Trends In E-learning Research Articles

AI-Enabled E-Learning Systems: A Systematic Literature

Today e-learning system plays an essential role in the education system. Technology integration in teaching helps to teach content-based curriculum effectively and efficiently to build confidence among students. Personalized learning systems focus on learning behavior, interest, and design curriculum according to learners‟ ability and basic knowledge. It is a flexible teaching methodology to meet the individual needs of students. The personalized learning approach optimizes the needs of each learner. For an effective education system, it is necessary to understand learners and develop a plan that copes up with the individual learning needs and the interest of students‟. An intelligent Tutor system is an expert system to monitor the learners‟ performance to provide personalized coaching. E-learning applications include computer-based learning, web-based learning, digital collaboration and virtual classrooms. Artificial Intelligence can be used for automating learning activities like designing teaching tools, curriculum, training, evaluating students‟ performance, and using modern teaching methodology. Artificial intelligence is the most modern e-learning trend in higher education and the corporate world. AI helps to provide individual decisions using data analytics that leads to better education for personalized instruction to streamline the education process.

New Trends in E-learning and New Approaches to the Development of E-learning Educational Materials

E-learning represents an area that is dynamically developing and closely correlated with society's technological progress. Since its inception, we have witnessed many changes in e-learning development and the creation of electronic educational materials. With the growing development of modern technologies, E-learning is becoming a key element in education. This article aims to identify and describe the main trends in e-learning and the creation of electronic educational materials. As part of our survey, we identified the main trends shaping E-learning. These trends include various aspects, including the personalisation of education, the interactivity of courses, the use of artificial intelligence and data analysis for better efficiency, the development of virtual reality and augmented reality in the educational environment, the inclusion of various multimedia elements, and many others. We expect these trends to have a significant impact on the way educational materials are created and delivered. They open the door to new possibilities and innovations in the E-learning field, which promise a more effective and adaptable education for everyone.

Comprehensive Insights Into E-Learning in Contemporary Education: Analyzing Trends, Challenges, and Best Practices

This study explores E-Learning in Modern Education at Afghanistan Universities, aiming to analyze trends, address challenges, and identify best practices. Employing a mixed-methods approach, it incorporates surveys and content analysis for both quantitative and qualitative data. A stratified random sampling strategy ensures representation from diverse faculties, resulting in 180 participants. Key findings emphasize widespread adoption of Learning Management Systems, multimedia content, mobile learning, and gamification for enhanced student engagement. Challenges include content management and resistance to change, highlighting complexities in E-Learning implementations. The study aligns with established theoretical frameworks like the Technology Acceptance Model and cognitive load theory, contributing to the theoretical understanding of E-Learning dynamics. Implications extend to educators, policymakers, and instructional designers, guiding strategic decision-making and interventions. Limitations, including potential response bias and context-specific considerations, underscore the need for cautious interpretation, paving the way for future research. In conclusion, this research provides a comprehensive examination of E-Learning trends and challenges, offering actionable insights for the ongoing discourse in digital education.

Emerging Trends in Cloud-Based E-Learning: A Systematic Review of Predictors, Security and Themes

Emerging Trends in Cloud-Based E-Learning: A Systematic Review of Predictors, Security and Themes

Emerging E-learning trends: A study of faculty perceptions and impact of collaborative techniques using fuzzy interface system

