E-learning Technologies Research Articles

Psychological and Pedagogical Conditions of Professional Education of Managers

The research addresses the practical problems of a corporate university to effectively establish the psychological competence of managers. Training has the following requirements related with 1) the formation of a complex personal education — psychological competence, 2) the forms and teaching methods that ensure effective training for adults. The purpose of the study is to create psychological and pedagogical conditions for the effective formation of psychological competence (including the specifics of energy enterprises). As a result of the analysis of the requirements of psychological competence and its key aspects (cognitive, behavioral, motivational, value-semantic, regulatory) in the framework of the competence-based approach, as well as teaching methods in the context of the modular approach, we established learning principles, including structural, content and technological flexibility of learning modules. Among the types of training that provide technological flexibility we have chosen non-imitation and simulation methods of active learning partially implemented through e-learning technologies. The designed training program consists of 6 main modules and covers 497 middle managers of energy enterprises of Irkutsk region. The training program was individually created based on the career plans as a part of an expert assessment of the level of development of psychological competence. Individual modular training program contributed to the development of those components of competence that were determined as insufficiently developed. We employed D. Kirpatrick model to evaluate the effectiveness of the program. The model includes three parameters: evaluation of learning based on the results of feedback, tests of knowledge and skills, self-assessment of the level of development of psychological competence. The study showed a positive dynamics of all parameters explained by the use of important conditions that ensure the effectiveness of learning. They are the following: student's active participation in the learning process, continuous reinforcement of student’s actions using self-control, individual approach to educational and cognitive activities; application of the indicative basis of activity; flexible management of students’ activities that turn into self-government; reflective approach and principle of problematic learning.

A Proposed E-learning Technology Management Model for Universities in Response to the COVID-19 Global Crisis

The overall purpose of the study is to propose an e-learning technology management model that responds to the outbreak of the coronavirus disease 2019 (COVID-19) and that has led to the closure of almost all the world’s universities in 2020/2021, leading to many complications in arranging for remote teaching and learning processes. The basic design of the study included the analysis of different technology management models in terms of scope and integration. In addition to a survey directed to several international higher education and e-learning experts as well as a thematic analysis for qualitative data obtained from experts’ comments and views. The major findings, from both quantitative and qualitative analysis, structured the design of the model that has the advantage of mobilizing all university resources towards the achievement of intended learning outcomes. It focuses on six domains for elearning technology management: a) planning, b) governance and administration, c) capacity building, d) development, e) interactive teaching and learning, and f) assessment and evaluation. Hence, the proposed elearning technology management model provides better access, and more economic management of resources, and maximizes return on investment with better learning outcomes at higher education institutions.

Factors Impacting Educators’ Intention Towards E-Learning Adoption

Educators play a vital role in learning system and in the present scenario E-learning highly in use in the pandemic. There are gaps in studies. Most of the research are student centric whereas educator’s role is more important as a content developer as well an effective presenter. The challenges for educators are getting familiar with the resources and application platforms changing concurrently like time constraints, negative attitude from parties involved, a lack of technical skills, infrastructure, organizational strategies support, and cyber threats. This study with taking the support of UTAUT2 in academic context tries to discover the factors impacting educators' intention with E-Learning technology. Most of the research carried out has not worked on the risk factors like technological, evaluation, cyber, psychological, interaction, and time involved in E-learning, so the current study proposes a behavioral model TECPIT (Technological, Evaluation, Cyber, Psychological, Interaction, and Time) to overcome the risk factors.

