E-learning Technologies Research Articles

Cognitive IoT-Based e-Learning System: Enabling Context-Aware Remote Schooling during the Pandemic.

The 2019–2020 coronavirus pandemic had far-reaching consequences beyond the spread of the disease and efforts to cure it. Today, it is obvious that the pandemic devastated key sectors ranging from health to economy, culture, and education. As far as education is concerned, one direct result of the spread of the pandemic was the resort to suspending traditional in-person classroom courses and relying on remote learning and homeschooling instead, by exploiting e-learning technologies, but many challenges are faced by these technologies. Most of these challenges are centered around the efficiency of these delivery methods, interactivity, and knowledge testing. These issues raise the need to develop an advanced smart educational system that assists home-schooled students, provides teachers with a range of smart new tools, and enable a dynamic and interactive e-learning experience. Technologies like the Internet of things (IoT) and artificial intelligence (AI), including cognitive models and context-awareness, can be a driving force in the future of e-learning, opening many opportunities to overcome the limitation of the existing remote learning systems and provide an efficient reliable augmented learning experience. Furthermore, virtual reality (VR) and augmented reality (AR), introduced in education as a way for asynchronous learning, can be a second driving force of future synchronous learning. The teacher and students can see each other in a virtual class even if they are geographically spread in a city, a country, or the globe. The main goal of this work is to design and provide a model supporting intelligent teaching assisting and engaging e-learning activity. This paper presents a new model, ViRICTA, an intelligent system, proposing an end-to-end solution with a stack technology integrating the Internet of things and artificial intelligence. The designed system aims to enable a valuable learning experience, providing an efficient, interactive, and proactive context-aware learning smart services.

Assessment of technical and vocational trainers’ competence to adopt E-learning technologies into TVET curriculum implementation in higher education institutions

This study examined the level of expertise of Technical and Vocational Education Training (TVET) educators to use e-learning technologies for the delivery of TVET curriculum at higher levels of education. Gender influence on the TVET educators’ competencies to use the technologies for their educational duties was also examined. The descriptive survey research design was adopted. Two research questions and one hypothesis were posed to guide the study. A total of Ninety Three (93) TVET educators made up of 67(72%) male and 26 (28%) female drawn from the authors of articles and participants in panels at all the proceedings and workshops of the International Conferences on e-learning technologies for innovative education organized by the: Online Learning consortium (OLC); Association for Talent Development (ATD) and Association for Educational Communications and Technology (AECT) between the periods of 2010 to 2019 were screened and used through convenience random and purposive sampling methods. The data collected through questionnaire were analyzed and tested using frequency count, percentage, mean, standard deviation and T-test. The instrument had face validity and reliability co-efficient of 0.81 obtained using Cronbach Alpha formulas. The findings revealed that TVET educators were highly competent users to the use of most of the studied e-learning technologies (such as: Use of Projectors and power point presentation; Using Online networking sites..; Utilizing Learning Objects; Creating/delivering web-based instruction; etc) with average mean score greater than 3.5.However, the study reported a low level of expertise by the TVET educators in the use of smart (electronic) Board to deliver instruction (31.2%) with average Mean score of 1.96.In addition to this, the study revealed a significant difference between the level of expertise/competence of male and female TVET educators on the use of e-learning technologies (t-calculated (12.702) > t-tabulated (1.960) at 0.05 level of significant).Conclusively, the study recommended that more customized e-learning technologies for the teaching and learning of TVET courses should be made available in the higher education and TVET educators be professionally trained on how to use them for their core business of teaching.

