Use Of E-learning Tools Research Articles

Assessing the Impact of E-Learning Adoption on Learning Behavior in Sierra Leonean Higher Education

This study aims to analyze the adoption of e-learning in higher education institutions in Sierra Leone and its impact on learning Behavior using the Technology Acceptance Model (TAM). The research employs a survey design, utilizing Structural Equation Modeling (SEM), to analyze the responses of students and lecturers. The study was conducted in Sierra Leone, involving ten universities. The duration of the study is not specified. 728 students and 327 lecturers were surveyed to assess their attitudes towards e-learning. The TAM was used to predict behaviors based on the perceived usefulness and ease of use of e-learning tools, such as mobile devices and social networking applications. The findings indicate that e-learning is more likely to be adopted if the tools are perceived as useful and easy to use. Additionally, prior experience with computers enhances the positive perception of e-learning's attributes and attitudes toward its utilization. The study highlights the potential of e-learning in developing countries like Sierra Leone. It provides insights for stakeholders in the education sector to develop strategies that can promote the adoption of e-learning in regions with similar developmental profiles.

E-LEARNING TOOL ADOPTION: PERSPECTIVES FROM ECONOMICS AND CHEMISTRY STUDENTS IN INTERNATIONAL AND MALAYSIAN PRE-UNIVERSITY EDUCATION

Nowadays, higher learning institutions apply various types of online teaching practices. These changes are necessary to concentrate on preparing students with proper communication skills, critical thinking skills and teamwork skills which are requirements to ensure employability. The purpose of this research is to obtain feedback from students on the use of E-Learning tools to assist them to engage better in their learning. The sample size for this study consisted of 200 International and Malaysian pre-university students who were studying Economics and Chemistry. Students' learning experiences were measured using survey questionnaires. The study found that students were more engaged and motivated in their learning with the use of these E-learning tools. In carrying out this research the ARCS model was employed. Based on the ARCS model, findings indicated 85% of the Economics students were more attentive due to the use of the tools and 79% found the use of E-learning tools were relevant. Besides, 85% of students studying Economics were confident in the subject and 66% were satisfied with their learning from the use of the E-Learning tools. As for Chemistry students, 89% indicated that they were more attentive in class and 69% found the E-Learning tools to be relevant. In addition, 70% students studying Chemistry indicated that they were more confident in their learning while 47% were satisfied with the use of E-Learning tools.

Analysis of the state of the art of modern e-learning in higher education in Germany

E-learning as a part of blended learning and a means for implementing distance learning, as well as an independent phenomenon of the modern information society, has been introduced and studied by researchers for several decades. In various countries, the relevance of e-learning and the use of e-learning tools in higher education have increased during the coronavirus pandemic. Different countries have their own approach and experience in using e-learning tools. Therefore, it is advisable to study it both for each country separately and in comparison. In the course of the research, the analysis of scientific publications on the topic of e-learning in higher education in Germany over the last 10 years has been made, which has shown certain changes in the interest in this issue of German scientists. The survey of students and teachers of the University of Konstanz (Germany) has been conducted regarding the use of e-learning tools and their attitude to e-learning. Despite the fact that the results of the analysis of the scientific works of German scientists show a drop in interest in e-learning problems in Germany and a slight rise during the coronavirus pandemic, the results of the survey indicate an unequivocal interest in e-learning tools of teachers. In general, it is possible to state the positive attitude on the part of teachers and uncertainty on the part of students.

The Use of E-Learning Tools for Teaching English in High School

The study was devoted to the analysis of impact of using e-learning tools for teaching English in high school. The special attention was paid towards the implementation of e-learning at the Ukrainian institutions of secondary education. The purpose was to explain the peculiarities of using e-learning tools for teaching English in high school and to evaluate their efficiency in different classroom conditions. The study had to solve the following tasks: (1) explain the usage of e-learning tools in Ukrainian high school and to evaluate their efficiency; (2) assess the level of foreign language competence among high school pupils; (3) describe learners’ perceptions towards using e-learning tools; (4) outline the key challenges when e-learning tools are integrated into the curriculum. Both quantitative and qualitative approaches were applied to answer the research questions. The purposive sample involved 78 high school pupils representing one institution of secondary education of universal profile where English is an obligatory subject and is taught 3 hours per week. The findings showed that a number of e-learning tools are used in the process of teaching English, particularly Learning Management Systems, virtual classrooms, interactive whiteboards, games and simulations, online libraries, communication tools, language learning application. It was found that Zoom, Moodle, Google classroom, SMART board, Kahoot!, and Quizlet are the most preferrable by pupils when they study English. According to the respondents, pupils appreciate the possibility to access course materials at any time, using interactive elements, improved assessment activities, better engagement, increased motivation, enhancement of learning experience. But the survey showed that Ukrainian high school pupils face technical issues, time management problems, home distractions, limited interaction, lack of motivation and unclear assessment procedures. The findings will be useful for learners, educators, parents, school administrators, curriculum developers, and technology providers to make the appropriate improvements within the educational process.