E-learning intention of students with anxiety: Evidence from the first wave of COVID-19 pandemic in China

BackgroundThe COVID-19 pandemic has exposed the need to address the mental health issues for the future adoption of e-learning among massive students in higher education. This study takes a lead to investigate whether and how general anxiety will influence college students' e-learning intention to provide knowledge to better improve the e-learning technology. MethodsWe adopted the Technology acceptance model (TAM) to examine the difference between students with and without general anxiety in the e-learning intention where the students are classified based on the General Anxiety Disorder-2 scale. The model is empirically analyzed based on a survey of 512 college students in China regarding their e-learning experience in the first wave of the COVID-19 pandemic. ResultsResults demonstrate that the TAM is powerful in explaining the e-learning intention among college students with general anxiety. Besides, all effects associated with perceived usefulness (PU) are reinforced while those associated with perceived ease of use (PEOU) are attenuated in the anxiety group. The results suggest that instructors and higher education institutions should take advantage of the significant PU-intention relationship by providing quality e-learning, which is paramount to coping with the general anxiety among students. LimitationsThis study provides a prototype attempt to investigate the influence of anxiety on e-learning where the different types of anxiety sources are synthesized. However, anxiety can stem from internal sources (computer anxiety, academic stress) and external sources (fear of the virus, lack of social interaction), which requires further investigations.

IPMA ANALYSIS OF ACCEPTANCE OF USE OF LEARNING MANAGEMENT SYSTEM (LMS)

The current COVID-19 pandemic is causing big problems around the world, including in the world of education, which is experiencing changes in its learning system. Distance learning is now used by all universities in Indonesia due to the impact of the pandemic. Telkom University makes e-learning technology called CeLOE Learning Management System (LMS) as a distance learning platform for all lecturers and students. The purpose of this study is to determine the importance rating by using IPMA of the factors that influence the acceptance of CeLOE LMS technology using the General Extended Technology Acceptance Model for E-Learning (GETAMEL). The minimum sample in this study amounted to a minimum of 379 samples of respondents conducted by CeLOE LMS users. This study uses a non-probability sampling technique and the analysis technique used in this study is PLS-SEM using Smart PLS 3.2.9 software.

Features of the Development of Primary Education in the Context of the Impact of COVID-19

The main purpose of the article is to study the features of the development of primary education under the influence of COVID-19. Competently oriented primary education is a response to the challenges of modern society, to the requirements of new information progress. The crisis caused by a dangerous new coronavirus required urgent measures to reduce the risks of the spread of infection in various areas of people's lives and activities. In the field of primary education, an urgent transfer of the educational process to a distance form using e-learning technologies was chosen as such a measure. Such an attitude, in principle, corresponds to the current level of accessibility of digital technologies for the majority of the world's population. In addition, the vast majority of educational institutions, in accordance with accreditation requirements, must have an Internet connection, which is the basic criterion for assessing the ability of a school to work remotely using digital technologies. As a result of the study, the main prerequisites for the development of primary education under the impact of COVID-19 were identified

E-Learning Technologies for Future Teachers: Introduction of Educational Innovations in Higher School Practice

Mass introduction of e-learning in the higher education system due to spread of the pandemic has led to a search for effective information technologies and their adaptation, taking into account peculiarities of professional training of specialists in a particular field of knowledge. Based on the theoretical analysis, the conditions for ensuring professional growth of higher education teachers in accordance with the requirements of innovative development of society (improvement of professional education, continuing professional development, introduction of innovative pedagogical technologies, etc.) are established. Peculiarities of e-learning of specialists of pedagogical specialties and its functions in the process of their professional training are determined. The content of the concept of “e-learning” and ways to ensure its effectiveness (scientifically sound selection of the content of training courses, creation of discussion groups, feedback and online counselling).Innovative technologies of e-learning in the practice of higher education (gamification of the training process, use of cloud-based systems, information systems of intellectual teaching, mobile learning technologies, as well as virtual and augmented reality) are characterized. Their advantages, disadvantages and possibilities of introduction into the system of professional training of future teachers are determined. Creation of a model of continuous distance learning for high school teachers and experimental verification of its effectiveness seem promising.

