E-learning Research Articles

Teaching Pronunciation to EFL Learners at the Tertiary Level: Perspectives of Professors at Saudi Universities

This study aimed to provide a novel, focused program for instructing English pronunciation to Saudi EFL university students, grounded upon identified mistake patterns. In addition, to execute the customized curriculum in pronunciation instruction for a group of Saudi EFL students. Furthermore, to evaluate the efficacy of the tailored curriculum by measuring enhancements in pronunciation accuracy. Additionally, to investigate the attitudes and experiences of EFL professors at various Saudi universities regarding the designated pronunciation curriculum using surveys. The researchers adopted the analytical-descriptive research method, utilizing the questionnaire as a tool for collecting data from thirty-three EFL university professors who teach English at different Saudi universities. The main findings of this study were: excessive focus on instructing individual phonemes, prioritization of suprasegmentals; overdependence on standardized evaluations. The significant levels of disagreement suggest that these techniques may not adequately meet the pronunciation requirements of Arabic EFL learners. Allocating time for pronunciation may possess some merit, while its execution necessitates additional investigation. The consensus on communicative instruction suggests potential for this methodology if effectively employed. Technological tools were regarded as beneficial instruments, consistent with studies on computer-assisted pronunciation instruction. The efficacy of customizing curriculum to address faults made by Arabic learners; Emphasis on pronunciation instruction within educational institutions. The main recommendations were adopting communicative instructional methodologies for teaching pronunciation enhances the growth of EFL learners, employing technological equipment acts as advantageous tools in enhancing pronunciation education, and additional comparison investigations and lectures must be undertaken to establish a correlation between the phonological systems of learners' native language and the target language.

Penggunaan Media Papan Pintar untuk Meningkatkan Hasil Belajar Siswa Kelas 3 pada Materi Bilangan Cacah di SDN 1 Babakan

This research was motivated by the low learning outcomes of Mathematics in addition and subtraction materials in grade 3B students at SDN 1 Babakan. This shows that the Minimum Completeness Criteria (KKM) set by the school, which is 70, has not been achieved. The purpose of this study is to determine the improvement of Mathematics learning outcomes of addition and subtraction materials using smart board learning media. This study uses the Classroom Action Research (PTK) method based on the theory developed by Kemmis and McTaggart which includes the process of planning, action, observation, and reflection. The research was carried out in class 3B of SDN 1 Babakan, Sumber District, Cirebon Regency with a total of 29 students (14 women and 15 boys). Data collection techniques are carried out through observation and tests. Data analysis was carried out descriptively on all research data. The results of the study show that student learning outcomes in learning have improved. In the first cycle, student learning outcomes reached 62% and in the second cycle, student learning outcomes reached 83%. The conclusion that can be drawn from this study is that the use of Smart Board Media can improve student learning outcomes in Mathematics learning in grade III of SDN 1 Babakan

Enabling international student engagement through Online Learning Environments

ABSTRACT Within an international context, the role Online Learning Environments (OLEs) play in offering students opportunities to engage with other students to co-create positive experiences is complex. This paper examines the engagement facilitated by an OLE between students at a UK university and its Chinese partner. Findings show that OLEs can facilitate international student-to-student engagement and provide opportunities to co-create positive student experiences when the value offerings are engaged with (i.e. the OLE is used as intended). It is through students’ active engagement, or non-and negative engagement (i.e. intentional or accidental misuse), with the OLE that ultimately affects their student experiences.

The Digital Decathlon

The “Digital Decathlon” Erasmus+ project addresses the critical need for digital and green transitions in the Architecture, Engineering and Construction (AEC) sector by proposing an innovative approach for higher education. The project aims to prepare the next generation of professionals through a BIM-based design competition, designed as a novelty learning/gaming pathway for university students. By engaging participants from diverse countries and related academic backgrounds, the project fosters collaborative workflows and interdisciplinary teamwork by adopting a digital and gamified approach, providing hands-on learning and design experience. This paper presents the conceptual framework, methodologies and materials defining the prototypical learning format, which integrates online learning resources and tools, collaboration and mentoring, subject to a quality assessment for improvement and replication. Overall, the Digital Decathlon contributes to the advancement of educational methods necessary to address current challenges and to create the digitalised and sustainable built environment of tomorrow.

