E-learning Research Articles (Page 1)

This study aims to systematically analyze the evolution, research trends, and scientific impact of digital teaching and learning scaffolding through the application of bibliometric analysis. By employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 methodology, a total of 396 relevant journal articles published between 2013 and 2023 were identified from Google Scholar using Publish or Perish (PoP). The dataset was then analyzed using VOSviewer, with a specific focus on citation patterns, keyword co-occurrence, co-authorship networks, and thematic clusters. The bibliometric mapping revealed five dominant research clusters: (1) integration of digital technology in higher education, (2) learning strategies and their impact on students’ outcomes, (3) digital games and scaffolding approaches in children’s education, (4) teacher education development and practice, and (5) contextual influences in educational research. In addition, the study identifies prominent authors, highly influential publications, and major institutional as well as international collaborations, offering a comprehensive overview of the intellectual structure of the field. The findings highlight an increasing global interest in digital scaffolding in education, demonstrating its significant contributions to improving student engagement, cognitive development, problem-solving, and personalized learning experiences. Nevertheless, several challenges remain evident, particularly in terms of accessibility across diverse contexts, teacher readiness to adopt innovative pedagogies, and technological limitations within resource-constrained environments. This research contributes to the academic discourse by providing evidence-based insights and practical recommendations to optimize the implementation of digital scaffolding in contemporary educational settings. Moreover, it emphasizes the importance of continuous exploration of emerging technologies such as artificial intelligence (AI), virtual reality (VR), and adaptive learning systems to further strengthen the effectiveness and sustainability of digital scaffolding practices in the future.

Digital transformation in HR management has evolved into a crucial strategy for enhancing the efficiency and competitiveness of construction companies in the Industry 4.0 era. This study aims to investigate the application of digital transformation in HR management at PT Wika (Persero) Tbk. The research focuses on five main aspects: HR planning, recruitment processes, digital-based training, performance evaluation, and their impact on smooth project operations. This study uses a qualitative approach, employing a case study method and data triangulation, including in-depth interviews, field observations, and literature reviews. The results show that implementing the Human Capital Management System (HCMS) and the WikaZone platform successfully increased the efficiency of workforce planning and employee performance management. The digital-based recruitment process was faster. Online training on the Wikademy platform provided flexibility in learning. Digital performance evaluation was deemed administratively efficient. Digital transformation also had a positive impact on cross-team coordination and project documentation, but still faces obstacles such as limited infrastructure, asynchronous central and local systems, and minimal end-user involvement in system design. Therefore, the success of digital HR transformation critically depends on alignment among technology, HR readiness, and inclusive, adaptive policy support to project dynamics.

ABSTRACT Bite-Sized Learning (BSL), characterised by the delivery of content in brief, targeted segments, has emerged as a pedagogical strategy within increasingly digital and flexible higher education landscapes. This systematic literature review, conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, synthesises findings from ten peer-reviewed articles published between 2020 and 2025 to examine BSL’s reported effects, benefits, challenges, and research gaps. Analysis indicates that BSL is associated with improved short-term knowledge retention, heightened learner engagement, and support for personalised learning, particularly in disciplines such as medicine, ICT, and technical training. Nevertheless, limited evidence exists regarding its long-term efficacy, and its pedagogical value in abstract, discussion-intensive fields remain insufficiently examined. By employing Cognitive Load Theory and Constructivist Learning Theory as interpretive frameworks, the review offers a theoretically grounded account of BSL’s instructional potential and constraints. The findings inform future inquiry into design strategies, disciplinary relevance, and learner-centred implementations of BSL across diverse educational contexts.

ABSTRACT As educational digitalization increasingly contributes to a functionalist and competitive reframing of education (Giroux, 2011; Komljenovic & Williamson, 2023; Peters & Jandrić, 2018), in this article I address this tendency discursively, holding attention to the appreciation of discourses as productive of social realities. First, building on literature and through CDA I disentangle the values and imperatives which animate the contemporary prescriptive discourse of digital education, focusing on how digital learners and learning are discursively shaped through the mobilisation of digital technologies’ material affordances. Second, with this analysis as a background and acknowledging the contested nature of any field of discursive production, I carry on an exercise of affirmative critique. I tap into art and museum education as potential discursive repertoires to reimagine how we think about, and therefore enact, digital education. To do that, I present two case studies as empirical entry points into such discussion, reflecting on how they unsettle some premises and assumptions regarding digital learners and learning.