TAM: Acceptance of E-Learning Technology to Students in Masters of Management Learning

This study aims to evaluate the relationship between technology acceptance factors and online learning for Master of Management students at University Muhammadiyah Yogyakarta in terms of perceived usefulness, perceived convenience, subjective norms, attitudes towards use and behavioral intentions. The object used in this research sample is a master of management student. The sample of this study consisted of 140 respondents who were selected by the sampling method. The data analysis technique used in this study was using Structural Equation Modeling (SEM) with the help of AMOS 23 software. Analysis of the quality testing of the data instrument in this study used validity tests, reliability tests. The results showed that perceived usefulness had a significant effect on usage attitudes, usage attitudes had a significant effect on behavioral intentions, perceived usefulness had a significant effect on perceived convenience, perceived ease of use had a significant effect on usage attitudes, perceived usefulness had a significant influence on subjective norms, norms subjective does not have a significant effect on attitudes to use, subjective norms have no significant effect on behavioral intentions.

The methods and forms of e-learning and distance educational technologies: Blended learning 2.0

Several findings of the study of students’ attitude toward methods and forms of e-learning and distance educational technologies, are discussed. The surveyed area of studies is “library and information activities”. In May, 2021, the author conducted the survey at educational institutions of the Ministry of Culture of the Russian Federation. The master program students demonstrated the higher level of engagement working with electronic and online learning technologies than the undergraduates. The author explains this with the fact that postgraduate students are offered more time for their independent work, moreover, they master the universal competence – “the ability of self-organization and self-education”. The author establishes that big (and possibly, excessive) number of information systems and mass media was used for the final and midterm assessment and knowledge transfer using distance learning technologies. In the final part of the study, the author demonstrates that the vast majority of respondents (75.7% bachelors and 81.5% masters) think it necessary to apply e-learning and online technologies in education. The study enables to evaluate the modern trends of continuing library and information education and to specify challenges of its development in the circumstances of digital transformation of education and culture.

DEVELOPMENT AND USE OF DIGITAL INTERACTIVE OBJECTS IN ELECTRONIC TEACHING MATERIALS

The article reveals the significance of creating flexible scenarios for individual lessons in modern education. Analysis of scientific publications and the existing experience of business education has shown the need to increase the role of organizing the interaction and communication between subjects of the learning process. Traditionally, these are webinars, binary lectures, virtual tutorials, creative activities, work in small groups, etc. The article defines digital interactive objects (DIO) as the means to apply various interactive teaching methods using e-learning technologies. Considering the DIO as a didactic teaching tool, we distinguish several interactivity levels of teaching tools that allow us to choose the required form of educational content and to achieve learning goals. In the current study, DIO of business education has been developed. They are represented by sets of interactive objects for the implementation of various interactive methods and didactic teaching techniques according to the certain pedagogical scenario of the distance learning course. The relevance of the new pedagogical and technological scenarios for DIO results in the development of algorithms and methodological recommendations to be used by organizing training sessions in economic and business disciplines.

Availability and use of technology for e-learning: to what extent do these impact Bangladeshi university students? A cross-sectional study

Background: E-learning is making education globally and conveniently attainable with the deliverance of advanced technology. However, this mode of academia is still not commonly practiced locally. Thus, the study aimed to investigate technological availability, usability, and association to university students' perceived stress due to e-learning curriculum. Methods: A cross-sectional study commenced among Bangladeshi university students enrolled in the e-learning curriculum. A total of 1162 university students were included. The main explanatory variables were related to the availability of technology and the use of technology. The outcome variable was perceived e-learning stress. In statistical analysis, p-value < 0.05 was considered statistically significant with a 95% confidence interval. Results: In this study, lack of technological availability and usability were associated with higher level of perceived e-learning stress. Being female, living in rural areas, and outside of Dhaka division were found the associated factors in the lack of technological availability and usability. Conclusions: A significant association between the availability and usability of technology with perceived e-learning stress was observed. Thus, measures should be taken to initialize e-learning adaptivity by increasing technological growth across the nation, considering educational preparedness for future catastrophes.

