E-learning Technologies Research Articles

Factors Affecting the e-Learning Implementation in UAE Public Sector Organizations

There is an increasing recognition among organizations that investment in learning and development interventions is necessary for a sustained improvement in organizational performance and excellence. E-Learning is becoming a popular delivery method across public sector organizations in the United Arab Emirates (UAE). Organizations often consider developing the skills and knowledge of their employees by using advanced technologies and approaches. The present study aims to examine factors affecting E-Learning implementation among public sector organizations in the UAE. The review shows that the use of E-Learning has spread among organizations faster than any other method, particularly within the public sector organizations of the UAE. Therefore, this research aims to shed light on the current status of E-Learning implementation in the public sector organizations in the UAE. Moreover, the study explores different E-Learning technologies and approaches that are used in organizations. It also addresses the advantages and disadvantages of using E-Learning. In addition, it examines the barriers and challenges of using E-Learning methods in organizations and offers several recommendations to develop strategies and to improve policy and practice of E-Learning.

Role of AI-Driven Personalized E-Learning In Enhancing Economic Competitiveness: A Comparative Analysis of Developed And Developing Countries

This study explores the influence of AI-driven personalized e-learning on the Global Competitiveness Index (GCI) across six countries, comprising three developed (USA, Germany, Japan) and three developing (Pakistan, India and Nigeria) nations, over a span of 17 years (2007-2023). Utilizing a least squares regression model, the analysis incorporates key variables including the Artificial Intelligence Global Index (AIGI), Human Development Index (HDI), and R&D expenditure as control variables to assess their impact on GCI. The model demonstrates a robust fit, with an R2 value of 96.79% and an adjusted R2 value of 96.50%, indicating that AI-enhanced e-learning is a significant predictor as independent variables of economic competitiveness GCI. The findings underscore the significant role of investment in AI and e-learning technologies, particularly in enhancing economic competitiveness, as evidenced by strong positive correlations between GCI and AIGI, HDI, and R&D expenditure. The results are consistent with IBM's research, which highlights the importance of these variables in driving national competitiveness in the global market. The study concludes that AI-driven personalized e-learning is a critical lever for improving GCI, particularly for developing countries aiming to close the competitiveness gap with developed nations. The implications of this research suggest that targeted investments in AI and e-learning can substantially contribute to sustainable economic growth and international competitiveness. This study offers valuable insights for policymakers and educational institutions aiming to enhance their nation's competitiveness through strategic investments in AI-driven educational technologies.

Sustaining and Reinforcing the Perceived Value of Higher Education: E-Learning with Micro-Credentials

An important aspect of sustaining higher education is to produce graduates prepared for careers with the expertise and experiences desired by prospective employers. Micro-credentials delivered by higher education can confirm the students’ mastery of demanded skills and knowledge. The use of micro-credentials as an e-learning technology supports sustainability in higher education by reinforcing students’ employability. With hundreds of thousands of these credentials available in the United States, it is predictable that not all are equal. We explored the perceived value of micro-credentials reported by students and employers. Clear differences were found, with employers recognizing their value more than students. Additionally, we considered the source of the credential, which is the organization that creates, brands, and sponsors the award. Results demonstrated that employers used the sources for assessing value. We also tested the differences when higher education was the provider of the micro-credential, and institution type (issuer) was relevant to employers’ value. Finally, this study distinguished between the academic rigor and integrity of university-delivered micro-credentials associated with earning transcripted course credits and credentials that could be earned without course credits (non-transcripted). Employers valued transcripted micro-credentials more. This study found support for the use of micro-credentials to represent the mastery of skills and knowledge in higher education.

Relationship between artificial intelligence and legal education: A bibliometric analysis

This study aims to explore past research trends and identify key future directions at the intersection of artificial intelligence and legal education. The study’s data were gathered from the Scopus database, comprising 68 selected documents spanning from 1999 to 2024. The research methodology involves the use of VOSviewer software for bibliometric analysis. The results reveal that research on artificial intelligence and legal education, while still limited, has been undertaken in various countries, focusing on five primary research directions, including: (1) Improving technical education systems in colleges and universities through educational technology and modern legal learning systems; (2) Application of artificial intelligence and algorithms in the legal field; (3) Applying computational theory and e-learning technology in legal education; (4) Legal education and legal knowledge; (5) Digital transformation in the field of legal training. Based on the research results, five future research directions on this topic are also proposed, including: (1) Application of artificial intelligence in analyzing and predicting legal trends; (2) Artificial intelligence in personalizing the legal learning experience; (3) Artificial intelligence and legal professional ethics; (4) Development of artificial intelligence tools supporting legal teaching and research; and (5) Integration of artificial intelligence into online learning systems for legal education.

