Traditional Classroom Setting Research Articles

Blended Learning for Aviation School

Blended learning has been identified as a highly promising instructional approach within vocational education institutions. The objective of this study is to examine the disparities in speaking skills learning strategies between traditional (face-to-face) instruction and blended learning. Additionally, the study seeks to ascertain the impact of these learning strategies on students' speaking abilities in both traditional and blended learning environments. The present study employs a quantitative research approach, utilizing an experimental design. The sample for this study comprised 120 cadets, with 24 cadets representing the Medan Aviation Polytechnic and 96 cadets representing the Surabaya Aviation Polytechnic. The results of this study suggest that the mere adoption of technology and the removal of the traditional classroom setting do not suffice in establishing an optimal learning environment for individuals learning a second or foreign language. Nevertheless, there exists a considerable opportunity to amalgamate conventional educational settings with contemporary technological advancements in order to enhance students' academic achievements across various abilities and sub-skills, with a particular emphasis on oral communication proficiency. Based on the results obtained from the study, it is possible to draw the following conclusions: 1) A statistically significant disparity exists in the proficiency of English speaking skills when employing the blended learning approach. 2) A statistically significant discrepancy is observed in the proficiency of English speaking skills for the experimental group, thereby corroborating the efficacy of post-implementation learning strategies.

Revolutionizing Collaborative Learning with Virtual Notes Sharing Platforms: An Empirical Study in Educational Environments

Abstract: In the era of technology-driven education, this research paper explores the transformative potential of virtual notessharing platforms in fostering collaborative learning within educational environments. The study aims to delve into the intricate interplay between technology and pedagogy, emphasizing how these digital platforms can revolutionize the traditional classroom setting. By offering an empirical analysis of the utilization and impact of such platforms in various educational settings, the research uncovers novel insights into their role in enhancing student engagement, participation, and knowledge retention. The paper employs a mixed-methods approach, utilizing both qualitative and quantitative data gathered from surveys, interviews, and case studies across diverse educational institutions. The findings illustrate a significant increase in student collaboration and active learning, underscoring the pivotal role of these platforms in promoting a dynamic and interactive educational atmosphere.

Adaptive System of English-Speaking Learning Based on Artificial Intelligence

Delve into the innovative realm of adaptive systems for English-speaking learning, underpinned by artificial intelligence (AI). Proficiency in spoken English is increasingly pivotal in today's interconnected world, spanning across professional, academic, and social spheres. However, conventional methods of language learning often struggle to accommodate the diverse needs and learning styles of individual learners. Enter AI-powered adaptive systems, offering a transformative approach to language education. These systems harness the capabilities of machine learning algorithms and natural language processing to deliver personalized learning experiences. Through real-time analysis of learners' performance, they provide targeted feedback and dynamically adjust learning materials to suit individual preferences and abilities, focusing on areas such as pronunciation, fluency, grammar, and vocabulary usage. Moreover, the adaptive nature of AI-based systems revolutionizes the learning process, allowing for continuous progress monitoring and adaptation to learners' evolving needs. Unlike traditional classroom settings with standardized pacing, adaptive systems empower learners to progress at their own pace, honing in on areas that require improvement while bypassing mastered concepts. This personalized approach not only enhances learning efficiency but also fosters motivation and engagement by aligning with learners' interests and goals. By bridging the gap between individual learning needs and traditional educational frameworks, AI-powered adaptive systems represent a groundbreaking advancement in language education, promising to make English-speaking learning more accessible, effective, and enjoyable for learners worldwide.

Blended learning teacher competencies: exploring the integration of adaptive and technical skills among college teachers in Pakistan

Blended learning is a teaching-learning strategy that combines ICT and other digital learning platforms with traditional classroom settings. Blended learning teacher competencies are required for 21st-century teaching. This study aimed to explore the integration of adaptive and technical skills among college teachers in Pakistan. The International Association for K-12 Online Learning (iNACOL) has listed these skills in the Blended Learning Teacher Competency Framework. Social constructivism and connectivism served as the theoretical framework for this study, demonstrating how learning facilitated by digital networks connects specialised information sets to empower students to take an active role in their education. A descriptive survey research design was employed to gather information from 206 college-level teachers who were chosen randomly. Domains of adaptive and technical skills from the blended teaching competencies framework were used as an adapted questionnaire with 26 statements on a 5-point Likert scale. The results indicate a low number of teachers are using adaptive and technical skills in a blended learning classroom. It is recommended that specialised training by experts in the field be conducted for college teachers to boost personalised teaching skills and technical know-how for adopting blended learning as the 21st-century teaching strategy.