Using open online courses on programming in organizing independent work of students

The article highlights the need to use online courses on programming, including automatic code checking, in organizing independent work of high school students. An overview of open online courses designed to study the Python programming language, implemented on different platforms, is provided. The capabilities of each online course for solving educational problems, such as general training of students in programming, preparation for state exams, developing skills in solving Olympiad problems, organizing project activities, and career guidance for schoolchildren are discussed. The technical capabilities of the platforms on which the courses are presented are analyzed from the point of view of their didactic potential. Forms of organizing independent work of students using online courses on programming are proposed. The general algorithm for solving programming problems is specified taking into account the specifics of using the automatic system for checking and evaluating the solution implemented in online courses.

Connecting the Dots on Female Digital Health Education: A Systematic Review.

Identified barriers to care for common, chronic conditions that impact millions of females suggest that patient education is critical to improving the care experience, expediting a diagnosis, and elevating outcomes. This article aims to understand the efficacy of digital patient education interventions on patient outcomes, specifically those addressing common causes of chronic abnormal uterine bleeding, premenstrual dysphoric disorder, and endometriosis. We queried MEDLINE, PubMed, Cochrane Library, and Google Scholar for articles published in English between January 1, 2014, and May 1, 2024, on digital patient education and urogenital diseases. The search identified 260 articles, 247 of which were retrieved for title and abstract review, 27 of which were retrieved for full-text review, and 25 of which were excluded. Two studies were included in this review. Both studies were individual-/community-level interventions involving digitally delivered patient education. Participants had received a diagnosis and were engaged in accessing care when enrolled, and each study was conducted at a single site. Both interventions produced positive results. Despite the potential of digital health education to improve patient outcomes, limited research in this field underscores the need for further studies to validate interventions and address gaps in knowledge.

The power of play: gamification in virtual workplace training

ABSTRACT Organizations face growing pressure to upskill their employees and provide effective and engaging training, leading to significant investments in virtual workplace training (VWT). However, the effectiveness of VWT, particularly when incorporating game elements, remains unclear. To address this, this study examined the impact of gamification intensity on perceived autonomy and its effect on training outcomes. Additionally, it explored whether self-efficacy played a moderating role in these relationships. Using a between-subjects design, we manipulated gamification intensity (low, medium and high levels) and asked 355 employees to complete a VWT and a retention test. In contrast to our expectations, gamification intensity negatively affected perceived autonomy. Furthermore, perceived autonomy had a positive impact only on affective but not on performance-related training outcomes. Also, we found no evidence of the mediating role of perceived autonomy or the moderating role of self-efficacy in these relationships. Regarding the retention test, gamification intensity negatively affected perceived autonomy and both affective and performance-related training outcomes. Our findings challenge the belief that gamification intensity enhances satisfaction and training success and underscore the importance of autonomy in VWT. We discuss how our findings can guide researchers and practitioners to promote sustainable training success in organizations.

Health data science course for clinicians: Time to bridge the skills gap?