Effects of E-learning Technologies on Librarians’ Sustainable Competence Development and Smart Library Services: Empirical Evidence from 244 Universities’ Librarians

Abstract The purpose of the study was to identify the effects of e-learning technologies on librarians’ sustainable competence development and smart library services. This study used a quantitative research design for addressing the objectives. The population consisted of librarians from the public and private sector universities (n = 244) of Pakistan. The data were analyzed by using Smart PLS. E-learning technologies was the independent variable while sustainable competence development and smart library services were dependent variables that further consisted of various constructs and items. A significant impact of e-learning technologies was found on all the sub-constructs of sustainable competence development and smart library services. Findings revealed that e-learning technologies turn librarians into skilled assets and innovative sustainable smart library services are implemented.

Adopting e-learning technology as a mode of instruction: How prepared are tertiary institutions in Cross River State, Nigeria?

This study investigates the level of preparedness among tertiary institutions for adopting e-learning as a mode of instruction in Cross River State, Nigeria. This study investigated institutional preparedness to adopt e-learning mode instruction based on the following indices: availability and accessibility of e-learning facilities, staff acquisition of e-learning skills, institutional provision for staff e-learning needs and institutional maintenance of e-learning facilities. This study adopted a descriptive survey research design and data was collected from 400 lecturers from the four tertiary institutions in Cross River State. The validated instrument was titled “Preparedness of Tertiary Institutions for E-Learning Technology Instruction Mode Questionnaire” (PTIETIMQ).” Descriptive statistics, percentages, mean and standard deviation) were used to answer the research questions while the population t-test of one sample mean was used to analyze the hypotheses. The results obtained from the analysis showed that some technologies required for implementing e-learning modes of instruction were mostly unavailable. However, the few available ones were inaccessible due to their disproportionate ratio to the student population and poor maintenance of the available e-learning facilities. Teaching staff proficiency in e-learning-related activities and institutional provision for their e-learning needs is significantly low suggesting that tertiary institutions are unprepared for e-learning modes of instruction. We recommend that institutional heads provide an enabling environment for e-learning technology to be embraced by teaching staff and students as a mode of instruction in line with global best practices.

TEACHING ESP IN THE DIGITALIZED POST PANDEMIC ERA: A PROMISING GATE FOR THE FUTURE OF ESP INSTRUCTION IN ALGERIA

Though the integration of digital technology in general and e-learning in particular in Algerian Higher education during the Pandemic has brought much reconsideration to English for Specific Purposes teaching and learning, general agreement on this method’s efficacy and suitability has not been yet reached.

Penggunaan Aplikasi Pembelajaran PAI Berbasis E-Learning: Studi Kasus di Madrasah Tsanawiyah Lombok Timur

In the era of digitalization of education, the application of e-learning technology is expected to improve the quality and effectiveness of PAI learning. The focus of this research is the use of E-Learning based PAI learning applications. The method used in this research is qualitative research with a case study approach. Researchers analyze and describe findings in the field based on data sources which are strengthened by data findings and theories that are in accordance with the research theme. Data collection techniques in this research used observation, interviews and documentation methods. Meanwhile, data analysis uses thematic analysis through the stages of data reduction, data presentation, and drawing conclusions. The research results show that the e-learning based PAI learning application has a positive impact on students' learning motivation and their involvement in the learning process. Teachers feel helped by interactive features that make it easier to deliver material more interestingly and efficiently. This application makes it easier for teachers to find out the level of students' understanding of the material that has been taught. The word wall application also makes it easy for students so that students are motivated and enthusiastic in answering questions, besides making the class atmosphere more active and interactive.

A STUDY ON POSITIONING OF COMPETENCY BASED LEARNING MANAGEMENT SOFTWARE IN EDUCATIONAL INDUSTRY

This Study explores the efficacy of Competency-Based Learning Management Systems (CBLMS) in modern educational environments. Utilizing a descriptive research design, data were collected from a sample of 274 respondents within the company environment through primary data collection methods. The study aimed to understand the relationship between various dimensions of e-learning technologies. This study addresses this gap by integrating competency-based evaluations within a LMS to offer personalized educational experiences tailored to individual learning speeds and needs. By conducting an in-depth market and competitor analysis within the educational technology sector, the project aims to uncover key trends and challenges, assess customer preferences, and evaluate the technological landscape. Key Words- Competency-Based Learning, Learning Management Systems ,E-learning Technologies.