Assessment of technical and vocational trainers' competence to adopt E-learning technologies into TVET curriculum implementation in higher education institutions

Assessment of technical and vocational trainers' competence to adopt E-learning technologies into TVET curriculum implementation in higher education institutions

Assessment of technical and vocational trainers' competence to adopt E-learning technologies into TVET curriculum implementation in higher education institutions

Assessment of technical and vocational trainers' competence to adopt E-learning technologies into TVET curriculum implementation in higher education institutions

Effect of Google Meet E-learning Technology on Building Students Knowledge

This study investigated the effect of Google meet e-learning technology on building students’ knowledge in Economics in the face of COVID-19 pandemic in Imo State. Two purposes, two research questions and two hypotheses guided the study. The study adopted a quasi-experiment pre-test, post-test, control group design, involving two groups with analysis of covariance as post-hoc control. The population of the study consisted the entire year two students in Alvan Ikoku Federal College of Education, Owerri in Imo State, which are 2,063. The sample consisted of 80 Economics students, drawn from the population. Purposive sampling technique was used to select the 40 students in each class and assigned the classes to experimental and control groups. Google Meet E-learning technology Instructional Package (GMET-IP) and the Economics Achievement Test (EAT) were used as the instrument for data collection, while mean rating, standard deviation and analysis of covariance (ANCOVA) were used to answer the research questions and test the hypotheses. The content and face validities of the instruments were established by two (2) experts in Educational Measurement and Evaluation, two (2) lecturers teaching Economics, who after due corrections, fine-tuned them and certified them fit for administration. Pearson product moment correlation coefficients method was used to determine the reliability of the results obtained with the instrument; and to establish its construct validity that is inter correlations among items which yielded a reliability coefficient value of 0.78. Findings from the study indicated that Video Modules E-learning approach method had effect on the academic achievement of students in Basic Sciences. The treatments have more positive impact on the female students than male students, showing an interaction occurred between the gender. Conclusions were drawn and recommendations made from the findings of the study which includes that there is need for the incorporation of this e-learning approach into the teaching and learning of Economics in tertiary institutions in Imo State.

Factors That Influence English Teachers’ Acceptance and Use of E-Learning Technologies

The world has witnessed a major pandemic that has threatened the status of education across the globe. Such a crisis highlights the importance of education technology, which has not been an influential part of Kuwait’s education until the onset of COVID-19. Delays and interruptions of the academic year disrupted the lives of many students around the world, including Kuwait. Since e-learning technologies are not traditionally used in Kuwaiti higher education, this study aims to investigate the acceptance of technology and whether that has changed with the pandemic. It seeks to find useful strategies that could assist teachers in effectively using electronic distance-learning digital resources. The Unified Theory of Acceptance and Use of Technology (UTAUT) has been developed to investigate the degrees of usage and acceptance of technology. This paper adopts an improved model that also includes the educational experience of teachers, in an attempt to understand the context of Kuwaiti higher education. Therefore, this quantitative study examines the use and acceptance of educational technologies of English language instructors in higher education. 
 
 The study uses an online survey among 33 English language instructors at the Public Authority for Applied Education and Training (PAAET) to also account for the perceptions and experiences of the teachers. The results revealed an overall high acceptance level of educational technology, with varying degrees of implementation.

An evaluation of the impact of confinement on the quality of e-learning in higher education institutions

