investigated university accounting students’ perceptions of the cognitive load of learning and how it influences their effect on learning memory at a university in the Philippines. During the COVID-19 period, after introducing online learning, 482 university undergraduate accounting students provided their perceptions using a five-point Likert scale survey questionnaire. The study measured teaching quality, learning content quality, and learning management system (LMS) quality, representing the cognitive load of learning. It measured electronic learning (e-learning) quality, learner satisfaction, and behavioral intentions to adopt online learning, continually representing the learning memory framework. The data analyzed using a structural equation model showed that students managing their cognitive load positively influenced their short-term learning. Learning content, teaching, and LMS quality positively influenced e-learning quality and student satisfaction. Student satisfaction positively influenced, but e-learning quality did not influence, students’ continued willingness for online learning. The findings were largely consistent across the second- and third-year enrolments. Findings from the first-year students showed that teaching quality did not influence student satisfaction and e-learning quality. This is the first study to test the influence of the cognitive load of learning on the learning memory of accounting students in an online learning environment.

Designing Flexibility, Accessibility, and Independent Learning through the Use of Hyperapp Blended Learning Module

The quality of e-learning is determined by two factors, learning resources and the learning processes. However, sometimes the main factor behind the low quality of e-learning is the lack of teachers in creating the learning process. E-learning ranges from "adjunct" to "blended/hybrid" to "full online." Therefore, this research attempts to analyze the use of the hyperapp module for blended learning as a guide for teachers in designing flexibility, accessibility, and independent learning. The method used in this research is literature study. This hyperapp blended learning module provides clear and practical guidelines to teachers on integrating ICT, designing a rich learning experience, enhancing flexibility and accessibility of learning, and fostering students' self-directed learning. The research findings indicate that the conclusion drawn from this research is that the use of the hyperapp module equips teachers with good skills in designing blended learning, making the created learning flexible, accessible, and fostering independent learning. This conclusion is supported by various findings from previous research conducted by other researchers. The contribution of this research can provide insights that the use of the hyperapp module becomes more effective, relevant, and supportive of student development in this digital era.

Investigate the Students’ Expectation about Quality of E-learning in Pakistan

Investigate the Students’ Expectation about Quality of E-learning in Pakistan