A Characteristic Curve Remote Laboratory for School and University

Remote laboratories play a pivotal role in facilitating teaching and learning experiences, offering unique opportunities beyond traditional classroom settings. The project OnLabEdu (Online Laboratories for School Education) aims the development of remote laboratories for both, schools and university-level students, complete with the development of appropriate accompanying educational resources. This paper introduces a characteristic curve remote laboratory with a first-developed learning arrangement on RGB LEDs and the interplay of energy, forward voltage, and wavelength of light. Drawing from the model of educational reconstruction, the learning arrangement is based on a profound clarification of the scientific content and considering students’ perspectives. Against the background of a design-based research approach, the learning arrangement was already evaluated with high school students through probing acceptance interviews. Now we are interested if the learning arrangement also fits to tertiary level students. Therefore, we conducted six probing acceptance interviews with pre-service teacher students, hailing from physics (n=3) and non-physics (n=3) backgrounds. The primary objective of the evaluation was to identify potential barriers to learning and elements that promote a stimulating learning environment along with the operation of the remote laboratory for the tertiary level. The findings revealed similar challenges of tertiary-level students and high school students. We detected students’ challenges with technical terminology as well as explaining the term forward voltage and its connection to the concept of energy. These results give initial ideas for a re-design of the learning arrangement to address the identified issues and make the learning arrangement suitable for tertiary level students.

Парасоциальные отношения в цифровом обучении: анализ экспериментального случая

<p>Social media has become integral to education and learning because it provides a platform for access to information and resources beyond traditional classroom settings, enabling students to expand their knowledge and skills in a more interactive and personalized manner. The relationships that are formed with on-screen characters or personas (parasocial relationships) can improve understanding of the material and engagement with media content. The current study aimed to investigate the impact of parasocial relationships on a child's learning ability and test performance. The experiment, conducted as an exploratory case study with a typically developing 10-year-old child, included a parasocial condition with prior exposure to personal TikTok content of some educational video creators and other creators presented as novel (control); control conditions were further split into visible and non-visible video presenters. Performance was assessed using tests specialized by the subject and knowledge category, and an interview on the parasocial relationship was administered. The findings demonstrate that performance correlated with the presenter ratings obtained through the interview and not with the amount of previous exposure to the content created by the presenter.</p>

New Paradigm of Education: A Review on Analyzing the Effectiveness of Vocabulary Learning Through Animation Movies in English Language Classrooms

Vocabulary is often overlooked by educators, yet it is one of the most important aspects of language learning. It is essential for all four language abilities, as it is linked to writing, reading, speaking, and listening. Without comprehensive vocabulary knowledge, students may not be successful in acquiring English as a language. One potential way for English language students to improve their vocabulary is to use multimedia sources like animated movies. Animated movies can provide significant benefits to students by using visual aids that enhance comprehension and facilitate improved learning outcomes. This paper aims to understand the effectiveness of vocabulary learning and teaching through animated movies. This article investigates the efficacy and role of animated films in the acquisition of vocabulary. The articles reviewed for this paper focus on the development, analysis, and examination of animated movies for enhancing vocabulary acquisition. In addition, the paper examines the research design, method, and theory that support the use of animated films in research. The review paper implies that animation films enhance vocabulary more effectively than traditional classroom settings.

Adaptability of the Reform of Speaking Teaching Mode of Master's Foreign Language Based on Virtual Simulation Technology