PurposeTechnology acceptance research in the L&T contexts has a necessity for enabling the significant inclusion of technology in educational settings (Scherer et al., 2019). Despite the propensity for information communication and technology to enhance the teaching and learning process, the acceptance or rejection of learning technology is essential. Technological acceptance model (TAM) has evolved to become a key model to depict the predictors of human behaviour towards prospective rejection or acceptance of technology (Granic and Marangunic, 2019). In their recent systematic review of the extensive literature on TAM, Granic and Marangunic (2019) found that most of TAM research originate from Asia (Taiwan, Malaysia, South Korea and China), Europe, North America, Middle East and Africa. To the best of the authors’ knowledge, research on TAM has been very scarce in small island economies. This study aims to guide the empirical model of Al-Fraihat et al. (2020), which wants to uncover the quality of learning by understanding the intentions and satisfaction of tertiary education learners on the acceptance and use of information technology (IT) for e-learning, during the confinement period.Design/methodology/approachThis study adopted a quantitative approach. The proposed framework was borrowed from Al-Fraihat et al. (2020) and amended based on the contextual aspect of the study. The model proposed by Al-Fraihat et al. (2020) takes into consideration the quality of e-learning through technical system quality, information quality, service quality, educational system quality, support system quality, learner quality and instructor quality. The framework has as the basis the TAM where the perceived satisfaction, perceived usefulness, use and benefits of E-learning have been evaluated. This current study evaluated the quality of the e-learning platform from the students’ perspective in the confinement period. The service quality construct has been broken into three different dimensions, namely, service quality from an IT perspective, service quality from an administration perspective and service quality from the faculty represented by the Head of Departments. Another dimension has been added so as to evaluate the learner’s point of view when studying during confinement, namely, confinement and learning quality.FindingsThe findings of this study did not support H25, that is the hypothesis that perceived usefulness has a positive relationship with perceived satisfaction, in contradiction to similar previous studies that confirmed the relationship (Al-Sabawy et al., 2011; Al-Fraihat et al., 2020). However, interestingly, the findings of this research supported the relationship between perceived satisfaction and benefits (H26). This means that the greater the satisfaction of the learner, the greater the benefits on students. The results of this study further supported that there is a positive relationship between perceived usefulness and benefits (H27); there is a positive relationship between perceived usefulness and use (H28); and finally, there is a positive relationship between use and benefits (H29). Such relationships were also found in the existing literature (Al-Sabawy et al., 2011; Cidral et al., 2018; Al-Fraihat et al., 2020). The perception of the usefulness of the e-learning system determines the benefits, usefulness and system use. When the learners feel that the system is enhancing their learning, learning activities and performance, hence learning more effectively, they tend to see the e-learning system as useful and they are more likely to use the e-learning system/tool. The use of the tool/system, thus positively impacts the benefits that the learners derived from the system.Originality/valueThe COVID-19 and overnight decision for a country-wide lockdown drastically changed the education sector. School and all teaching institutions were closed. However, most universities had to review their teaching and learning models to introduce e-learning to ensure the semester’s progress. Hence, the use of the various LMS tools became a necessity overnight. This study on e-learning in Mauritius uses the TAM as the theoretical foundation because the theory has long been extensively used to investigate the quality of learning eg. Davis (1989), Scherer et al. (2019), Al-Fraihat et al. (2020).

C4Tech: Virtual connections between the classrooms, clinicians, and community clinics to bridge the gap between research and practice

Aim E-learning technologies are becoming vital components of medical and health professions education, as highlighted during the current coronavirus disease (COVID-19) pandemic. The National Academy of Medicine (NAM) considers education technologies essential to forming connections between education and healthcare delivery systems, which promote evidence-based practice and continuous learning and quality improvement in healthcare. There is a lack of evidence-based models to guide the integration of technology in medical and health profession education, in particular models that form synergistic linkages between healthcare education and delivery systems. This paper presents the evaluation of an innovative blended learning model, which leverages virtual technology to connect students in the classroom with clinicians in community clinics (C4Tech) for authentic learning related to quality improvement (QI) and social determinants of health (SDH). Method This study applied a case study approach to evaluate the efficacy of the C4Tech model in supporting learning outcomes and assessed how virtual collaboration influenced the process of learning. Results This study contributes to a more comprehensive understanding of how to design effective blended courses that connect the healthcare education and delivery systems through virtual technology. It also demonstrates how to connect students and practicing clinicians virtually to design evidence-based quality improvement projects.

INFLUENCE OF TECHNOLOGY TYPE ON DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to evaluate influence of technology type on development of instructional materials for distance education.
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Findings: From the study findings, it is concluded that learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Therefore, the attitude and values are singled out as a separate category as well, linking together certain factors that influence them. Because of the manner of academic teaching process, the most commonly used is blended learning model where a course instructor chooses the e-learning technology based on certain elements. The practice has shown that creating a blended learning environment is not easy and that course instructors have problems in many stages of designing the virtual learning environment, from the analysis of the course requirements, analysis of the student requirements, application of instructional design model, e-learning technology use, not understanding the concept of the quality of e-learning process and many other factors..
 Recommendations: The study recommends that is a need for more courses should be integrated in distance learning so as to cover all the courses offered to students. There is also need for students to enroll in practical classes for computer training. This will enable the less net savvy students to brace up so as to avoid being left behind by others. There is no doubt that a lot of pressures are facing our students when it comes to distance learning technology adoption, especially distance barrier. There is therefore, need for e-learning to be fully put in place to enable the group of students that their homes are far away from the school to participate in classes even when they are not able to make it to school. Finally, there should be availability of ICT infrastructure, the absence or inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online