English Language Learners’ Perceptions towards the Use of E-learning Tools in Pakistan

English Language Learners’ Perceptions towards the Use of E-learning Tools in Pakistan

Lecturers’ attitude towards the use of e-learning tools in higher education: A case of Portugal

Abstract This study aims to assess the lecturers’ opinions about the use of e-learning tools to support distance and blended learning in higher education in Portugal, evidently reinforced by the COVID-19 pandemic. This research was based on a qualitative methodology, specifically, a focus group with professors from five higher education institutions from different geographical areas in Portugal. The obtained results were analysed along four main dimensions: (1) the level of knowledge of e-learning tools, (2) the reasons for using or (3) not using them, and, finally, (4) the opinion of lecturers on the student assessment process using these tools. The results showed that in addition to the concerns with smooth running classes and the appropriate delivery of the syllabus, the lecturers considered the transition to the e-learning context to have been easy. They noted a high level of literacy in the used tools, believed in the continued use of e-learning in the post-pandemic context, indicated several advantages for those involved in the e-learning context and a majority of limitations related to the time required for the adoption of more tools; and, finally, underlined the student assessment issue, which was pointed out as the most sensitive topic in the whole e-learning context. The study informed on the lecturers’ perspective on e-learning and the used tools and provided insight into their perceived usefulness and benefits for lecturers and students. An especially strong concern was verified on the part of lecturers to optimise e-learning tools to provide better knowledge delivery to students.

Ways forward in the teaching of Physical Education: The private and public university experiences

In recent years, the integration of digital technology in education has become increasingly prevalent, with many institutions adopting e-learning tools to enhance the teaching and learning experience. Such practice was intensified with the kickoff of the pandemic in 2020 when most, if not all, educational institution around the world were forced to come up with a more innovative technique in teaching to continue learning. Schools and universities, be it private or public, opted to shift to online education. This study seeks to the variations in the technological gadgets and e-learning tools in the teaching of physical education classes through identification, chi-square testing, and Focus Group Discussion using the Replacement and Amplification of (RAT) Framework. Specifically, it examines the availability of these resources in different types of universities and investigates their effectiveness in promoting student engagement and improving pedagogical practices while exploring the differences between digital gadgets and e-learning tools and their availability in universities, with a specific focus on the effectiveness of teaching of physical education classes. The findings indicate that the types of digital gadgets (X2, 57.793, df=8), p <.000 <.05) and e-learning tools (X2, 63.36, df=19, p <.001 <.05) used by the students vary depending on the type of university- whether private or public, due to the accessibility for the students, and the popularity of the tools and apps. Furthermore, the use of e-learning tools is beneficial in enhancing pedagogical practices in physical education classes and promoting student engagement in learning tasks because of their benefits. Additionally, the study recommends further research on the use of these tools in the new educational landscape.

СМЕШАННЫЙ ФОРМАТ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ В ПОСТКОВИДНУЮ ЭПОХУ: ВЕДУЩИЕ ТЕНДЕНЦИИ И НОВЫЕ ВЫЗОВЫ

By the example of teaching Russian as a foreign language the article analyzes how distance learning methods applied during the COVID-19 pandemic impacted the face to face learning approaches and influenced both students and teachers after the return to the classroom environment. On the one hand, there is a significantly increased role of information and communication technologies, which make it possible to model authentic language environment, to equip training courses with interactive materials, to increase the share of independent work of students, to increase their motivation and emotional involvement in the learning process. On the other hand, a significant change in the learning experiences and classroom skills of a new generation of students is being documented. The authors investigate the challenges encountered by learners of Russian as a foreign language during the pandemic era in their reading, listening, writing, and speaking practices. The authors conclude that the period of distance language learning impacted significantly on its face-to-face form, which, in turn, cannot but affect the methodology of teaching Russian as a foreign language. The most pressing task at present for instructors and teaching professionals is understanding how to use the experience acquired during the pandemic period for improving both face to face and combined learning practices in the most effective manner. As well as to find a reasonable balance in the use of e-learning tools that would allow to successfully overcome the pedagogical challenges posed by the recent return to face-to-face learning.