The Challenges and Realities of E-Learning during COVID-19: The Case of University Sport and Physical Education

E-learning quickly became a crucial tool for universities and other higher education institutions during the global COVID-19 pandemic. The field of sport and physical education (PE) was no exception. However, though there is considerable growth in digital technologies in sport or physical education, we have very little evidence about the use and outcomes of these technologies. Thus, this study aims to document how e-learning technologies and pedagogical approaches were employed in the field of sport, the challenges and successes associated with these approaches, and potential avenues for improvement. To do so, a total of 27 responses were collected with two online qualitative surveys, one respectively for students (n = 15) and one for teachers (n = 12). Structured follow-up interviews with four students and one additional teacher were conducted to verify and deepen the responses. The findings show that interaction and variety were critical components of successful online learning. However, teachers reported difficulties motivating students, especially if no visual connection was present. Ultimately, even with innovation, variety, and interaction, sport and physical education’s practical and social nature does not fully translate to the online setting. Thus, we conclude by proposing potential avenues for practice and research to respond to the challenges documented here.

Effectiveness of technology-enhanced teaching methods of undergraduate dental skills for local anaesthesia administration during COVID-19 era: students\u2019 perception

BackgroundTraditional face-to-face clinical learning became problematic for final year dental students during the COVID-19 pandemic. Distance-learning may help mitigate the immediate impact of dental school closures. Integrating e-learning technologies into the learning process helps bridge the gap between pre-clinical and clinical training. Simulation allows students to repeat procedures until they demonstrate acceptable levels of skill. This study aimed to determine the effectiveness of a serious game as an additional teaching tool during the COVID-19 era to improve dental students’ local anaesthesia administration technique and confidence.MethodsThis study applied a simulation-based serious game as an additional learning tool for training and educating dental students in local anaesthesia. Students used a mobile simulator in Serbian for 10 days from their homes. To evaluate the learning process, the students completed a post-training questionnaire.ResultsAll respondents felt comfortable using the simulator. Over 90% of respondents believed that the application facilitated the learning process and had advantages in terms of accessibility and ease of use. Also, students found augmented reality (AR) technology particularly interesting to use. The use of a mobile simulator designed as a 3D and AR environment allows for simpler localisation and identification of anatomical structures and reference points, which is a good base for clinical practice.ConclusionSerious games of local anaesthesia procedures as an additional e-learning tool during the COVID-19 era could improve students’ knowledge and skills.

Анализ результатов комплекса мониторинговых исследований по социально-экономическим механизмам реализации электронного обучения и дистанционных образовательных технологий

The article discusses the features of the transition of Russian education to distance learning. The most common problems that have arisen in connection with the new training format have been identified. The need to assess the compliance and readiness of educational organizations, teachers, students and their families to introduce a distance learning regime is indicated. In connection with this need, the importance of conducting a set of monitoring studies related to various socio-economic mechanisms for the implementation of e-learning and distance learning technologies, including models of financial, economic and resource support for distance learning at the level of the constituent entities of the Russian Federation, educational organizations, teachers, students and their families in the context of the transition to the specified format of classes. The results of the analysis of a complex of monitoring studies on the socio-economic mechanisms of the implementation of e-learning and distance learning technologies of various target groups are considered. Studies of strategies / models / organizational forms of ensuring the implementation of e-learning were carried out, an assessment of the financial, economic, methodological and resource support of distance learning at the level of regions, educational organizations and families was carried out, possible ways of forming an ecosystem of the digital economy in the general education system at the regional level were determined, studying the current conditions for ensuring the implementation of e-learning and the use of distance learning technologies in the context of the region, educational organization and family, assessed the level of the teacher's skills in working in the context of the implementation of e-learning and the use of distance learning technologies in the educational organization, as well as assessing the degree of parental satisfaction with the quality of educational process in the context of the implementation of e-learning. The advantages and disadvantages of the transition of educational organizations to distance learning are noted.

