E-learning Technologies Research Articles

TPACK (Technological Pedagogical Content Knowledge) Influence on Teacher Self Efficacy, and Perceived Usefulness, Ease of Use and Intention to Use E-Learning Technology

This study aims to determine the effect of TPACK on teacher self efficacy, perceived usefulness, perceived ease of use, and intention to use, as well as the influence TPACK (Technological Pedagogical Content Knowledge) on Teacher Self Efficacy, Perceived Usefulness, Perceived Ease of Use, of the intention to use technology.

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About The Author

Design And Implementation Of Web-Based E-Learning At Smk Negeri 1 Tondano

In the midst of the current COVID-19 pandemic, the utilization of online learning support facilities has not been optimal because there is no e-learning application at SMK Negeri 1 Tondano. Based on the existing conditions, the learning process through e-learning technology with an internet connection allows learning to be carried out more easily. This study aims to design and implement web-based e-learning at SMK Negeri 1 Tondano. The research method used is Scrum which is one of the derivative development methods of Agile Development. The results of this study indicate that the existence of e-learning applications can make it easier for teachers to provide materials and assignments and students can easily access learning materials and do assignments/exams given by the teacher. Using the Scrum method can make it easier to create applications.

SABAS: A Smartphone-Aided Training Simulator based on Virtual and Augmented Reality for Brain Anatomy Assessment

Many application areas for augmented reality (AR) and virtual reality (VR) emerged with the technological advances. These technologies, which initially appeared in sectors such as entertainment and games, are now widely used in the field of health care. In this study, a traditional simulator named SABAS is designed with its all components to be used in the training of brain anatomy. The designed simulator is equipped with AR and VR supported innovative e-learning technologies in order to examine and learn the structure of the human brain, whose anatomical structure and functioning is complex, using 3D models in anatomy education. This smartphone-aided application is achieved a high level of success in examination of brain anatomy with the additional features such as interface design and application usability. After the cornerstones of this designed prototype application are presented, the required suggestions are obtained from experts and healthcare professionals and it is observed that the application worked with maximum efficiency. In the study, the effectiveness of the VR and AR aided SABAS mobile application simulator, developed to teach the anatomical structure of the brain, is evaluated based on the experiences of 30 participants who wanted to voluntarily participate in the study.

Formation of axiological views of bachelors during their professional training in e-learning circumstances

A sudden sprout of the COVID-19 pandemic all over the world has changed the life of millions of people. Paradigm shift in thinking for adoption of digital learning of learners and teachers is difficult. This is a situation when sometimes it is inevitable necessity in todays circumstances to switch some educational activities adopting digital education. It may be difficult to suddenly changed their mindset and turn to new digital methods of learning and teaching. The aim is to find out the level of effective formation of axiological views of bachelors during their professional training using new e-learning technologies in higher educational institutions and estimate with statistical significance correlations between the level of e-learning and the level of formation of axiological views of bachelors. The result is very logical since the more effective the e-learning, the lower the individuals feeling that his accomplishments are insufficient and that he is not satisfied with them. On the other hand, it has a strong indication that e-learning is one of the factors causing shrinking the formation of axiological views during professional training among students of practical specialties, who need real professional training, dealing with real problems and searching for their solutions.

E-Learning and Sustainability of Pondok Schools: A Case Study on Post-COVID-19 E-Learning Implementation among Students of Pondok Sungai Durian, Kelantan, Malaysia

In almost every corner of the world, the COVID-19 pandemic disrupted daily life and work. During the pandemic, e-learning technologies were critical and were the ideal alternative to the traditional classroom setting. Throughout the COVID-19 pandemic, Malaysia’s education system placed heavy emphasis on online learning in connection with new technological advances as a mode of interaction to substitute direct conventional instruction. The aim of this research is to determine student acceptability of e-learning implementation following COVID-19 in a pondok school in Kelantan. This study is intended to ascertain the implications of students’ characteristics and technology-acceptance models as well as the moderation effect of familiarity with technology on their future behavioural intentions to use e-learning. This research used a quantitative technique and included 100 students from a pondok school in Kelantan. Self-administered questionnaires were used to gather data. Partial least squares structural equation modelling (PLS-SEM) was used in the data analysis. Outcomes from this study showed that students’ characteristics are positively affected by their motivation, mindset, and computer competency. Perceived ease of use and perceived usefulness positively affect technology adoption. On the other hand, economic deprivation negatively affects technology adoption. Furthermore, students’ characteristics and technology adoption positively affect the behavioural intent to continuously engage in e-learning in the future. However, familiarity with technology does not moderate the relationship between a student characteristics and intention nor between the technology acceptance model and a student’s intention to use e-learning.