E-learning Skills’ Impact on Teachers’ Performance in Higher Technical Teachers’ Training College of the University of Buea, Cameroon

The aim of this study was to evaluate the effect of E-learning skills on the performance of teachers in HTTTC Kumba. It was hypothesized that E-learning skills have no significant effect on teachers’ performance in HTTTC Kumba. A sample of 42 respondents was obtained by multistage sampling and administered a questionnaire to. The data were analyzed using frequencies and percentages for descriptive statistics, while the Chi-Square Test was used for testing the hypothesis. The results revealed that teachers in HTTTC Kumba are aware of E-learning and E-learning tools and are also of the opinion that the use of E-learning tools can improve performance, but they do not use E-learning platforms, nor do they believe that their students are better at E-learning platforms than in their traditional classrooms. It was recommended that education stakeholders should put all hands on deck to ensure a smooth integration of E-learning tools into the classroom.

Online Teacher Training for Global Teaching Contexts – Can E-learning Help Develop Better Language Teachers?

During the two-year pandemic period all university education, including language teacher training, was conducted exclusively in the online mode. While for many instructional contexts transition to the online mode meant decreasing the effectiveness of instruction due to lack of physical contact and greater time consumption for materials development, it became clear that skillful use of e-learning tools and procedures might give university education a boost. The paper will put to test the research hypothesis that using social professional networks, composed of participants who are familiar to one another outside the course but become new personas inside it, will have a positive effect on the involvement of teacher trainees in pursuing teaching qualifications, evidenced in their increased participation in methodology-oriented tasks in different modes. This will be illustrated with examples from the Foreign Language Teaching Methodology online course for undergraduate applied linguistics students which blended synchronous and asynchronous interactions in different Moodle activities.

Perceptions of Middle School Turkish Language Teachers on Using e-Learning Tools in Grammar Teaching

By determining the perceptions of Turkish language teachers about using e-learning tools, it is possible to identify the obstacles to the use of e-learning tools in grammar teaching. The study aims to evaluate the Turkish language teachers’ perceptions about using e-learning tools in grammar teaching in the distance education process. The research was designed as a qualitative case study. The data collection process of the research was carried out in the 2021-2022 academic year. The study group consists of 22 Turkish language teachers working in public middle schools in Turkey who participated in the research voluntarily. Within the scope of the research, the opinions of Turkish language teachers were taken via semi-structured interview forms. According to the results, the majority of Turkish language teachers stated that e-learning tools should be used in grammar teaching. Teachers of Turkish stated that they benefited from EBA as an education portal in this context. Moreover, Turkish language teachers receive help from programs such as Zoom, Kahoot, Wordwall and Teams in grammar teaching during the distance education process. The majority of Turkish language teachers emphasised that they benefit from traditional measurement tools in the measurement and evaluation process of grammar teaching in distance education. Most of the Turkish language teachers participating in the research stated that they did not know Web 2.0 tools. Based on the findings of the research, it may be argued that Turkish language teachers should be introduced to technology and overcome their fears of using instructional technologies. This would enable the teachers to benefit more from e-learning tools in their lessons.

YARMOUK UNIVERSITY EFL UNDERGRADUATE STUDENTS’ ENGAGEMENT WITH E-LEARNING TOOLS IN LEARNING THE ENGLISH LANGUAGE

This study aims to investigate English as a foreign language students’ engagement in using e-learning tools in learning English language. A mixed method approach was employed comprising 30 students who study English language and literature at Yarmouk University, Jordan in their first year (16 males and 14 females). The respondents of the study were selected randomly, and all of them were selected from the department of English language and literature of Yarmouk University, Jordan. The instrument of the study was a survey questionnaire consisting of 24 items. The data were analyzed using SPSS. The findings of the study have documented that e-learning tools entail a great degree of flexibility and variability, visual knowledge compared to conventional teaching materials and lectures, which are most often unsatisfactory and might not relate to EFL learning. 87% of the respondents revealed that using e-learning tools (MOOCs) affected their language skills’ development positively. In addition, the findings indicated that 90% of the respondents pointed out that these e-learning tools /MOOCs assist language learners and make language-learning fun and meaningful. The findings of this study revealed that the foremost factors affecting EFL students’ approval and use of e-learning tools were facilitating conditions, social influence, effort expectancy and performance expectancy. Such findings revealed the significance of e-learning tools from the point of view of this mixed-method research. The findings indicated that past experiences relevant influenced EFL Jordanian undergraduate students at Yarmouk University use of e-learning tools / MOOCs when learning English language.