Factors Influencing E-learning Adoption when Teaching Science, Technology, Engineering, and Mathematics (STEM) Disciplines at a Science and Technology University in Ethiopia

eLearning technology in Science, Technology, Engineering, and Mathematics (STEM) instruction may positively impact the quality of education in preparing a competent 21st-century workforce in developing countries. Adopting eLearning technology in higher education institutions' STEM departments in developing countries is critical in allowing its graduates to compete in the global workforce. Information technology integration into STEM disciplines in higher education in developing countries may have two purposes: course access and technology skill development. Training this labor force with skills to use eLearning integrated into STEM disciplines increases their technical competencies. However, using eLearning to teach STEM disciplines in higher education institutes in developing countries still needs improvement. Understanding the factors influencing eLearning adoption and use is critical to understanding this phenomenon. This case study explored factors influencing eLearning adoption when teaching STEM disciplines. The study occurred at a mid-sized science and technology university in Ethiopia. A qualitative research approach examined how faculty members describe factors influencing eLearning technology adoption and use in the STEM departments on campus: the data collection method combined semi-structured individual interviews, focused group interviews, and document reviews. Seven faculty members and department heads participated in the personal interviews, and three participated in focus group interviews. An inductive method was used to analyze data collected from participants. Five themes emerged from qualitative data analysis: nature of the course, technology, institution, user's attitude, and environment. Challenges related to technology infrastructure, lack of training and technical support, the course nature, and lack of eCurriculum design were significant factors in adopting and using eLearning. The concerted effort of stakeholders, specifically faculty members, institutional leaders, and technical support teams, to adopt and use eLearning in STEM instruction positively impacts the quality of education in preparing a competent 21st-century workforce in developing countries.

Student adoption of e-learning at makerere university during COVID-19: A structural equation modelling based on the unified theory of acceptance and use of technology

The onset of COVID-19 dealt a severe blow to the education sector in Uganda, leading to the mandatory closure of all learning institutions to mitigate the spread of the virus. Makerere University, a venerable institution in the region, was not exempt from this directive. The initial uptake of e-learning was sluggish due to various factors, including inadequate infrastructure, digital illiteracy among both students and some faculty members, and, most notably, a lack of preparedness in utilizing digital eLearning technologies. The objective of this study was to examine the factors that impacted students’ embrace of eLearning at Makerere University during the COVID-19 pandemic. Employing a quantitative approach, the study utilized questionnaires structured based on the nine constructs of the Unified Theory of Acceptance and Use of Technology model. Between August and December 2021, a questionnaire was distributed to 374 students from two colleges. Structured equation modelling was employed to assess 16 factors that were hypothesized to have an impact on adoption. Effort expectancy emerged as the most robust predictor. Likewise, the behaviour of utilizing eLearning technologies was predominantly impacted by facilitating conditions. Utilizing the UTAUT methodology, this study’s theoretical significance arises from our effort to broaden the existing literature on the utilization of video conferencing software (Zoom) in conjunction with a learning management system (MUELE) during the challenging period of COVID-19, an area that has not been extensively explored. The results offer insights into the embrace and approval of both systems within the framework of a developing nation. This study delivers valuable perspectives for developers of eLearning systems, emphasizing the importance of creating user-friendly platforms that enhance the learner experience. This includes the incorporation of intuitive designs and intelligent features such as chatbots and AI-driven tutoring systems, which adapt to the unique needs of students.

Understanding digital transformation challenges for online learning and teaching in higher education institutions: a review and research framework

PurposeThe widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future.Design/methodology/approachThis comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles.FindingsThe investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students.Practical implicationsThis has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars.Originality/valueThis study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research.

PEDAGOGICAL MONITORING OF PROFESSIONAL TRAINING FUTURE SPECIALISTS IN THE SOCIAL SPHERE IN THE PROCESS OF APPLICATION OF ELECTRONIC LEARNING