This study explores the emerging trends in e-learning from the perspective of university faculty, who play a crucial role in shaping the future of education. The rapid shift to digital education during and after COVID-19 has presented challenges for university faculty to grapple with new e-learning technologies. A qualitative research design was used to develop deep insights into upcoming e-learning trends. Data were collected from a sample of 70 teachers (35 males and 35 females) through a random sampling from the university faculty in the capital territory of Pakistan. The data collected through semi-structured interviews was analyzed qualitatively for thematic analysis using a fuzzy inference system on MATLAB, resulting in a system accuracy of 92% and a miss rate of 8%. The study identified important e-learning trends such as artificial intelligence, video-based learning, social collaboration, mobile learning, gamification, and micro-learning, emphasizing their potential for engagement and outcomes. The implementation of these strategies can significantly impact the education system, particularly on learning systems. The findings underscore the importance of universities focusing on strategic planning and faculty development. Moreover, institutes that adopt ethical policies can transform the academic environment and establish innovative structures that benefit both teachers' work and foster students' engagement, ultimately leading to improved efficiency and effectiveness. The study's findings are crucial for shaping the future of e-learning and its potential impact on the education system.

Current e-learning trends in German and Austrian higher education institutes

The article delves into contemporary e-learning trends within the higher education landscape of Germany and Austria. It scrutinizes the adoption of electronic tools such as AI-driven online courses, virtual and augmented reality, and microlearning. These digital technologies are strategically employed in universities and polytechnic institutes to enhance educational quality and broaden knowledge accessibility. Particularly, the utilization of virtual and augmented reality technologies is prevalent, offering students immersive experiences with real-world scenarios and 3D models, thereby enhancing comprehension of intricate concepts. A pivotal aspect of e-learning implementation is the ability to tailor learning pathways to individual needs. E-learning transcends traditional educational paradigms, enabling students to pursue higher education from any location worldwide, catering to the needs of those studying abroad or concurrently working. Adaptive learning systems, underpinned by AI, facilitate the creation of personalized learning schemes, accommodating diverse learning styles and paces. The authors underscore the significance of these trends in augmenting education's accessibility and efficacy. The integration of contemporary technologies into the educational milieu is imperative for enhancing educational quality and broadening learning horizons within the modern educational landscape. Current trends underscore the evolution of e-learning towards greater flexibility, personalization, engagement, and interactivity, thereby democratizing access to education across diverse demographics and offering enhanced educational outcomes in the digital era. Incorporating modern technologies into educational practices emerges as a requisite element of contemporary education, presenting novel opportunities for students and educational institutions to advance and refine the educational experience.

The Use of E-learning During COVID-19 Pandemic Era

Communication in teaching and learning space has never been the same following the outbreak of the COVID-19 pandemic. The crisis of COVID-19 has brought about the urgency for most higher education institutions to adopt e-learning. This response was to save the academic year. Hence, this study explores how e-learning has aided African universities to engage their students in teaching and learning. A quantitative research method was adopted for the collection of data. The survey was made up of 400 questionnaires which were randomly administered to the second-and third-year students in the selected South African university. The findings of the study show that e-learning trends before COVID-19 were unappreciated and unaccepted. Meanwhile, following the outbreak of the coronavirus, e-learning has become one of the most sort-out phenomena. However, several factors such as unawareness, lack of funding, and poor internet connectivity, amongst others have always hindered the use of e-learning platforms. Hence, the study recommends amongst others that adequate awareness be made to educate both lecturers and students on the importance and the continuous use of e-learning. Also, funding should be made available for institutions of learning to enable them to adapt to e-learning. The gains achieved must be maintained and continue post-COVID-19. Keywords: African universities, COVID-19, Coronavirus, e-learning

Uncovering patterns and trends in online teaching and learning for STEM education

This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications’ distribution were looked at. The articles’ respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.

Trends in E-learning research: bibliometric analysis on Scopus publications post COVID-19 in Asian context