E-Learning Enhancement through Multidisciplinary Teams in Higher Education: Students, Teachers, and Librarians

The societal disturbance created by the rapid outbreak of the COVID-19 pandemic has shaken the entire globe, profoundly affecting all levels of education. The challenge presented by COVID-19 is broad, rapidly evolving, and complex; it threatens everyone’s well-being, the global economy, the environment, and all societal and cultural standards and our daily activities. Throughout the Coronavirus outbreak and any future lockdowns, it is crucial that the needs of students be ultimately and regularly met and that they are supported effectively. We intend to address skill shortages and mismatches, particularly regarding the readiness to teach in an online environment that encourages flexible and innovative learning. The main contribution of this paper is addressing this subject with an integrated vision of three different players in higher education: students, teachers and librarians. Using the Technology Adoption Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), a conceptual model was developed to explain both the behavior and intentions of users when using e-learning systems. Among Portuguese students, 91% of e-learning satisfaction can be attributed to perceived usefulness, actual use, and personal considerations. For educators, satisfaction appears to be mostly dependent on perceived usefulness and usability, while librarians’ satisfaction is negatively dependent on technological factors. Students’ actual use of technology is 89% dependent on organizational and technological variables. However, the actual use by teachers appears to be primarily dependent on personal and technological factors. Similarly, 91% of the variability of the use of e-learning tools by librarians can be explained by organizational, personal and technological factors, with the personal factors having a negative impact on the actual use.

ARION: A Digital eLearning Educational Tool Library for Synchronization Composition & Orchestration of Learning Session Data

In the last decade, there has been increased use of eLearning tools. Platforms and ecosystems supporting digital learning generate a vast amount of data and information in various forms and formats. Digital repositories emerge, such as video, audio, emotional data, and data triplets of various events’ educational activities, making data management and orchestration extremely difficult. This results in evaluating learning sessions’ generated knowledge to remain unexploited. In other disciplines, such as law enforcement, various tools produce valuable data that help solve problems or improve situations by synchronizing several modalities. The data generated in educational learning sessions is an untapped treasure trove of information that can contribute to the production of essential conclusions that would be extremely difficult or impossible to produce with conventional methods and without the use of digital tools. ARION combines learning data into simple and understandable forms of information that will lead the teacher to a better understanding of the strengths and weaknesses of students, the lesson, the educational process, and himself by providing a critical look at available data aimed at a substantial improvement of all components of the learning path.

Hygienic Rationale for Criteria of Assessing Health Risks Posed by E-Learning for High School, College, and University Students

Introduction: It is impossible to imagine the modern world without digital technologies currently used in all branches of industry, science, and education. Application of electronic learning tools in schools and universities has shown the need for regulating their use in order to prevent such adverse outcomes as visual and general fatigue. The Government of the Russian Federation has developed the Concept of Children’s Information Security aimed at creating the information environment that promotes positive socialization, optimal personal, cognitive, and physical development, maintenance of mental and psychological health and well-being. The rationale for optimal screen time duration, including that during distance learning, is of particular importance. Objective: To assess risks of visual impairment and ill-being posed by the use of e-learning tools for high school, college, and university students during distance education. Materials and methods: In 2021, we conducted an anonymous questionnaire-based online survey of 190 high school, vocational school, and first-year university students to establish their self-rated health status, well-being, and complaints during distance learning of different duration. The data were processed using generally accepted statistical methods and techniques of evidence-based medicine to estimate health risk values and their contribution. Results: We collected new information on the prevalence of self-assessed visual impairment in modern high school, college, and medical university students. According to our findings, 42.9 % of high school students, 51.8 % of vocational school students, and only 37.2 % of university students had no visual impairment. We estimated screen time duration and established the related prevalence of ill-being, irritability, headaches, neck and back pain in the respondents. The health risk assessment performed showed that distance learning should be limited to five hours in order to avoid its potential adverse health effects in students. The results have limitations associated with a relatively small regional sample. Conclusions: Our survey results are aimed at preventing visual impairment and psychological stress in students working in the digital environment during distance learning. They have been used to develop guidelines for prevention of vision problems and creation of safe e-learning conditions.

Using Technology Adoption Theories to Maximize the Uptake of E-learning in Medical Education.

IntroductionWhile the use of e-learning tools in medical education is guided by robust literature on their design and evaluation, there is sparse literature on strategies that maximize their adoption among trainees.MethodsIn this scoping review, we searched Web of Science for studies on technology adoption theories as applied to education, using a final censoring date of August 1, 2021.ResultsBased on our findings, we identified three representative theories: (1) technology acceptance model, (2) technology adoption life cycle, and (3) domestication theory.DiscussionWe describe these theories in detail, examine their prior applications, and propose specific uses within medical e-learning.