INFLUENCE OF INSTITUTIONAL RELATED ON CHOICE OF TECHNOLOGY FOR THE DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to institutional related on choice of technology for the development of instructional materials for distance education.
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Findings: From the study findings, it is concluded that most of learner support services offered to distant learners were not good enough to support the learners effectively. Secondly, the students and the administrators were of the view that there were learner support services that were very vital to distant learners. Thirdly, the students and the administrators were of the general view and in agreement that the learner support services offered were necessary. However, since the students indicated that majority of the services on offer were poor across the institutions under the study, there is need to improve and make them better. Learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology.
 Recommendations: The study recommends that is a need availability of ICT infrastructure, the absence of inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online. If the high ICT infrastructure for e-learning is unavailable, the sequential use of predecessor distance learning technologies from correspondence courses to radio, TV, CD-ROM, Internet and World Wide Web is recommended. Such a sequential use of predecessor distance learning technologies is poised to leverage the experience into a significant use of learning

Evaluating e-learning on an international scale: An audit of computer simulation learning materials in the field of dentistry

Background/purposeGlobal networking and e-learning courses are an effective strategy for sharing educational content and there is potential scope to use e-learning technology in dental education. Therefore, this study aimed to explicate the challenges encountered in international e-learning use and decipher optimum solutions for disseminating course/systems on an international scale. Materials and methodsAn e-learning course with four computer-assisted simulation materials developed among international faculties was provided to dental undergraduates at dental schools in Japan and Vietnam in 2020. A post-questionnaire survey plus pre- and post-tests were conducted to obtain learners' feedback and assess the success of the course's implementation. ResultsAltogether, 41 students participated, with a response rate of 78.8%. The mean post-test score was significantly higher than that of the pre-test (p < 0.001). Students from both groups felt that e-learning was beneficial, useful for their future, and should be continued. ConclusionThis study showed that e-learning/course provision could be achieved at an international level by using a common online system, which is beneficial for students to gain a wider perspective and global dental education. Learners indicated that they learned without any major problems in learning operations. This type of educational material creation and course implementation is extremely important in global networking and dental education in the present era; and communication and cooperation between the faculties was important for course provision. More countries should be included in future studies to ensure that it has global application.

Accessing the Availabilities, Utilization and Attitude of Teachers in E-learning Technologies for the Teaching and Learning of TVET Programmes in the North-west Nigeria

The study focused on Accessing the Availabilities, Utilization and Attitude of Teachers in E-learning Technologies for the Teaching and Learning of TVET Programmes in the North-west Nigeria Two research questions were developed and answered in line with what the study sought to find out. Also two null hypotheses were formulated and tested at the probability of 0.05 levels of significance. The study made use the questionnaire consists of fifty questions, divided into four sections with five printed pages. The questions included close-ended as well as open-ended questions to capture respondents' experiences regarding the application of the e-learning technologies in their core business of teaching in the Nigerian COEs. The instrument was face validated by the researcher’s senior colleagues in the school of Technical Education and to ensure reliability of the items, they were pilot tested in two (2) Colleges outside the selected COEs within the study area. The entire population for the study was 98,377 Students across the colleges 2000 obtained from the sampled colleges selected from the study area. Three hundred and twenty (100) respondents were sampled out of the total population using stratified simple random sampling technique. The data collected for the study were analyzed using descriptive statistics (mean and Standard deviation) to answer the research questions raised where t-test statistical analysis was employed by the researcher to test the null hypotheses. The findings of the study revealed that the potentials for real adoption of e-learning technologies for the teaching and learning of TVET programmes in the Nigerian COEs are great, also revealed that the level of e-learning technologies utilization varies among the research participants, and over 75% of participants are happy to use e-learning technologies for educational purposes.