The article examines the content of pedagogical monitoring of e-learning of future social workers in higher education institutions. The modern level of e-learning in the institution of higher education has been revealed. Special forms and methods of working with students - future specialists in the social sphere are analyzed and substantiated. The list of necessary conditions for the formation of applicants for higher education with a system of theoretical knowledge, practical abilities and skills necessary for the effective realization of oneself as a professional social worker is provided; development and formation of theoretical knowledge that will contribute to the development of the student as a future specialist in the social sphere. The purpose of the article is to identify the problems of professional training and to study the special requirements for the development and implementation of electronic training courses in the process of professional training of social sector specialists capable of solving social problems. Considerable attention is paid to the problems of pedagogical interaction between the teacher and the student, based on the analysis, the strengths of e-learning are highlighted, and the expediency of its use is clarified. The main tasks are defined as follows: to identify and generalize the components of professional self-development as one of the complex forms of transformation of the inner world, which occurs in the process of self-movement of a person along his life path, on which a person knows himself, builds himself, understands the essence of his functioning; to investigate the peculiarities of vocational pre-university education as a focus for personal development on self-building, professional self-determination for the successful growth of professionals in the social sphere. Based on the results of the generalized analysis, it was concluded that the effectiveness and feasibility of e-learning takes into account not only the general principles of learning, but also the specifics of a specific field or subject. These technologies allow students to independently organize their educational process, develop independent work skills and improve their knowledge. The proposed e-learning technologies can be used in universities, faculties and departments where future specialists in social spheres are trained, as well as in advanced training courses with the aim of increasing readiness to interact with clients based on mastering a set of knowledge and skills aimed at transforming informational and reflective, professional-practical and professional-development technologies in the real conditions of the environment of the higher education institution. The conclusions confirmed the substantiation of the necessary pedagogical conditions for improving the quality of extracurricular activities in the environment of institutions of professional pre-higher education regarding future social workers in the conditions of globalization.

An adaptable and personalized framework for top-N course recommendations in online learning

In recent years, the proliferation of Massive Open Online Courses (MOOC) platforms on a global scale has been remarkable. Learners can now meet their learning demands with the help of MOOC. However, learners might not understand the course material well if they have access to a lot of information due to their inadequate expertise and cognitive ability. Personalized Recommender Systems (RSs), a cutting-edge technology, can assist in addressing this issue. It greatly increases resource acquisition through personalized availability for various people of all ages. Intelligent learning methods, such as machine learning and Reinforcement Learning (RL) can be used in RS challenges. However, machine learning needs supervised data and classical RL is not suitable for multi-task recommendations in online learning platforms. To address these challenges, the proposed framework integrates a Deep Reinforcement Learning (DRL) and multi-agent approach. This adaptive system personalizes the learning experience by considering key factors such as learner sentiments, learning style, preferences, competency, and adaptive difficulty levels. We formulate the interactive RS problem using a DRL-based Actor-Critic model named DRR, treating recommendations as a sequential decision-making process. The DRR enables the system to provide top-N course recommendations and personalized learning paths, enriching the student's experience. Extensive experiments on a MOOC dataset such as the 100 K Coursera course review validate the proposed DRR model, demonstrating its superiority over baseline models in major evaluation metrics for long-term recommendations. The outcomes of this research contribute to the field of e-learning technology, guiding the design and implementation of course RSs, to facilitate personalized and relevant recommendations for online learning students.

Engineering student satisfaction and loyalty: The E-learning effect

This study explores the influence of e-learning tools on student satisfaction and loyalty within engineering programs. A survey administered to 67 Syrian engineering students and professors examined their perceptions of e-learning platforms. The results indicate a growing appreciation for e-learning's effectiveness in delivering educational content. The research highlights the particular value of e-learning tools during disruptions to traditional learning, such as pandemics. The study reveals a positive correlation between e-learning use and student academic performance, satisfaction among both students and professors, and a trend towards loyalty to these tools. Based on these findings, the study recommends adaptations in information presentation methods by professors to leverage the capabilities of e-learning tools. It emphasizes the importance of maximizing the potential of these tools and suggests implementing training programs for both students and faculty to enhance e-learning proficiency. The research also underscores the need for continuous curriculum updates to ensure compatibility with evolving e-learning technologies. Finally, the study recommends exploring additional benefits to incentivize continued engagement with e-learning tools by both students and educators.

Enhancing sustainable development in education: Reality of cloud computing applications in activating e-learning at King Faisal University

After the outbreak of the COVID-19 pandemic, the world turned towards intensifying the implementation of modern educational technologies in general, especially those related to remote teaching and learning. These technologies have proven to save learners considerable time and effort, particularly in emergencies that necessitate a shift from traditional to remote education systems. They offer easy and secure methods for remote teaching and learning. One of the most significant modern technologies in this context is cloud computing, a term that refers to on-demand access to computer resources and systems over the network. Cloud computing can deliver a range of integrated computer services without being constrained by local resources, aiming to facilitate user interaction. The successful use and integration of cloud computing applications in educational institutions are key indicators of achieving outstanding educational quality. This includes attaining the highest possible levels of sustainable development competencies in education. The effectiveness of utilizing these applications is contingent upon the proper management of educational technology applications and their flexible and rapid activation from any location through the Internet. Therefore, this study aimed to assess the current utilization and deployment of cloud computing applications in activating e-learning at King Faisal University and provide insight into realizing the desired outcomes of implementing one of the most crucial e-learning technologies as a means of achieving sustainable development in education. This was accomplished by identifying the problems and challenges facing the use and deployment of this technology in educational institutions in the Kingdom, specifically at King Faisal University. Additionally, the study aimed to propose ways to enhance the utilization of certain applications utilizing this technology in e-learning within educational institutions.