The Response of Tanzania Higher Learning Institutions to e- Learning during Covid-19 Pandemic

This study examined how the Tanzanian Higher Learning Institutions (HLIs) responded to the e-learning implementation during the COVID-19 pandemic period. It employed the Actor Network Theory that informs the socio-technical interactions. The study employed an explorative case study design with qualitative techniques, involving a total of 13 participants from selected HLIs. A thematic analysis framework was used to analyze data. The study revealed that HLIs in Tanzania have partially implemented e-learning systems and there is limited use of e-learning technology among HLIs in Tanzania. The e-learning implementation is in terms of tuition fee payment, examination results, online learning and presentation of research proposals through mobile technologies and Zoom. It is important for the government to make more emphasis on development of e-learning policies which will increase participation, commitment and accountability in HLIs. It is also important for HLIs to redefine e-learning strategies and develop facilities that will enhance transformations in teaching and learning amidst the Covid 19 Pandemic. This requires good internet networks as well as availability of robust learning management systems. Furthermore, HLIs should establish collaboration with other learning institutions within and outside the country for sustainable e-learning outcomes.

Innovative Technologies in Education: National Foresight

The development and implementation of new methods in scientific and educational processes should take into account a full-scale assessment of current needs in education / science and identify the most accordant and effective ways to respond to modern demands. The research is aimed at solving problems related to the formation of current priority areas of innovation in higher education. This involved the use of modern Foresight analysis methodology, which includes methods: horizon scanning, scientometric methods, expert groups and patent analysis. Identified global innovative trends in education, which are mainly related to the use of ICT and the introduction of new teaching methods: blended learning, augmented reality, non-standard teaching methods, artificial intelligence, e-Learning technology, learning applications, learning management system, digital transformation of education, financial literacy and entrepreneurship education, lifelong learning, horizontal learning, technology-friendly learning environment, corporate learning technology, smart learning, Big data, robotics, gamification and Blockchain. Based on scientometric analysis of the latest educational developments of the global publication database Web of Science, the Top 5 current global innovative areas in higher education are established: artificial intelligence, digital transformation of education, lifelong learning, gamification and robotic technologies. The analysis of the results of the first stage of the National Foresight revealed the needs of the national education system in innovations and showed that the proposals received from expert scientists mostly correspond to current global trends in higher education. The second stage of the national foresight allowed to identify thematic groups that are most in demand in the market of educational services (received the highest rating), including: «Educational standards and technologies of vocational training», «Psychological support of the educational process», «Inclusive education» and «Cultural and educational area, improving the quality of education using cultural heritage and political experience of society», «Digital transformation of education», «Artificial Intelligence», «e-Learning Technologies», «Horizontal Learning», «Communication between education and science».

The effect of using e-learning technology in learning the skill of clean and jerk in students of Physical Education and Sports Sciences

The purpose of this paper was to identify the effect of using the e-learning technology method and the method used by the teacher in teaching clean and jerk skill to students of the College of Physical Education and Sports Sciences of the University of Kufa, as well as to identify the difference in the effect between using these two methods in teaching clean and jerk skill for students. In terms of research methodology, the researchers used the experimental method. A total of 40 students of the first stage participated in the study and were equally assigned into two equal groups (control and experimental). The control group (the method used by the teacher) included 20 students and the experimental group (e-learning technology method) included also 20 students. A statistically significant difference was found in both groups (control and experimental) in student’s performance level with clean and jerk skill in post test results (p&lt;0.05), compared to pre-test. Also, there were statistically significant differences (p&lt;0.05) in the second post-test between the experimental group (M=7.34, SD=8.4) and the control group (M=5.55, SD=0.49), in student’s performance level with clean and jerk skill. The researchers reached several conclusions, including the development in the performance level of students with clean and jerk skill for both groups (control and experimental), as well as the differences in the effect of e-learning method and the method used by the teacher in developing the level of student’s performance with clean and jerk skill, in favor of the experimental group (e-learning).