PurposeThe purpose of this paper is to explore future directions in E-learning research by analysing data from Scopus indexed publications in order to have a comprehensive overview of the trends and thematic focus post COVID-19 in Asian context.Design/methodology/approachThe paper uses Vos viewer and Biblioshiny software packages to analyse the bibliometric data. This software helped in identifying the anatomy of E-learning and their themes which were instrumental in forecasting future trends.FindingsThe paper depicts the trends in post COVID-19 E-learning research in Asian context. It identifies key publications, authors and journals in the field, with a focus on numerous networks of collaboration between writers and nations, identifying keyword clusters and co-citation analysis clusters. This study also explored that China and the USA are having maximum number of collaborations, whereas, countries like India, the United Kingdom, Singapore and New Zealand have comparatively weaker collaboration networks. So there is lot of potential for these countries for such collaborations. India is the most cited country globally and China is having maximum number of scientific productions per year.Research limitations/implicationsThe paper has been written by exclusively referring to Scopus database papers. Collecting data from different databases would significantly improve the study. Future researchers can also focus on papers from psychology, computer science and engineering fields as current work is based on open access articles on social business, business and arts and humanities.Practical implicationsThis research will be useful to educational institutions that use these platforms to offer E-learning content and match future trends. This study will help researchers in understanding the new dimensions in the field of E-learning.Originality/valueThe current study uses bibliometric analysis to examine the association between E-learning, higher education and COVID-19. It aids in the identification of new difficulties within the complex and expanding study fields in the world of E-learning. Newly published studies on E-learning trends can improve understanding and bridge the knowledge gap. As a result, recommendations can be made to improve and implement newer strategies in field of education.

E-Learning: A Study on the Covid Pandemic

Abstract: E-learning is changing the face of usual classrooms and making education more approachable than ever before. While many academic units have started blended learning. Still a lot of academics are stuck with old ways of learning. The sudden pandemic of Covid19 tremble the entire world. In a way that the World Health Organization (WHO) has declared it as a pandemic. This situation challenged the education system all over the world and forced educators to shift to a remote mode of teaching overnight. This research aim to show the emerging e-learning trends in the education sector. This research paper also put some light on the internet as an educational tool, growth of e-learning and growth of EdTech start-ups during the time of pandemic. In this research paper we analyse the responses of second and third year students of business studies department

The attitudes of high school students and teachers toward mobile apps for learning English: A Q methodology study

This study aims to find out the attitudes of high school students and teachers toward mobile apps for learning English and how the opinions of the two groups relate to or differ from each other. As there is an E-learning trend worldwide, the findings of this research can help English learners gain a broader view of language learning, identify their own demands, and choose applications in a wiser way. Meanwhile, with the support of our findings, it is believed that application developers could review and polish the existing functions of their apps and develop new ones to meet the needs of student users. The research adopted the Q methodology to provide a more comprehensive understanding of the attitudes varied in different subjects. Interviews were conducted among students and teachers in Chinese high schools. Our study investigated three prominent opinions from the students and two from the teachers. PQMethod and Ken-Q Analysis were used for data analysis. Three factors of attitudes were found among students: 1) learning outcome-oriented; 2) function-oriented; 3) motivation-oriented. Two factors of attitudes were found among teachers: a) learning outcome-oriented; b) platform-oriented. This study is a new attempt to apply the Q methodology in related language research. Remarkably, the Q methodology offers comprehensive and deep insights into the subjective attitudes of students and teachers. Based on the findings, it is recommended that mobile application developers attach more importance to the achievement and encouragement of students in the design; students should take advantage of the mobile apps to achieve their expected outcome under the suggestions from their teachers; English learning apps can be promoted as a helpful auxiliary tool for language learning.

MODERN TRENDS OF E-LEARNING DURING COVID-19 PANDEMIC

Internet has become increasingly important in allowing remote working, e-learning, web conferencing, entertainment, and video streaming, among other things. All of these abrupt developments have put an enormous amount of strain on the network during the Covid-19 epidemic. Especially, educational institutions throughout the world were closed, affecting students and causing widespread interruption in the education sector. This paper analyzes the trends of e-learning during pandemic situation. The positive and negative sides of web-based learning were identified and merged as an impacts in this paper. The data were collected through previous study papers using systemic review approach. Moreover, the quantity of the dataset and the lack of quality attributes were two of the study's limitations. In the end, it is recommended to the study for efficient and effective e- Learning practices for better teaching and learning practices.