Exploring how quality dimensions enhance videoconferencing platform benefits from an information systems success perspective

The rapid growth of videoconferencing technology in e-learning has gained significant attention in recent years. However, the literature lacks focus on the quality aspects contributing to the success of videoconferencing platforms in online learning. To fill this gap, this study used the DeLone and McLean information system success model to assess how three quality aspects (system, information, and service) of Microsoft Teams videoconferencing platform influenced students’ learning outcomes in online learning. The study involved surveying 261 students and found that all three quality dimensions significantly impacted students’ usage and satisfaction with Microsoft Teams. Remarkably, information quality had the most pronounced influence, and system use also positively affected student satisfaction, whereas student satisfaction played more significant role in their perceived benefits compared to system use. The study concluded that Microsoft Teams’ three quality dimensions contribute to enhancing student-perceived benefits in e-learning environment, confirming its success as an e-learning platform for students.

Utilizing Advanced Technologies for eLearning in Clerkship

The clerkship phase in medical school is pivotal for clinical training. In response to the COVID-19 pandemic, the adoption and implementation of educational technology in medical education became inevitable, leading most medical schools to shift toward distance learning. While technologies cannot entirely replace hands-on clinical teaching, faculty members have devised effective ways to utilize technology, such as virtual patients, virtual reality, first-person video streaming, simulators, gamification, and mobile apps. This article provides a summary of the technologies employed, the challenges associated with them, and the advantages and instructional outcomes resulting from their use.

The Use of Adaptive Learning Technologies in e-Learning for Inclusive Education: A Systematic Review

The ongoing transformation of the education system involves the introduction of adaptive e-learning technologies at all levels, including inclusive education. The purpose of this study is to conduct a systematic review of scientific papers on e-learning, inclusion, and adaptive technologies. For this purpose, the PRISMA research approach was used to search for relevant sources and to initially process them. Main scientific bases: Scopus and Google Scholar. Date range: 2014–2023. The search for materials was carried out in stages: first, all duplicates were eliminated, a screening was performed, and sources were included based on 5 criteria (mainly content, methodology, and scientific novelty). The results show that the topic of using adaptive technologies, despite its potential, has not yet been covered in detail in scientific circles in recent years. The main methods of support and development of adaptive learning are co-teaching, individualized and differentiated learning. Besides, they should be used comprehensively to ensure a fair and inclusive environment. The conclusions indicate that the implementation of adaptive learning is important for successful inclusion. Among the adaptive learning technologies, various e-learning platforms, adaptive systems, communication tools, and assistive technologies are important. Together, they contribute to effective support for students with special educational needs.

Investigating the behavioral differences in the acceptance of MOOCs and E-learning technology

This study aims to investigate the behavioral differences in the acceptance of MOOCs and E-learning. The study employs combining models TAM and ECM to reveal user's behavior in using MOOCs and E-learning. In accessing these learning systems, e-learning users are more mandatory in accessing the learning contents than MOOCs. The eight latent variables derived from reviewing previous related literatures including information quality, self-efficacy, perceived ease of use, perceived usefulness, attitude, confirmation, satisfaction, and behavioral intention are employed to reveal the behavioral differences in using these systems. This study also employs type of learning systems (MOOCs and E-learning) as difference variable. The respondents of this study are MOOCs and e-learning users in Indonesia. The online questionnaires are delivered to e-learning and MOOCs users in high school and university and the supplemental questionnaires are delivered to employers and entrepreneurs as MOOC users. There are 706 questionnaire data collected and examined in statistically manner using smart-PLS to prove the hypotheses in proposed model. Several analyses including the structural model and hypotheses, MGA, and IPMA are employed in this study. This study has findings on the accepted of all hypotheses on the model in adoption of MOOCs technology. For the adoption of e-learning technology all hypotheses on the model are accepted excluding the hypothesis of information quality which has positive direct effect on the perceived usefulness. The difference values on the MGA result reveals that there is difference on the correlation of between information quality and perceived usefulness, perceived usefulness and attitude, confirmation and satisfaction, and attitude and behavioral intention. IPMA analysis reveals the difference on importance and performance among indicators of construct of the model and serves interesting insights into the role of indicators of construct and their relevance for managerial implications.