The speaking teaching mode for mastering foreign languages at the master's level has been significantly enhanced through the integration of virtual simulation technology. By leveraging immersive simulations, students are provided with realistic scenarios and contexts for language practice and skill development. Through virtual environments, learners engage in interactive dialogues, presentations, and role-playing exercises, simulating real-life communication scenarios. This mode allows students to apply linguistic knowledge and cultural understanding in a dynamic and risk-free setting, fostering confidence and fluency in speaking. Moreover, virtual simulation technology offers personalized feedback and assessment, enabling instructors to tailor instruction to individual learning needs and track progress effectively. This paper explores the adaptability of the reformed speaking teaching mode for master's foreign language education, leveraging virtual simulation technology and Automated Statistical Deep Learning (ASDL). The integration of virtual simulation technology enhances the speaking teaching mode by providing immersive and interactive language learning experiences. ASDL algorithms analyze large-scale linguistic data and learner interactions within virtual environments to provide personalized feedback and optimize teaching strategies. Through simulated experiments and empirical validations, the adaptability of the reformed teaching mode is assessed. Results indicate significant improvements in student engagement, speaking proficiency, and learning outcomes compared to traditional methods. Students participating in virtual simulation-based sessions demonstrated a remarkable 35% increase in speaking proficiency compared to those in traditional classroom settings. Furthermore, learner engagement levels surged by 40%, indicating heightened interest and active participation in language practice activities facilitated by virtual environments. Automated Statistical Deep Learning (ASDL) algorithms, embedded within the virtual simulation platform, provided personalized feedback tailored to individual learner needs, resulting in a 25% enhancement in learning outcomes.

Adapting ‘Ethics Bowl’ Strategies for Teaching Introductory Ethics Course – A Case Study of an American Community College

ABSTRACT Teaching introductory ethics course or courses with strong ethics content to first- and second-year undergraduate students presents numerous challenges. Most students register for these courses to meet a general education requirement or believe they do not need education in ethics because they have received cultural, social, and religious instructions. Furthermore, many college and university administrators, employers, and policymakers confuse ethics with compliance and misunderstand their connection. In this context, this paper argues that undergraduate students can learn ethics subject content (e.g., metaethics, normative ethics, and applied ethics, etc.), attain course objectives, and apply their learning in professional and personal situations. Strategies used to prepare students for the Intercollegiate Ethics Bowl (IEB) competition have proven effective means of introducing and reinforcing ethics course content outside of the classroom setting. The qualitative data obtained from the respondents suggests that the methodology and strategies adopted to prepare students for ethics bowl competitions reinforced the ethical theory participants learned in courses where ethics content was prominent and led them to make rational and ethical decisions. These findings also suggest that strategies to prepare ethics bowl teams for the IEB competition can similarly impact non-ethics bowl team members in a traditional classroom setting.

Leveraging Technology for Environmental Awareness: Insights from Experimental Research with Middle School Students in Malaysia

Embedding environmental concepts in the minds of young students within a traditional classroom setting poses challenges due to the abstract nature of these concepts and the temporal dilemma associated with environmental change, as students are unable to observe the immediate consequences of their actions directly. To address this, innovative instructional methods incorporating technology were explored. Based on socio-constructivism, a quasi-experimental study employed a web tool to teach environmental concepts. The experimental group utilized the 7E constructivist learning model, while the control group followed traditional instruction. The results of the data analysis indicated a statistically significant disparity in students’ motivation levels to learn about environmental challenges, with active learning strategies receiving the highest scores due to engaging students in online discussions and collaborative tasks. The active and constructive learning techniques encouraged collaboration and cooperation and also embraced the students’ autonomy. Furthermore, students felt motivated to act and solve community issues, fostering civic responsibility for long-term growth and a sustainable future. The learning performance in the posttest significantly increased for the experimental group. These findings suggest the importance of integrating technology and active learning approaches to enhance environmental education among young students.

The implications of internet-based Chinese language courses on online classes.

Interactionist and social-cultural perspectives on second language acquisition suggest that interactions between teachers and students offer promising avenues for acquiring Chinese as a second language, which the vast majority of international students consider difficult. Computer-mediated communication is far safer than face-to-face encounters during the present pandemic. Three aims are being investigated here. It is important to first analyze the differences between traditional classroom and online learning by different modes, then analyze the various ways teachers use computer-mediated communication, and finally analyze the challenges and opportunities presented by online Chinese as a second language courses using qualitative research methods. Three teachers and 84 students are analyzed statistically in terms of their multimodal interactions, and the quality of their weekly classroom exchanges is assessed through an interpretive analysis of questionnaire data, all in the name of a mixed-methods approach. Particular attention was paid to the challenges of online tutoring for students, the discrepancy between instructor and student understandings, and the use of several teaching strategies with international students. The online classroom environment places unique demands on the quality of student-teacher communication. Different strategies must be used when teaching non-native speakers of Chinese as a second language compared to teaching in a traditional classroom setting.