Teachers’ digital competences as a key factor for the digital transformation of education

Many factors influence teachers’ attitude toward using information and communications technology (ICT) and e-learning and their implantation in the educational process. Teachers are reluctant to embrace new things if they are not acquainted with them or do not have complete information. Those who have some knowledge and experience in the application of ICT and e-learning are more open to their integration. The COVID-19 pandemic was unexpected, and no one was prepared for it, especially those teachers who did not use ICT and e-learning. In a short period of time teachers had to embrace digital technologies in order to ensure continuation of educational processes. In surveys carried out during the pandemic, teachers find that their digital competences have increased based largely on the use of ICT and e-learning technologies. Two years after the start of the pandemic, surveys are showing that teachers have good knowledge of e-learning applications in the educational process, but they need professional development in the use of ICT and e-learning more than in digital pedagogies. Yet, their use of ICT and e-learning technologies during the pandemic is predominantly in videoconferencing tools to ensure the continuation of live lectures, and in the use of learning management systems (LMS) for dissemination of information about the course, learning materials and communication. Research results indicate that there are no significant changes in the use of LMS since before the pandemic. Experience gained during the pandemic is not in online education, but mostly in emergency remote teaching whereby teachers used basic technologies in order to ensure the continuation of educational processes. It can be concluded that lack of digital competence influences teachers’ readiness for use of digital technologies and their perception of the possibilities and benefits digital technologies can bring to education. It can also explain why teachers are going back to classroom teaching or an online/classroom hybrid as an addition to teaching and learning. Teachers’ digital confluence can significantly influence the process of digital transformation of education, as competent teachers will be able to provide high-quality education. It has become evident that digital technologies are unavoidable in the educational process and their implementation is important for enhancing its quality. Accordingly, teachers’ continuing professional development must become an integral part of their career, not just an opportunity for those who are interested.

Generation Z and E-Learning: COVID-19, Personality, and Technology Acceptance

The COVID-19 pandemic has severely affected schools, with traditional in-person operation changing to remote online learning. The rapid, involuntary shift was met with resistance and acceptance in varying degrees by Generation Z students. This study seeks to develop an e-learning technology acceptance model for Generation Z students, with a focus on the environment created by the COVID-19 pandemic. A theoretical framework based on the Technology Acceptance Model (TAM) was extended by 8 factors based on literature review and student input from a prior focus group study and survey (Motamedi et. al., 2021). The survey had 3 parts: 1) background information, 2) personality traits, 3) acceptance model factors. Twenty responses were collected and analyzed using Cronbach’s alphas. The results found the survey items to have good internal consistency. The outcome of this study provides a baseline for future studies to validate the model. The framework provides understanding of Generation Z acceptance of e-learning.

ASSESSING THE PERFORMANCE AND USABILITY OF E-LEARNING PLATFORMS FOR EFFECTIVE E-LEARNING IN GHANA IN THE WAKE OF COVID-19

Information Communication Technology (ICT) is advancing with rapid development aimed at offering quality education among learners to ensure satisfaction as well as convenience. With the devastating effects of Coronavirus, many institutions are relying on e-learning technologies to conduct both administrative and academic activities to promote social distancing as well as curb the spread of the novel coronavirus. E-learning allows students from different geographical locations to learn as if in the classroom through the internet; providing tools that enhance effective teaching and learning. The question we ask is are e-learning platforms performing as expected? To determine the answer to this question, five e-learning platforms of recognized institutions in Ghana were tested using heuristic evaluation, cognitive walk-throughs and user testing. This paper establishes a performance evaluation model for e-learning platforms, by elaborating some critical factors that are comprehensive compared to previous approaches and establishes a criterion for performance evaluation based on parameters such as usability in terms of, the design of the e-learning platforms, accessibility and response/request time. From our findings, we propose a model where the development of E-learning platforms is standardized globally under the guidelines from W3C. Additionally, design methods should be flexible and consider users with different backgrounds, abilities and skills. Also, video conferencing and voice tutorials must be implemented in the e-learning platform in different languages without relying on the third party applications such as Zoom, Google Meet, Microsoft Teams to promote the usability, accessibility and effectiveness of these platforms for teaching and learning.