Data science skills are highly relevant for clinicians working in an era of big data in healthcare. However, these skills are not routinely taught, representing a growing unmet educational need. This education report presents a structured short course that was run to teach clinicians data science and the lessons learnt. A 1-day introductory course was conducted within a tertiary hospital in London. It consisted of lectures followed by facilitated pair programming exercises in R, an object-oriented programming language. Feedback was collated and participant responses were graded using a Likert scale. The course was attended by 20 participants. The majority of participants (69%) were in higher speciality cardiology training. While more than half of the participants (56%) received prior training in statistics either through formal taught programmes (e.g., a Master's degree) or online courses, the participants reported several barriers to expanding their skills in data science due to limited programming skills, lack of dedicated time, training opportunities and awareness. After the short course, there was a significant increase in participants' self-rated confidence in using R for data analysis (mean response; before the course: 1.69 ± 1.0, after the course: 3.2 ± 0.9, p = .0005) and awareness of the capabilities of R (mean response; before the course: 2.1 ± 0.9, after the course: 3.6 ± 0.7, p = .0001, on a 5-point Likert scale). This proof-of-concept study demonstrates that a structured short course can effectively introduce data science skills to clinicians and supports future educational initiatives to integrate data science teaching into medical education.

Sustainable Adoption of E-Learning in Romanian Universities after the COVID-19 Outbreak

The COVID-19 pandemic disrupted economic processes and various facets of daily life, including education, necessitating adjustments to help society adapt to the temporary status quo, with Romanian educational institutions being profoundly affected, and a full transition to online learning was mandated by central authorities in March 2020. The paper’s scope is to assess the sustainability of e-learning in Romanian higher education in the aftermath of the COVID-19 outbreak. The study was conducted on bachelor students from three Romanian universities through an online questionnaire with a sample size of 505 valid responses. This study aims to investigate the relationships between information quality (IQ), system quality (SQ), service quality (SEQ), and quality of life (QL) within an integrated model, based on the variables of the technology acceptance model (TAM) and performance models of information systems (IS). Specifically, the research explores how these factors, along with the mediating roles of perceived usefulness (PU) and perceived ease of use (PEOU), influence students’ behavioral intention to adopt e-learning systems (BISE) and actual use of them (EUOES) as a sustainable solution for post-pandemic COVID-19 education. Partial least squares structural equation modeling (PLS–SEM) was the selected method for data analysis performed with SmartPLS 4.0 software. The research results demonstrated that PU and PEOU showed a positive correlation relationship and were significantly influenced by IQ, SQ, and QL in the educational setting. The study also revealed that PEOU and PU exerted a positive influence on students’ behavioral intention to adopt e-learning systems (BISE) sustainably and on their actual use (EUOES). This study benefits universities and higher education institutions by providing insights into enhancing e-learning platforms and integrating technology effectively, as well as by supporting the formulation of sustainable online learning strategies beyond the COVID-19 pandemic.

Motivation and Engagement of Students: A Case Study of Automatics and Robotics Projects

Automatics and Robotics students usually engage in some interdisciplinary approaches on their courses at universities, joining the areas of computer science and control theory. During the limited duration of these courses, some knowledge must be acquired by the students. Remote education, temporarily enforced by the COVID-19 pandemic in recent years, has posed new challenges related to the limited contact that students have with academic staff, as well as the limited access students have to hardware facilities. This paper discusses the motivations of students after the COVID-19 pandemic based on a case study of student projects completed at the University of Zielona Gora (Poland). The conducted study was student-centered and highlighted some important aspects of motivation from the point of view of the students, focusing mostly on the emerging challenges, how they have been overcome, and what the students have learned from them. The results indicate that the students, minimally supported by an academic teacher, were able to plan everything by themselves and bring the project to completion according to their own intuition. In comparison to before the COVID-19 pandemic, students are now more independent and self-motivated.

Computerized cognitive games versus cognitive exergame: the comparison of motor and cognitive functions enhancement in the elderly

BackgroundConsidering the importance of cognitive and motor functions of the elderly people, the present study was conducted to evaluate the effectiveness of a cognitive exergame, called Neurolight compared to computerized cognitive games, in enhancing core executive functions and motor performance.MethodsA total of 36 individuals in the age range of 60 to 69 years were studied in the form of three groups: The control group continued their daily activities, while the Neurolight group underwent a cognitive-motor training and the Maghzineh performed a computer-based cognitive training program for 24 sessions. Before and after interventions, working memory, inhibitory control, and balance were measured respectively by the N-back, Stroop, and TUG tests.ResultsThe results showed that cognitive-motor exercises using Neurolight, for 24 sessions, were able to significantly improve working memory, inhibitory control, and balance in individuals in this age group.ConclusionThis finding supports the other studies suggesting combined cognitive and physical exercises for better effect. Based on its findings, the use of this exercise system can be suggested to coaches and therapists working with the elderly.