FOREIGN LANGUAGE MOBILE LEARNING DESIGN

The formation of artificial virtual environments and their implementation in the educational environment of human activity is a current trend. Various textbooks, reference books, and dictionaries are created with virtual objects and interactive applications included in their content.The expanding capabilities and diversity of mobile devices support increasingly large-scale and interesting learningprojects.Mobile technologies provide new opportunities for curriculum development that differ from those provided by other e-learning technologies. They serve to support such a learning model, where the priorities are: free access to learning technologies, inclusiveness, and enhancing the students’ activity. In mobile learning, the central role is given to students with their individual technology preferences, while mobile learning is synonymous with unpredictability and constant change.Mobile-digital communication environments have huge number of tools and software to influence various cognitive and psychological aspects of students ' motivation to learn a foreign language. When using these environments, the learner's perceptual skills improve, since interaction with mobile devices with a learning purpose is most often initiated by the learner himself, at a convenient time and place for them.

Formative Assessment Practices in Special School Classrooms With the Support of E-Books: A Case Study

While formative assessment is recognised as a powerful strategy to improve student learning in mainstream education, less is known about its use in special schools. This study investigates how teachers’ Personal Practice Assessment Theories (PPATs) affect their formative assessment practices in the special school context with the support of e-books. A case study was conducted with three Chinese teachers working with lower primary students who exhibit mild levels of intellectual disability. Data were collected through classroom observations and interviews. The findings reveal that the interaction between teachers’ PPATs and the use of e-books affect teachers assessment goals, and the way they elicit, interpret and respond to assessment information. This study contributes to the understanding of how e-learning technology can be used to facilitate meaningful formative assessment in the special education context.

Perception of Educational Stakeholders on Utilization of E-learning Technology for Quality Instructional Delivery in Universities in Rivers State, Nigeria

The study was conducted in Rivers State, South-South, Nigeria. Descriptive survey design was adopted for the study, which comprised 168 subjects (44 lecturers and 124 students). Two research questions were posed by the researchers to guide the study. The study used questionnaires to elicit information from respondents. Mean and standard deviation were descriptive statistical tools used to answer the research questions. The findings of the study revealed, amongst others, that many universities in Nigeria lacked digital facilities for quality e-teaching and learning and, again, university lecturers and students required core digital skills for effective e-learning. Based on these findings, it was recommended, amongst others, that the Nigerian government, in collaboration with university authorities, should ensure adequate provision of ICT equipment and facilities in universities for quality e-teaching and learning. Furthermore, adequate ICT training programmes should be set up for the training of lecturers and students in digital technology in order to realise effective e-learning in the Nigerian university system.

Challenges in Virtual Learning: A Reference to India

To be blunt, human abilities have lost some of their usefulness over time, meaning that employees need to stay up-to-date with their schooling and training as they advance in their jobs. A type of described as electronic learning is associated with using computers to aid in instruction. While e-learning has tremendous promise in India, it is currently at a relatively early stage of acceptance and promotion, and will need a significant marketing campaign and a good deal of public awareness. India's educational life has recently acquired a second wind due to globalization. If e-learning technologies are to have the maximum impact, they must be deployed in India's rural areas. This article deals with instructional methodologies, the creation of eLearning curricula, the use of eLearning to expand knowledge to locations outside of the classroom, as well as the good and bad aspects of eLearning.

Assessing the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of cloud-based e-learning systems in the COVID-19 era