“Does my teacher believe I can improve?”: The role of EFL learners’ meta-lay theories in their growth mindset and online self-regulation

While there is growing awareness that self-regulated learning (SRL) is an essential component of 21st-century skills, this topic is in its infancy within online second language (L2) education. Complicated by the impact of racing tech, online L2 education presents both opportunities and challenges, such that developing self-regulated language learners gains immediate urgency. Despite the large body of SRL literature on traditional classroom settings, very little is known about whether and how language learners at lower educational levels self-regulate their language learning in online classes and the degree to which their language teachers' beliefs shape their online SRL strategies. This study examined middle and senior high school EFL (English as a foreign language) learners' SRL strategy use in online language classes and its relations with learners' growth language mindset and meta-lay theories about their English teachers. Based on data collected from 524 students (M = 14.54 years) in northwestern China, the present study revealed a “meta-lay theory—mindset—SRL” model pertaining to students' perceptions about their English teachers' intellectual beliefs, which further predicted students' SRL strategies in online classes with the growth mindset as a mediator in between. Additionally, the study gauged the uniqueness of younger language learners’ language mindsets and meta-lay theories and the context-specificity of SRL strategies in online language classes. Pedagogical implications and suggestions for future research were also discussed.

The Influence of Technology in the World of Education

This study investigates the influence of technology in the world of education. With the rapid advancement of digital technology, its impact on educational practices and outcomes has become increasingly significant. Through a comprehensive review of existing literature, this research explores the multifaceted influence of technology on various aspects of education, including teaching methods, learning experiences, student engagement, and educational outcomes. The study examines how technology has transformed traditional classroom settings, facilitating the adoption of innovative teaching strategies such as flipped classrooms, blended learning, and personalized instruction. Additionally, it investigates the role of educational technology tools such as learning management systems, interactive whiteboards, and educational apps in enhancing instructional delivery and facilitating student learning. Furthermore, the research explores the broader implications of technology in education, including its potential to democratize access to education, bridge learning gaps, and foster lifelong learning. It also addresses challenges associated with technology integration, such as digital divide, privacy concerns, and the need for teacher professional development. Moreover, the study discusses emerging trends in educational technology, such as the use of artificial intelligence, virtual reality, and gamification, and their potential to revolutionize educational practices and outcomes. By synthesizing empirical evidence and theoretical frameworks, this research provides insights into the transformative power of technology in education and its implications for educational policy and practice. Ultimately, this study contributes to a deeper understanding of the influence of technology in the world of education and highlights the opportunities and challenges associated with its integration into teaching and learning environments. It serves as a foundation for future research and informs evidence-based strategies for leveraging technology to enhance educational outcomes and promote lifelong learning.

A case study to engage students in the research design and ethics of high-throughput metagenomics.

Case studies present students with an opportunity to learn and apply course content through problem solving and critical thinking. Supported by the High-throughput Discovery Science & Inquiry-based Case Studies for Today's Students (HITS) Research Coordination Network, our interdisciplinary team designed, implemented, and assessed two case study modules entitled "You Are What You Eat." Collectively, the case study modules present students with an opportunity to engage in experimental research design and the ethical considerations regarding microbiome research and society. In this manuscript, we provide instructors with tools for adopting or adapting the research design and/or the ethics modules. To date, the case has been implemented using two modalities (remote and in-person) in three courses (Microbiology, Physiology, and Neuroscience), engaging over 200 undergraduate students. Our assessment data demonstrate gains in content knowledge and students' perception of learning following case study implementation. Furthermore, when reflecting on our experiences and student feedback, we identified ways in which the case study could be modified for different settings. In this way, we hope that the "You Are What You Eat" case study modules can be implemented widely by instructors to promote problem solving and critical thinking in the traditional classroom or laboratory setting when discussing next-generation sequencing and/or metagenomics research.