Organizational and Pedagogical Conditions for Training Future Masters in Tourism in the Aspect of the Postmodern Approach

The article substantiates the relevance and expediency of the chosen topic of the study, defines its purpose for the training of future Masters in Tourism. The essence of tourism studies and professional activity of future specialists in tourism studies is defined, the role of project activities with the use of information and communication technologies in the work of specialists in tourism studies in the aspect of the postmodern approach is summarized. The article aims to substantiate theoretically and test experimentally the organizational and pedagogical conditions for the training of future Masters in Tourism in terms of the postmodern approach to project professional activity. The authors propose a model for training future Masters in Tourism in project-based professional activities. The research hypothesis is that the level of future Masters training in Tourism for project professional activity will increase under such organizational and pedagogical conditions as the use of e-learning tools to study the technological foundations of project activities. The following organizational and pedagogical conditions of tourism studies Masters preparation for the professional design activity in the aspect of the postmodern approach were identified and justified: using the information and educational framework for training future. Their combination with traditional means of training contributes to the effectiveness of the educational process and increases the level of future Masters in Tourism preparation for the design professional activity.

ГЛОБАЛДАШУУ ДООРУНДАГЫ ОРТО БИЛИМ БЕРҮҮ ЖАНА ЖОГОРКУ ОКУУ ЖАЙЛАРЫНДАГЫ МААЛЫМАТТЫК ТЕХНОЛОГИЯЛАРДЫ КОЛДОНУУНУН АБАЛЫ

The article focuses on the current state and shortcomings of the use of information technology in the educational process in secondary education and higher education in the era of globalization. Improving the quality of education of technical students through the use of information technology is one of the most pressing issues today. It is noted that in the era of globalization, improving the quality of education of technical and pedagogical professionals is achieved through the use of information technology. High-quality and fast data processing using computer technology is an important part of professional activities. At present, it is possible to use computer technology in the teaching process in higher education, but it is said to what extent teachers use it. Moodle was noted to have achieved this through the use of e-learning tools.

An Investigation into Learners’ Preference and Inhibitors of the Use of E-Learning Tools in Tertiary Institutions

Several studies have examined the effectiveness of asynchronous and synchronous e-learning tools on students’ learning but these studies did not investigate learners’ preference and inhibitors of the use of a/synchronous e-learning tools. Learners in tertiary institutions make use of asynchronous and synchronous tools for either academic or non-academic purposes or even for both purposes. It is therefore necessary to consider which of these technological tools students prefer, why they prefer them and constraints inhibiting them from using these technological tools. To actualize this aim, an empirical study of the descriptive research design of survey type was employed. A total sample of 300 respondents of Higher National Diploma from a polytechnic was randomly selected for the study. The findings showed that Skype, Video conferencing and Audio-conferencing are the most preferred synchronous e-learning tools while Whatsapp, Facebook, and YouTube are shown as the most preferred asynchronous e-learning tools. Respondents revealed that they prefer asynchronous e-learning tools because asynchronous e-learning helps students learn and interact with peers and lecturers who are in remote areas at their convenience and they prefer synchronous e-learning tools because synchronous e-learning fosters collaboration and real-life interaction among learners. Factors inhibiting the use of a/synchronous e-learning tools were discussed in the study. This study therefore gave some recommendations that could be useful for concerned stakeholders.

Students’ use behavior towards e-learning tools during COVID-19 pandemics: Case study of higher educational institutions of Thailand

<p><span>The research purpose was to conduct an empirical investigation into students’ use behavior of e-learning tools during the COVID-19 pandemic, a case study of higher educational institutions in Thailand. The study applied the UTAUT2 theoretical model. Primary data was collected using a structured questionnaire from a total of 1,493 students across institutions of higher learning in Thailand. Structural equation modelling (SEM) was conducted using AMOS. The findings indicated that student’s behavioral intention to use e-learning tools is positively and significantly influenced by performance expectancy (β=0.22, p<0.05); effort expectancy (β=0.14, p<0.05); social influence (β=0.20, p<0.05); facilitating condition (β=0.50, p<0.05); hedonic motivation (β=0.35, p<0.05); learning value (β=0.51, p<0.05); and social distance (β=0.46, p<0.05). Similarly, behavioral intention by the students to use e-learning tools have a positive and significant effect on actual use of e-learning tools (β=0.82, p<0.05). Learning value and social distance had the largest positive effects on the student’s behavioral intention to use e-learning tools. It is important for the higher education institutions in Thailand to consider them. They are major factors driving students towards adopting e-learning tools during disruptions as witnessed during the COVID-19 pandemic period.</span></p>