The practicality of long-term blended teaching and learning at a South African institution

Background: The rapid revolutionisation of technology and other factors such as the recent COVID-19 pandemic, prompted higher education institutions to consider the possibility, necessity and implications of officially adopting a blended teaching and learning approach on a long-term basis.Aim: This research aimed to explore the practicality of a long-term blended teaching and learning model at a South African higher education institution.Setting: This research was conducted at a selected South African higher education institution.Methods: The article adopted a qualitative case study approach, and one-on-one semi-structured interviews were conducted. The data collected was then analysed using thematic analysis.Results: Although the institution was generally ready for blended teaching and learning during the pandemic, best practices such as further training and development for both lecturers and students on the pertinent systems and technology are imperative if a long-term blended teaching and learning is to be successful. There were also concerns regarding external, technological, and socio-economic issues that could hinder a successful long-term blended model.Conclusion: While the research revealed the institution’s overall ability to swiftly transition from face-to-face, to distance online and blended teaching and learning approaches during the COVID-19 pandemic, it also revealed that work still had to be done to fully prepare the institution for formalised blended teaching and learning in the future.Contribution: This research builds on limited research on blended teaching and learning at South African contact higher education institutions and adds new theory regarding some best practices for successful blended teaching and learning.

Children’s self-reported exposure to sugary beverage advertisements and association with intake across six countries before and during the COVID-19 pandemic: a repeat cross-sectional study

BackgroundChildren’s exposure to sugary beverage advertising may have changed during the COVID-19 pandemic due to shifts in media habits, which could subsequently have influenced intake. This study aimed to examine: 1) children’s frequency and setting of exposure to advertisements of sugary beverages in six countries before and during the COVID-19 pandemic; 2) the association between exposure to sugary beverage advertisements and intake.MethodsChildren aged 10–17 years (n = 28,908) in Australia, Canada, Chile, Mexico, the United Kingdom (UK) and the United States (US) completed online surveys in 2019, 2020 and 2021 as part of the International Food Policy Study using a repeat cross-sectional study design. Respondents self-reported frequency and setting of exposure to sugary beverage advertisements, location of school classes (in-person/online, 2020–2021 only), screen time, and sugary beverage intake. Adjusted weighted logistic and negative binomial regression models stratified by country examined associations between year and reported sugary beverage advertising exposure, and associations between sugary beverage advertising exposure and intake. Differences in reported advertising exposure between students taking online or in-person school classes were explored.ResultsSelf-reported exposure to advertisements for sugary beverages at least weekly was relatively stable across years within countries, with differences in settings of exposure. Exposure to sugary beverage advertisements increased on digital media independently of screen time from 2019 to 2021 in Australia, Canada, the UK and US, with a concomitant decrease in exposure in retail settings in all countries except the UK. In Australia and the UK, children attending all classes online were more likely to report at least weekly (vs less than once a week) exposure to sugary beverage advertisements, and children attending all classes online were more likely to report exposure to advertisements on digital media and in other settings (e.g., billboard, magazines) compared to children attending in-person classes in Australia, Canada and the UK. Exposure to sugary beverage advertisements at least weekly (IRR = 1.12,99%CI:1.09–1.15) and in each of the settings was associated with sugary beverage intake.ConclusionsExposure to digital advertisements for sugary beverages increased from 2019 to 2021 in most countries, and exposure was associated with sugary beverage intake. Reducing children’s exposure to advertising of less healthy foods, including on digital media, may reduce sugary beverage intake.