Measuring The Success of E-Learning In Universities Using The Technology Acceptance Model

This study aims to determine the factors of acceptance of e-learning technology in students who use the technology acceptance model, namely perceived usefulness (PU), perceived ease of use (PEOU), an attitude of acceptance of use (ATU), and acceptance (IT) of the e-learning acceptance system. The population in this study were students of state Islamic religious institutes who had participated in the e-learning system. The respondents of this study were students of the Ambon State Islamic Institute of Religion, which collected 30 respondents. The method used in this study uses the technology acceptance model method in the process of data processing using quantitative analysis techniques in the process of analyzing data from research results. The analysis results show that the acceptance of e-learning technology by students of the Islamic Institute of Religion is very well received by users of the Ambon State Islamic Institute of Religion students. The study's results showed that the variable utilization percentage of 76.66% was stated to agree strongly. In comparison, the percentage of 61.66% agreed. Attitudes towards users 70.66% agreed. The study's results show that students in the learning process can accept using e-learning systems.

Acceptance of e-learning applications by accounting students in an online learning environment at residential universities

Technology acceptance models have been used in the higher education context to understand students’ acceptance of various learning technologies. Not only was the use of e-learning technologies heightened during the COVID-19 pandemic, but the shift to predominantly online teaching and learning was abrupt. It has become clear that acceptance of e-learning technology will be crucial for higher education in a post-COVID-19 world. Thus, the purpose of this study was to determine the acceptance of e-learning applications by accounting students at residential universities in South Africa. The Unified Theory of Acceptance and Use of Technology (UTAUT2) was adapted for this study to examine the relevance of its constructs in understanding students’ intent to use e-learning applications. Accounting students registered at four South African universities completed an electronic questionnaire (n = 1 864). Structural Equation Modelling using the Partial Least Squares method was used to test the hypothesised relationships. The findings indicate that performance expectancy, social influence, facilitating conditions, and habit have a significant relationship with behavioural intention to use e-learning applications. However, gender, academic performance, and level of study do not have a significant moderating effect on these relationships. The study reported in this paper contributes to technology acceptance research by testing the UTAUT2 model in a cross-institutional context with a larger sample size than used in similar studies. Furthermore, it has practical value for higher education policymakers, institutions, and lecturers in their attempts to adapt to blended and online learning models.

Analisis Implementasi Kesiapan Pembelajaran Online Berbasis Colaborative Learning Menggunakan Model E-Learning Readiness (ELR) pada UIN Raden Fatah Palembang

Online Learning or what is often referred to as e-learning, a learning method that is carried out through electronic media networks. E-learning has become an alternative material for problems in the field of education, both as an additional learning medium or a complement to the learning process, the learning process carried out in the scope of several places such as campuses, schools or additional tutoring usually still uses the old method, where teaching materials are delivered through face-to-face, both verbally and non-verbally, the use of technology in the world of education, be it campuses, schools or other tutors, should be used as a whole, e-learning technology is present as a means of supporting education at this time where e-learning present to bring a new color in changing the education system. Collaborative learning does not prioritize a system of competition between students. Students who have the ability to help more underprivileged students, and vice versa, students who feel less capable ask for help from capable students, so that an atmosphere of mutual learning is created. This study aims to analyze the readiness of implementation and strategy and focuses on the application of e-learning at Raden Fatah State Islamic University, Palembang. By using the readiness model, the researcher found e-learning at the Raden Fatah State Islamic University in Palembang. that the application of e-learning at the Raden Fatah State Islamic University of Palembang is ready, based on the research results the availability of human resources can support the existing system, the university also provides several computers to be used while studying, and lecturers have basic skills in operating computers to use e -learning so this can make it easier for lecturers to provide material to students.Keywords : E-learning, readiness, collaborative elearning.