PurposeOne of the most significant threats of COVID-19 in the world is the closure of universities, schools, training courses and even companies and organizations. In such a situation and with the free time that has arisen, this threat of education closure can become a golden opportunity for learning and progress in virtual education. E-learning uses information technology (IT) to distribute knowledge and information for training and education. Also, cloud computing is a technology utilized in the IT domain. It can be employed in performing e-learning. Therefore, the main goal of this study is to assess the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of CELS in the COVID-19 era.Design/methodology/approachCloud-based e-learning system (CELS) provides all e-learning requirements like software and hardware resources to promote conventional e-learning technologies. The CELS stands on several factors of diverse aspects that have been of high significance in CELS success. So, these systems must be checked to analyze their significance rate and successfully carry out their effectiveness. On the other hand, these days, the 2019 coronavirus disease (COVID-19) changes our daily lifestyles. Therefore, the present investigation provides a new model investigating the development and success of CELS in the COVID-19 era. Also, an online questionnaire was used to gather the data. The content validity of the questionnaire was obtained by applying the opinions of ten experts from e-learning specialists. The collected data are analyzed using LISREL and Smart PLS software.FindingsThe results from the path coefficient and the sample t-test have implied that skills and knowledge positively influence CELS in the COVID-19 era. In addition, the relationship between cultural characteristics and CELS in the COVID-19 era has been positive and significant. The relationship between the economic situations and the CELS in the COVID-19 era is positive and significant.Practical implicationsThe proposed model helps managers get a big picture of CELS necessities and more effectively in the COVID-19 era. This research has a unique impact on universities to develop an e-learning platform to facilitate the education process in the COVID-19 era. It provides guidelines for educational institutions to effectively implement the learning management system to facilitate students' education.Originality/valueCELS are getting increasingly essential to offer training courses more efficiently in educational institutions. Although the intersection between cloud computing and e-learning has increasingly grown in both practical and academic contexts, few studies on the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of CELS in the COVID-19 era. This paper explores the ignored but critically important subject of CELS. This paper's main contribution is to present a new and integrated model containing the essential aspects of the development and success of CELS in the COVID-19 era. The proposed framework comprises cultural characteristics, economic situations, skills and knowledge aspects simultaneously, as well as sub-criteria denoting each element.

Network technologies in the professional education and advanced training of engineers

The article substantiates the effectiveness of network training and e-learning technologies in the professional training and advanced training of engineering personnel at a technical university. The paper analyses e-learning technologies in the context of competence-based and activity-based approaches to the organization of the educational process. The study considers Universities as the core elements of the regional educational space, integrating and developing the potential of network interaction of its subjects. The authors propose the definition of the concept of “network educational space”. The article describes the experience of network training of personnel in the production sectors of the Ulyanovsk region in 2014-2020. Based on the analysis of the teaching practice of the Ulyanovsk State Technical University, the study proposes a model of the electronic information and educational environment of an educational organization. The authors formulate recommendations for the development of a network educational space in the region that meets the needs of the labor market.

AUDIT E-LEARNING DENGAN FRAMEWORK COBIT 5.0 DI MASA PANDEMI COVID-19

The first Coronavirus Disease-2019 (COVID-19) outbreak appeared in Wuhan, China on December 01, 2019 and was declared a pandemic by WHO (world health organization) on March 11, 2020[1]. This condition requires all levels of society to stay at home (WFH), worship, work and study all at home. So that educational institutions are also required to follow government regulations and innovate learning processes that must continue when natural disasters or global pandemics occur through online learning with the aim of improving the quality of learning. Darmajaya Institute of Informatics and Business uses information technology in the form of online learning media called E-Learning for students and lecturers. This of course makes students and lecturers have to adapt in using the information technology. This E-Learning technology is used intensely by students and lecturers (both permanent and external lecturers) of IIB Darmajaya, so that in conditions in the field there are many shortcomings in the E-Learning service at IIB Darmajaya. One way to measure the governance and capability level of E-Learning services at IIB Darmajaya is to conduct a governance audit on the E-Learning services. In this study, a governance framework is needed in the form of Control Objective for Information and Related Technology 5 (COBIT 5.0) which can provide benefits for an agency in achieving strategic goals and optimizing services from information technology.Keywords—Audit Tata Kelola, E-Learning, COBIT 5.0, Maturity Level, Capability Level.

Изменение парадигмы образования при внедрении технологий E-learning в учебный процесс в высшей школе

The paper analyses changes in educational paradigm due to E-learning technologies introduction into higher technical education. The article considers teachers’ readiness for upcoming changes in educational paradigm. Two educational paradigms are compared: traditional and innovative, formed as a result of E-learning technologies introduction and tended to change roles and functions of higher education participants. Scientific originality of the study lies in the fact that the authors compare two educational paradigms and describe newly established roles and functions of educational process participants. The research findings are as follows: roles and functions of educational process participants under the conditions of higher education modernization are revealed; advantages of the innovative educational model over the traditional one are identified.