Increasing Sales for Kalitengah Village SMEs Through Effective Digital Marketing Seminars

Kuliah Kerja Nyata (KKN) is a pivotal intramural activity that integrates education with community service, aimed at fostering the Three Higher Dharma. General Background: In the context of Indonesia's economic landscape, Micro, Small, and Medium Enterprises (SMEs) are vital for local economic development but often lack effective marketing strategies. Specific Background: This study addresses the gap in digital marketing knowledge among SMEs in Kalitengah, Tanggulangin, particularly within the Muhammadiyah Branch community. Knowledge Gap: Despite the potential benefits of digital marketing, many SMEs remain unaware of its effective implementation, leading to limited economic growth. Aims: This research aims to evaluate the impact of digital marketing seminars on the growth and sustainability of local SMEs. Results: A survey of 30 SMEs participating in a seminar revealed a 90% participation rate, demonstrating high engagement. Post-seminar analysis indicated significant improvements in marketing strategies and business performance. Novelty: This study contributes new insights into the relationship between digital marketing education and SME development in rural Indonesia. Implications: The findings underscore the necessity of ongoing digital training for SMEs, suggesting that enhanced marketing capabilities can significantly improve the economic resilience of local communities, thereby supporting broader economic development objectives. Highlights: Impact of Digital Marketing: The seminar significantly improved marketing strategies and business performance for local SMEs in Kalitengah. High Engagement: A 90% participation rate indicates strong interest and commitment from the community towards enhancing their business skills. Ongoing Education: The study emphasizes the necessity for continuous digital marketing training to foster economic resilience in rural areas. Keywords: Kuliah Kerja Nyata, Digital Marketing, SMEs, Community Development, Muhammadiyah.

Question generation type and organizational cues in video learning: A study on their effects on online learning behaviors

This study examined the influence of question generation types and organizational cues on video learning. Participants were 100 undergraduate students randomly assigned to view videos that differed in terms of question generation type (instructor-generated vs. self-generated) and organizational cues (with vs. without). The results revealed that self-generated questions led to superior learning performance and higher cognitive load compared to instructor-generated questions in the absence of organizational cues, but when combined with organizational cues, there was no significant difference between the instructor and self-generated questions. Additionally, students who engaged with self-generated questions demonstrated a higher frequency of interaction and seeking behaviors and meta-cognition. Mediation analysis further indicated that self-generated questions, compared to instructor-generated questions, improved learning performance by increasing both the seeking frequency and cognitive load. These findings underscore the importance of question generation and organizational cues in video learning. They also have practical implications for design and use of video learning: if students are required to generate questions by themselves, it is better not to provide organizational cues; this will foster their engagement (more research behaviors and higher cognitive load) and thus their learning. In contrast, if they must answer questions generated by the instructor, the presence or absence of organizational cues does not matter.

E-Learning Impact on Higher Education Institutions during COVID-19 Pandemic: A Bibliometric Analysis

The COVID-19 pandemic forced a rapid shift to online learning in higher education. To understand this evolving field better, this study employed a powerful technique called bibliometrics. Researchers analyzed scholarly publications between 2020 and 2023 in Web of Science, focusing on keywords related to e-learning, universities, and the pandemic's impact. This data-driven approach provided a more comprehensive picture than traditional reviews, revealing connections between research topics, researchers, and specific studies. Furthermore, the VOSviewer tool was employed to identify frequently co-occurring keywords, thus uncovering the major themes within the research. This analysis of keyword co-occurrence allowed the study to pinpoint key trends and areas of focus in e-learning for higher education institutions. Ultimately, this research offers valuable insights for researchers, educators, and policymakers navigating the changing educational landscape and the future of e-learning in higher education.