The Use of Social Networks in E-Learning Technologies in the Context of Distance Education

The research purpose is to identify trends, opportunities, and limitations in the use of social media in higher education based on the study of how students and teachers use social networks in distance learning. The study involves 500 students and teachers of Sechenov First Moscow State University and Kuban State Technological University. The research methodology is based on an empirical approach. The study contained the authors’ questionnaire with 25 questions addressed to students and teachers. Respondents answered them using a Likert scale (1 to 5). It has been found that Instagram is the most popular network used by students (90%) which is followed by VKontakte and Facebook used by 81% and 49% of the respondents, respectively. The results show that students are much more active users compared to teachers and are more satisfied with distance learning. The results obtained can be used in international practice to improve the quality of the remote learning process, develop more advanced types of content consumption, and improve the channels of personal communication between the teaching staff and students.

Use of digital e-learning technologies through the application of the SAM instructional design model in online medical education

Several instructional design behaviors are carried out by department operatives in higher teaching who lack formal learning theories and instructional science training. Teachers primarily use multimedia to deliver lectures in the form of power-point presentations. Even though there is a wealth of literature on using the program correctly, there are still some instances where the output is subpar. The application of digital technology in medical education is now regarded as a critical component of learning resources. The SAM method is defined as approximating an appropriate attention model successively. The first stage, evaluation, is divided into four sections: analysis, objectives, goals, and results. Design components are interaction, equivalence, technological options, appearance, and quality. The final stage is development, in which the objects and processes of design composition, development, and improvement are integrated.

Exploring students' learning management system acceptance patterns: Antecedents and consequences of profile membership

Although numerous studies have revealed various mechanisms involved in users' technology acceptance behaviors, the literature lacks insights about distinct profiles of teenagers' e-learning technology acceptance and how these profiles are associated with teenagers' contextual backgrounds and continued technology use. This study fills this gap by unpacking teenagers' learning management system (LMS) acceptance patterns through three-step latent profile analysis (LPA). The results of LPA on a survey of 1180 junior secondary students from 25 Hong Kong school identified three profiles, namely: Reluctant Pattern (8%), Embracing Pattern (61%), and Affirmative Pattern (31%), with ascending acceptance of LMS. A number of contextual factors were identified as antecedents of LMS acceptance, including school factors (i.e., school banding), family factors (i.e., family socio-economic status (SES), family environment, and both parents' parenting styles), and personal factors (i.e., gender, experience, conceptions of learning, and ICT literacy). All the antecedents were significantly associated with profile membership, except for family SES and experience. In addition, the three acceptance patterns also affected consequences of LMS acceptance, represented by LMS continued use and use satisfaction. Students from Affirmative Pattern had higher satisfaction and more intensive LMS use than other acceptance patterns. The findings of this study not only contribute to theory through the development of teenagers' different latent profiles of LMS acceptance and relating these profiles to teenagers' contextual characteristics and LMS continued use, but also provide strong implications for future research on teenagers’ e-learning technology use and for practitioners to improve LMS implementation and LMS use among teenagers.

ИСПОЛЬЗОВАНИЕ ОБЛАЧНЫХ СЕРВИСОВ И ОБРАЗОВАТЕЛЬНЫХ ПЛАТФОРМ В УЧЕБНОМ ПРОЦЕССЕ ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА

The article analyzes the educational platforms, cloud technologies and web services most commonly used by future teachers. The opinion of prospective teachers about the opportunities provided by educational platforms, interactive learning technologies, web services for the teacher in the context of e-learning is given. The author presents the results of the survey of Altai State Pedagogical University students on the features of the use of modern educational technologies, cloud services and electronic educational content in the educational process. The article focuses on the needs of future teachers in mastering e-learning technologies, in particular, the use of educational platforms and electronic educational content in the modern digital educational environment.

The Impact of E-Learning Technology for Future Generation in Educational Sector

E-learning is an element of the new dynamic that is defining educational systems in the twenty-first century. In today's world, e-learning is the concept of perpetual change. As the number of internet-savvy consumers grows, e-learning is becoming increasingly popular. Faster bandwidths have greatly aided in the expansion of e-learning students. E-Learning is being used by a growing number of colleges and universities. E-learning also helps to support skills and knowledge, as well as institutions and industry. In addition, interactive classrooms using live and video conferencing for certain topics are being put up. In this paper, secondary data was gathered from a variety of available sources, including a literature survey and referring e-libraries, among others. Review of the literature and other available information from various published and unpublished reports. India is the origin of e-learning. Indira Gandhi National Open University launched the e-Gyankosh project in 2006, which is a National Digital Repository of Learning Resources. GyanDarshan is a 24-hour E-learning satellite channel launched by IGNOU, the world's largest Open University. E-Learning is big in India Ninety Six billion and the present user support will raise at Forty Four percent CAGR toward nine and six tenths million users by two thousand and twenty-first. In reality, India’s e-learning promote business market is the second largest, which is foreseen to raise by fifteen and sixty-four hundredths percent and exceed dollar forty eight billion by Two Thousand Twenty. E-learning is additional than a technological breakthrough. It's part of a larger reassessment of how we teach future learners and students our knowledge understanding, skills, information, moral ethics, and values. This will speculate on how e-learning and the functions it supports may evolve in the future.