Professional Development Effectiveness of E-Learning on Quality of Students’ Performance in Higher Education

Technology has played an important role in education, changing the learning environment’s traditional style. Widespread use of technological devices harnesses the educational process and creates opportunities to make education available everywhere and at any time. E-learning provides a way to manage and overcome challenges faced by traditional higher education institutions by allowing them to be more competitive. This research conducted a case study of Taif University to evaluate the effectiveness of e-learning development in the higher education sector, and examined its impact on student performance quality, aiming to identify the important axes for developing higher education e-learning. The study analysed the requirements for developing e-learning and investigated opportunities to build and develop e-learning capabilities in higher education in general and Taif University in particular. Many external and internal influences contribute to e-learning trends in higher education; external funding, tuition fees, technology costs, and education development all influence internal pressure to reduce institutions’ costs. Thus, higher education is turning to e-learning to relieve these pressures, because it significantly reduces costs and improves both learning effectiveness and learning outcomes compared to traditional methods. Despite the advantages of e-learning, some higher education institutions remain in the experimental stages of developing and benefiting from it. This research study the relationships between e-learning difficulties, providing requirements, supporting e-learning, and providing e-learning services in higher education and quality performance.

The Construction and Application of E-Learning Curricula Evaluation Metrics for Competency-Based Teacher Professional Development

Today, students at universities in advanced countries typically enroll in colleges, such as the College of Education, which offer interdisciplinary programs for undergraduates in their first and second years, allowing them to explore personal interests, experience educational research fields, complete their integrated curricula, and then choose a major in their third year. To cooperate with the government’s epidemic prevention policies and measures in the post-COVID-19 era, the trend of e-learning and distance teaching has accelerated the establishment of integrated online curricula with interdisciplinary programs for undergraduates in the College of Education to facilitate effective future teacher professional development (TPD). Therefore, it is very important to construct e-learning curricula evaluation metrics for competency-based teacher professional development (CB-TPD) and to implement them in teaching practice. This research used social network analysis (SNA) methods, approaches, and theoretical concepts, such as affiliation networks and bipartite graphs comprised of educational occupational titles and common professional competencies (i.e., Element Name and ID), as well as knowledge, skills, abilities, and other characteristics (KSAOs), from the U.S. occupational information network (O*NET) 26.1 OnLine database, to collect data on the occupations of educational professionals. This study also used Gephi network analysis and visualization software to carry out descriptive statistics of keyword co-occurrences to measure their centrality metrics, including weighted degree centrality, degree centrality, betweenness centrality, and closeness centrality, and to verify their importance and ranking in professional competency in eight categories of educational professionals (i.e., three categories of special education teachers and five categories of teachers, except special education). The analysis of the centrality metrics identified the educational common professional competency (ECPC) keyword co-occurrences, which were then used to design, develop, and apply e-learning curricula evaluation metrics for CB-TPD. The results of this study can be used as a reference for conducting related academic research and cultivating educational professionals’ online curricula, including ECPC keywords, integrated curricula design and the development of transdisciplinary programs, and teacher education, as well as to facilitate the construction and application of future e-learning curricula evaluation metrics for CB-TPD.

Gamification and e-learning for young learners: A systematic literature review, bibliometric analysis, and future research agenda