AI Adaptivity in a Mixed-Reality System Improves Learning

AbstractAdaptivity in advanced learning technologies offer the possibility to adapt to different student backgrounds, which is difficult to do in a traditional classroom setting. However, there are mixed results on the effectiveness of adaptivity based on different implementations and contexts. In this paper, we introduce AI adaptivity in the context of a new genre of Intelligent Science Stations that bring intelligent tutoring into the physical world. Intelligent Science Stations are mixed-reality systems that bridge the physical and virtual worlds to improve children’s inquiry-based STEM learning. Automated reactive guidance is made possible by a specialized AI computer vision algorithm, providing personalized interactive feedback to children as they experiment and make discoveries in their physical environment. We report on a randomized controlled experiment where we compare learning outcomes of children interacting with the Intelligent Science Station that has task-loop adaptivity incorporated, compared to another version that provides tasks randomly without adaptivity. Our results show that adaptivity using Bayesian Knowledge Tracing in the context of a mixed-reality system leads to better learning of scientific principles, without sacrificing enjoyment. These results demonstrate benefits of adaptivity in a mixed-reality setting to improve children’s science learning.

Towards prescriptive analytics of self‐regulated learning strategies: A reinforcement learning approach

AbstractSelf‐regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self‐regulatory demands of OLEs. Even so, existing SRL analysis tools have limited utility for real‐time or individualised support of a learner's SRL strategy during a study session. Accordingly, we explore a reinforcement learning based approach to learning optimal SRL strategies for a specific learning task. Specifically, we utilise the sequences of SRL processes acted by 44 participants, and their assessment scores for a prescribed learning task, in a purpose‐built OLE to develop a long short‐term memory (LSTM) network based reward function. This is used to train a reinforcement learning agent to find the optimal sequence of SRL processes for the learning task. Our findings indicate that the developed agents were able to effectively select SRL processes so as to maximise a prescribed learning goal as measured by predicted assessment score and predicted knowledge gains. The contributions of this work will facilitate the development of a tool which can detect sub‐optimal SRL strategy in real‐time and enable individualised SRL focused scaffolding. Practitioner notesWhat is already known about this topic Learners often fail to adequately adapt their behavior to the self‐regulatory demands of e‐Learning environments. In order to promote effective Self‐regulated learning (SRL) capabilities, researchers and educators need tools that are able to analyze and diagnose a learner's SRL strategy use. Current methods for SRL analysis are more often descriptive as opposed to prescriptive and have limited utility for real‐time analysis or support of a learner's SRL behavior. What this paper adds This paper proposes the use of Reinforcement Learning for prescriptive analytics of SRL. We train a Reinforcement Learning agent on sequences of SRL processes acted by learners in order to learn the optimal SRL strategy for a given learning task. Implications for practice and/or policy Our work will facilitate the development of a tool which can detect sub‐optimal SRL strategy in real‐time and enable individualized SRL focused scaffolding. The implications of our work can aid in course design by predicting the self‐regulatory load imposed by a given task. The ability to model SRL strategies using Reinforcement Learning can be extended to simulate or test SRL theories.

No College Students Left Behind: Writing Module Incorporating Critical Thinking Skills for the National Postgraduate Entrance Examination in China

In recent years, Chinese universities and scholars have recognised the significance of critical thinking. Despite this growing awareness, integrating critical thinking skills into the curriculum remains a challenge in China. To gain entry to postgraduate programmes, students majoring in management in the country are required to take a National Postgraduate Entrance Examination (NPEE) that emphasises logical knowledge related to critical thinking and writing. Hence, this study aims to develop a writing module that incorporates critical thinking skills for college students in China. To achieve this, a mixed methods approach was employed. Firstly, a prototype writing module was created using the Analyse, Design, Develop, Implement and Evaluate (ADDIE) Model and verified by content experts for content validity. Subsequently, the module was implemented in a traditional classroom setting. For the pilot study, a pilot sample of 50 students was randomly chosen from a training centre in China that assists college students to prepare for the examination. For the next stage, 100 students were selected as the study sample. After implementing the writing module, both quantitative and qualitative analysis were conducted. The results indicated a significant improvement in participants' scores in the pre-test and post-test, demonstrating the effectiveness of the writing module in fostering critical thinking skills. The writing module developed by the researchers will have a profound effect on Chinese teachers' teaching in the future. It will provide them with clear instructional materials to cultivate Chinese students' critical thinking abilities, ensuring that no college students will be left behind.
 