Perceived Influence of E-learning as a Determinant for Effective Academic Performance of Public Secondary Schools in Aguata Local Government Area of Anambra State

The paper examines the perceived influence of e-learning as a determinant for the effective academic performance of public secondary schools in Aguata local government area of Anambra state. The population of the study is made up of 2,841 students and teachers from 12 public secondary schools in Aguata Education zone. The simple random sampling technique was used to select 426 respondents (376 students and 50 teachers), which is about 15% of the entire population of the study. The instrument used for data collection is a well-structured questionnaire of 5 point Likert Scale. The questionnaire was used to collect data from respondents in relation to the objective of this study. The questionnaire was divided into two sections, namely, section A and Section B. while section A comprised personal details of the respondents such as age, gender, and status of Academics, section b comprised questions relating to the questionnaire, and the response was structured to 5 rating levels. The Pearson Correlation Coefficient was used to determine the reliability of the instrument. A co-efficient value of 0.68 indicated that the research instrument was relatively reliable. According to (Taber, 2017), the range of reasonable reliability is between 0.67 and 0.87. The paper recommends that government at all levels; non-governmental organizations, and private sectors should assist in equipping secondary schools' e-learning centers with model equipment for effective teaching and learning to students with e-learning technologies.

Influence of COVID-19 Pandemic on Dissemination of Innovative E-Learning Tools in Higher Education in Poland

The paper presents the results of the research on the influence of the COVID-19 pandemic on the dissemination of innovative e-learning tools in higher education. Research was carried out in Poland in December 2021 on a sample of 621 students. The main issue that was the subject of the author’s analysis was the influence of the COVID-19 pandemic on the change in the use of innovative e-learning tools in university education. After conducting the research and discussing this and related research about e-learning during the pandemic, it was concluded that the percentage of students familiar with the analyzed e-learning tools has increased significantly during the pandemic. There has been a visible rise, especially in the usage of the following tools: MS Teams, Zoom, and Google Classroom. The most frequently used e-learning tools during the COVID-19 pandemic have been mainly videoconferencing tools such as MS Teams and Zoom. However, students also have used e-learning platforms and e-mails. The author’s research identified three hidden factors (categories) of the used e-learning tools. They include the following categories: popular services and applications adapted to e-learning; popular applications for synchronous meetings adapted to e-learning; and other synchronous and asynchronous e-learning methods. The familiarity with information technology, as well as an interest in innovative e-learning tools, have positive influence on the ease of acquiring content in e-learning. Having the proper resources also positively influences the absorption of e-learning content. On the basis of the achieved results, the authors prepared a model of relations between students’ interest in innovative e-learning technology and the resources they possess to participate in e-learning classes. This model enables us to assess which method—e-learning, traditional or hybrid—should be used in the given situation. The developed model can be useful for universities. They can assess the students’ interest in innovative e-learning technologies and their level of technical resources using questionnaires and on this basis divide students into groups to prepare the optimal learning way—e-learning, traditional or hybrid.

Reimaging eLearning technologies to support students: On reducing transactional distance at an open and distance eLearning institution

Transactional distance continues to be a major issue in Distance Education (DE) as resolutions to guarantee and support it are not wholly contingent on technological affordances, but depend on interactions, communication, and motivational channels embedded in pedagogical practices. While education during the Covid-19 pandemic is supported by DE, discussions around academic achievement during the pandemic have also begun. This paper argues that without reducing the transactional distance between the lecturers and students in DE institutions, effective teaching and learning cannot occur. This is a qualitative, participatory action research study that uses the experiences of first-year students, interviews from lecturers and observations of the online activity of the students in one academic writing module. This paper draws on one DE University as an example, the University of South Africa. The purpose of the paper is to identify and suggest alternative pedagogical practices to reduce the transactional distance between students and lecturers.