• A bibliometric study and a systematic review revealed the growth of the new concept and the emerging trends of gamification and e-learning for young learners. • The bibliometric analysis incorporated a systematic, transparent, and reproducible assessment. • Google scholar was chosen as the main academic literature search tool. • The study uses the TCCM framework to systematically review the literature and to identify any under-researched areas. • We provide a future research agenda based on the theory, characteristics, context, and methodology. Over the last few years, gamification has sparked significant interest in both industry and academia. However, the focus of the debate has been mostly on game studies and human-computer interaction (HCI). Even though games are increasingly being supplied as services to customers, few academic works have linked game studies to the service or marketing literature ( Dikcius and Urbonavicius, 2020 ; Dukembay and Zhaksylyk, 2019 ). This paper presents an examination of the emerging trends of gamification and e-learning for young learners. The first section presents a text-based cluster bibliometric analysis based on 222 qualified articles published between 2015 and 2020. We conducted this analysis to identify the most prominent themes in the literature through cluster identification via the VOS viewer software. As the themes were found to be interlinked, the second section presents a systematic literature review based on a bibliometric analysis performed using the PRISMA method on 32 qualified articles. The findings highlighted the four major future research themes of personalization, game elements, learner styles, and learner engagement. Finally, we provide a future research agenda based on the theory, characteristics, context, and methodology (TCCM) framework. Our findings offer key insights aimed at enabling actors in education policy making and gamification-based software companies and agencies to identify the gamification techniques best suited for e-learning.

A Scientometric Analysis of Twenty Years Trends in Mobile Learning, Blended Learning, Online Learning, E-Learning and Dental Education Research

A Scientometric Analysis of Twenty Years Trends in Mobile Learning, Blended Learning, Online Learning, E-Learning and Dental Education Research

Gamification on Chatbot-Based Learning Media: a Review and Challenges

The mobile learning sector has exploded, implying that the e-Learning trend is shifting to mobile platforms. As a result, chatbots have become increasingly popular alternatives for online learning and examinations on mobile platforms. However, it did not provide enough motivation for the student. On the other hand, gamification in a typical e-Learning platform is a widely used technique for increasing students' learning motivation. Therefore, combining gamification with chatbot-based learning and examinations possibly offer benefits, including increase student learning motivation. This study explored the possibilities and future challenges of the development of gamification within chatbot-based learning media. We discussed four aspects: architecture's reliability, security and privacy issue, user’s acceptance and motivation, and gamification feature challenges.

The Development of E-Learning Tools Used for Teaching English for Law Enforcement

International (operational and training) activities carried out by law enforcement officers have been accompanied by the growing realisation of the fact that it is essential for those involved in them to communicate efficiently, in one common language, basically English. However, even in the last few years, the gaps between the foreign language skills of the law enforcement professionals and the need for further foreign (mainly English) language training courses have been underlined several times in international professional and legal documents. Also, the fact that specific-purpose English language courses continue to be important content elements of the curricula both of national law enforcement training institutions and the two largest EU agencies involved in the training of police officers, as well as border and coast guards (CEPOL and Frontex), proves that this problem still exists. Using the qualitative research and providing an overview and evaluation of the most significant e-learning trends and tools used in teaching English for Law Enforcement by CEPOL and Frontex in the last decade, the paper discusses the progress made in this field in terms of both quality and methodology. It presents technical limitations of certain e-learning tools and points to the course developers’ ensuing realisation that the virtual or real presence of the teacher is indispensable in language courses.

The Degree of Availability of Skills Needed to Build and Employ Electronic Exams for Faculty Members at the University of Jeddah in Light of the Global Trend in E-Learning

This study aims at identifying the degree of availability of skills needed to build and employ electronic exams for faculty members at the University of Jeddah in light of the global trend in e-learning. The study used the descriptive and analytical approach and used a scale applied to a sample of (297) faculty members from the University of Jeddah in the Kingdom of Saudi Arabia. The results of the study concluded that the skills needed to build electronic exams for faculty members had a high degree, with a mean score of (3.45) and a standard deviation of (0.444). The results revealed that the necessary skills to employ electronic exams had a high degree of response, with a mean score of (3.45) and a standard deviation of (0.789). The study recommends conducting training courses for faculty members at the University of Jeddah on building electronic exams and attracting experts to train faculty members on the methods of employing electronic exams.

The Emerging Trends in E-Learning

The Emerging Trends in E-Learning