 Received: 27 October 2023 / Accepted: 22 December 2023 / Published: 5 January 2024

NEP 2020 and the Infrastructure for ICT-based Teaching Learning

The globe now is attempting to recover from the devastating effects of the Novel Coronavirus Disease pandemic (COVID-19). The propagation of this rare disease across the world has altered every aspect of existence. It completely changed the paradigm of education, converting traditional classroom settings to virtual ones. One of the foremost important laws of the twenty-first century is the National Education Policy (NEP), which was written in 2019 and endorsed by the Indian Union Cabinet on the 29th of July in 2020. The policy is ground-breaking and comprehensive in every way, with a focus on several elements of education, including the incorporation of ICT. The NEP 2020 places a lot of emphasis on integrating technology because it can be a key element in fostering all-encompassing development. The creation of virtual labs is also given considerable attention in NEP 2020. It is important to note here that a National Educational Technology Forum (NETF) is likewise in the process of being founded. Despite widespread support for using ICT in teaching and learning, there were still some issues with classroom integration. Several crippling problems emerged, among them are inadequate ICT infrastructure, institutional discouragement, slack policies, and—above all—, insufficient technological, pedagogical, and integrative abilities among teachers at all levels. In addition to highlighting NEP 2020's key points and different ICTrelated provisions for teaching and learning, this paper also discusses several implementation issues and infrastructural requirements for ICT. Finally, several recommendations are made for the optimum utilization of ICT. Keywords: National Education Policy (NEP) -2020, Information and Communication Technology (ICT), National Educational Technology Forum (NETF)

Comparison of Flipped Classroom Versus Traditional Didactic Lectures among Medical Students: A Mixed Method Study

Abstract Background: Didactic lectures are one of the commonly used instructional methods used for curriculum delivery in medical colleges. These lectures have a limited scope for interactions. Flipped classroom constitutes both an instructional approach and a form of blended learning, designed to enhance student engagement and comprehension. This intentional shift to a learner-centric model allocates initial exposure to new subjects beyond traditional classroom settings, thus enabling classroom time to be dedicated to in-depth exploration of topics, fostering significant learning experiences. Hence, a study was conducted to compare the academic scores of students taught in the flipped method versus traditional classroom and to assess the perception of students regarding the flipped classroom. Methodology: One hundred students were divided into two Batches A and B of 50 students each. Topic one was taught, by the flipped classroom method for Batch A and by the traditional method for Batch B. Topic two was taught by flipped classroom for Batch B and Batch A had traditional class. A multiple-choice question test was done for all the batches at the end of the classes. Perception of students regarding flipped classrooms was assessed through a prevalidated questionnaire on a Likert scale. Results: The mean value of the academic scores of the tests conducted was higher after flipped classroom sessions compared to traditional teaching sessions with a significant P < 0.001. Analysis of the open-ended questions revealed that the flipped class had advantages of in terms of better student involvement. Conclusions: Flipped classroom can be an effective student-centered teaching strategy when properly planned and implemented for higher education. In medical colleges, it can be incorporated as one of the teaching–learning methodologies to teach must know topics.

E-Learning Initiatives in Teacher Education

This research explores the transformative potential of E-learning in the realm of education, specifically focusing on its integration into teacher education. E-learning, facilitated through digital technologies, is revolutionizing the traditional classroom setting. It offers a versatile range of activities, from online courses to interactive quizzes, enhancing accessibility and flexibility for learners. This mode of learning breaks geographical barriers and allows self-paced learning, making education feasible for individuals managing multiple commitments. The incorporation of multimedia elements in e-learning provides interactive and engaging experiences, aiding comprehension and retention of complex concepts. In teacher education, E-learning assumes a pivotal role, shaping prospective educators into proficient practitioners. It equips them with an array of teaching methodologies, subject knowledge, and pedagogical approaches. The significance of teacher education lies in its capacity to enhance teaching skills, adaptability to technological advancements, and promote continuous professional development. Additionally, it fosters an understanding of diverse learner needs, instilling professional ethics and standards, and encouraging community and parental engagement. However, despite its advantages, E-learning presents certain challenges, including the digital divide and a potential decrease in motivation and discipline. Bridging the digital divide and maintaining engagement is crucial to ensure its effectiveness. This study employs a mixed-methods approach, incorporating literature review, surveys, and interviews to comprehensively analyze the landscape of E-learning initiatives in teacher education. By identifying the advantages, disadvantages, and challenges, this research aims to shed light on the potential of E-learning to revolutionize teacher education and contribute to an effective, innovative, and digitally empowered teaching force for the future.