Comparison of prepandemic and postpandemic students’ attitude to the electronic learning at universities with foreign language acquisition in mind

The article is devoted to the issues and problems connected with e-teaching of foreign languages for students in higher school. The results of pre- and post-pandemic surveys after two lockdowns which universities of the Russian Federation suffered from during 2019/2020 and 2020/2021academic years have been compared. The comparative analysis of pre- and post-pandemic students’ attitude to e-learning at the university on the whole and to foreign languages e-learning in particular has been weighed. The authors assessed students’ reaction to possible transition to e-learning, following gradual adaptation to new conditions during lockdown and the role of information technologies in e-learning. Aiming at fundamental analysis of distant learning the authors conducted students’ opinion surveys of the State University of Management on the issues of risks, disadvantages, convenience and advantages of the electronic and blended learning generally and on the issues of foreign language acquisition particularly. Besides, the attainments and skills that the students acquired during the periods of e-learning and which are, in students’ opinion, an essential part of their professional acquirements, have been studied.The article presents the results of postpandemic opinion survey, shows the main problems and advantages of electronic learning, reveals the types of foreign language activities, most recommendable for e-learning, makes conclusions about the advantages of the electronic and blended learning for foreign language acquisition in modern conditions. The conclusions about the necessity of the individual approach to each student even during e-learning have been made.

Management of E-Learning Technologies in Era of Emergency in Secondary Schools in Rivers State

The study investigated management of e-learning technologies in era of emergency in secondary schools in Rivers State. Two research questions and two hypotheses tested at 0.05 level of significance guided the study. The study adopted descriptive design. The population of the study comprised all the 276 public senior secondary schools in Rivers State. A sample of 206 principals was drawn using simple random sampling technique. The instrument for data collection was titled ‘Management of E-Learning Technologies in Era of Emergency in Secondary Schools in Rivers State Questionnaire’ (METEESSRSQ). The instrument was validated by an expert in Educational Management and two other experts in Measurement and Evaluation for internal consistency. Cronbach Alpha method was used to establish reliability index of the instrument at 0.82. Data collected was collated and analyzed using mean and standard deviation. The findings of the study showed that principals responded positively that the use of smartphone and radio can be applied in the management of secondary schools in the era of emergency. Furthermore, the study showed that no significant difference exists between the mean scores of male and female respondents on the ways the use of smartphones can be applied in the management of secondary schools in the era of emergency. It was concluded that e-learning technologies can be used in the management of secondary schools in the era of emergency in Rivers State. Recommendations were made included that government and Ministry of Education should train educators on the digital skills as part of preparing principals and teachers on how to conduct educational activities through e-learning technologies during emergency.

Application of E-Learning Technologies in the Management of Secondary Schools in the Era of Emergency in Rivers State

The study investigated application of e-learning technologies in the management of secondary schools in the era of emergency in Rivers State. Two research questions and two hypotheses tested at 0.05 level of significance guided the study. The study adopted descriptive design. The population of the study comprised all the 276 public senior secondary schools in Rivers State. A sample of 206 principals was drawn using simple random sampling technique. The instrument for data collection was titled ‘Application of E-Learning Technologies in the Management of Secondary Schools in the Era of Emergency Questionnaire (AETMSSEEQ). The instrument was validated by an expert in Educational Management and two other experts in Measurement and Evaluation for internal consistency. Cronbach Alpha method was used to establish reliability index of the instrument at 0.82. Data collected was collated and analyzed using mean and standard deviation. The findings of the study showed that principals responded positively that the use of laptop and television can be applied in the management of secondary schools in the era of emergency. Furthermore, the study showed that a significant difference exists between the mean scores of male and female respondents on the ways the use of television can be applied in the management of secondary schools in the era of emergency. It was concluded that e-learning technologies can be used in the management of secondary schools in the era of emergency in Rivers State. Recommendations were made included that government should make adequate funds for provision of e-learning technologies (such as, Wi-Fi, laptops, smartphones, tablets, etc.) and other logistical support that would strengthen seamless application of e-learning technologies in the management of in public secondary schools in the state.