Cognitive and technological recourses in teachers’ adaptation to emergency remote teaching

This study investigates the impact of the abrupt transition to emergency remote learning (ERT), specifically focusing on teachers’ cognitive resources and technological resources both before and during ERT. The sample comprised 1,071 teachers: before ERT (53.0%), during ERT (47.0%). Five questionnaires were administered. Results indicated that teachers surveyed during ERT, compared to their counterparts surveyed before ERT, exhibited significantly elevated attitudes toward information and communication technology (ICT), increased usage of the online environment for teaching and use of computers for communication. Additionally, the degree of readiness for educational change significantly contributed to the teachers’ changed attitudes toward ICT.

Enhancing digital literacy in later life: the role of perseverance and consistency of interest

ABSTRACT In an era where digital competence is increasingly crucial, understanding the factors that influence successful learning outcomes, especially among older adults, is vital. This study investigates the impact of psychological motivation, perseverance, consistency of interest, and instructor interaction on cognitive problem-solving abilities, subsequently affecting digital competence and individual impact. Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) on a sample of 459 older adults who have completed digital competence training, this research provides empirical insights into the learning process. Findings reveal that psychological motivation significantly influences cognitive problem-solving, which, in turn, enhances digital competence and personal achievement. Interestingly, while perseverance and interaction with instructors also positively impact problem-solving, consistency of interest does not show a significant effect. These results suggest the need for educational strategies that foster motivation and effective instructor-learner interaction to improve digital learning outcomes. The study underscores the importance of tailored digital education approaches for older adults, highlighting the role of motivational and cognitive factors in bridging digital divides and enhancing life quality through digital literacy.

The impact of web-based education provided to parents on the nutritional risk of preschoolers: A quasi-experimental study.

The purpose of this study was to evaluate the effectiveness of web-based nutrition education for parents of preschool children in reducing nutritional risk. The study was conducted in a one-group pretest-posttest quasi-experimental design. Parents of 3-5-year-old children from 11 preschools in Istanbul participated. They underwent a web-based nutrition education program. The NutriSTEP assessment tool was used to evaluate the nutritional risk score as a pretest assessment, followed by the training program. Posttests were conducted at 1- and 3-month intervals. Before the intervention, 55.8% of the children exhibited high nutritional risk. After the intervention, this percentage decreased significantly at the 1-month and 3-month follow-ups, with 94.2% and 93.6% of the children classified as low risk, respectively. The analysis also revealed significant associations between children's eating behaviours and factors such as maternal education, family income and family structure. As a result, web-based nutrition education was effective in reducing nutritional risk among preschool children. The findings underscore the importance of using technology for nutrition interventions, especially in diverse populations. The training program's simple, short and understandable video increased participants' interest in the training and encouraged regular follow-up.

Utilising digital education to enhance learning accessibility in isolated areas

Introduction: In instances where conventional educational institutions are either unavailable or ineffective, online platforms offer a distinctive opportunity to obtain quality education regardless of geographical location. The advantages of online learning include flexible scheduling, access to educational content, and the capacity to communicate with instructors and other students via the Internet. Concurrently, numerous challenges are encountered by students and teachers utilising online platforms, including unstable internet connections and the need to self-organise the learning process.Objective: To determine the role and efficacy of online learning in providing access to education in remote regions. Methods : an analytical literature review, a meta-analysis, a quality of education analysis, a learning effectiveness determination, and a statistical data analysis. Type of research is observational research, timeframe of the research is an academic semester, field of research is the educational process in higher education, platform used for the research is the higher education environment, type of statistics is descriptive.Results : The article compares the use of standard online tools and interactive online tools to provide access to education in remote regions. The means of monitoring the results of higher education students include educational test simulators and gamified tasks.Conclusions : A comparison of learning outcomes and self-assessment of higher education students studying mathematics and English using traditional and interactive online tools has revealed the effectiveness of the latter: interactive video lectures and online courses, virtual laboratories and mobile applications, AR and VR explanations, chatbots, forums, and online conferences