A person-centered perspective in assessing college students′ self-regulated learning in an online learning environment: potential profiles, antecedents, and outcomes

ABSTRACT Providing group counseling in an online format has increased in popularity in recent years, highlighting the need to offer opportunities for counselors in training to participate in online groups to enhance their professional development. This article will offer considerations for designing, facilitating, and assessing effective counseling groups for graduate students in an online environment to create an engaging and meaningful learning experience. Strategies and activities to enhance the group process and dynamics in an online format will also be explored, along with diversity and ethical considerations.

HealthLit4Kids: Improving health literacy outcomes in an Australian setting.

Digital collaborative education plays a pivotal role in digital education research and significantly contributes to enhancing teaching quality. Furthermore, it provides a new impetus for family-school-community collaboration in talent development. Nevertheless, the key drivers and predictive models of digital collaborative education remain underexplored. To address this gap, this study adopts the perspective of teachers' digital literacy, focusing on primary and secondary school teachers as research subjects. Employing machine learning methods such as gradient boosting regression trees (GBRT) and random forest, we identify the key factors influencing digital collaborative education and develop predictive models. The SHapley Additive exPlanations (SHAP) framework is applied to conduct holistic, heterogeneous, and individual-level explanatory analyses, whereas accumulated local effects (ALE) plots are used for single-feature explanation. The results indicate that random forest outperforms other models in predicting digital collaborative education. Digital academic assessment, digital instructional implementation, digital teaching design, and digital instructional research and innovation are the four most important feature variables in predicting the effectiveness of digital collaborative education, with digital application emerging as the strongest predictor, followed by professional development. These key features exhibit heterogeneity in predicting digital collaborative education across gender, age, educational background, and teaching experience, demonstrating nonlinear relationships. The findings provide empirical support for advancing digital collaborative education and offer valuable insights for enhancing teachers' professional development.

The implementation of gamification and game-based learning (GBL) in online learning has garnered heightened interest as universities seek innovative methods to enhance student motivation and engagement. By exploring the use of gamification and game-based learning (GBL) in online learning, this research uses Self-Determination Theory (SDT) to demonstrate how gamification and Game-Based Learning (GBL) enhance motivation, active engagement, and improved learning outcomes among university students. Both approaches incorporate gaming elements such as points, badges, leaderboards, narratives, and challenges to create a more immersive learning environment. Gamification incorporates game mechanics into non-game settings, while GBL uses games as a primary mode of instruction. The study uses online snakes and ladders as a tool to examine how these approaches enhance motivation and engagement by highlighting the psychological requirements for competence, autonomy, and relatedness. The primary purpose of this conceptual review is to synthesise existing empirical evidence and propose a conceptual model grounded in SDT that explains the motivational mechanisms linking gamification, game-based learning, and online learning outcomes. In conclusion, the paper proposes that gamification and game-based learning (GBL) can improve the overall quality and efficacy of online learning and act as effectivecatalysts for cultivating engagement.

The objective of this article is to present understandings about the implementation and development of remote teaching in an institution specialized in the education of people with visual impairment (VI), the Benjamin Constant Institute (IBC) – a national reference center in the area of ​​visual impairment. Therefore, this research sought to reflect on the challenges of this process, specifically in the literacy cycle. To this end, the research included observation of meetings, document analysis, semi-structured interviews and focus group interviews with teachers. The data were analyzed using the hermeneutic-dialectic conception. Based on the results found, we understand that, despite the difficulties generated by the pandemic, IBC was structured and trained teachers, guardians and students before remote teaching began, which was fundamental for the development of accessible classes. Despite this, we conclude that face-to-face teaching is essential for these students who have touch as one of the main senses for collecting information and constructing learning. Being together is essential for the development of social relationships and learning processes, so that one can, through relationships with others, with those who are different, (de)construct knowledge and practices in favor of a fair school and society, ethical, democratic and inclusive.

The world has faced a serious health crisis due to the emergence of a new disease, named “coronavirus disease 2019” (Covid-19). Due to the lack of knowledge about all forms of transmission of Covid-19, the Ministry of Health has guided the population, in addition to individual prophylaxis actions (hand hygiene and use of masks), isolation and social distancing, this has also included the closure of schools. Thus, this article aimed to analyze the access conditions of students with Autism Spectrum Disorder to emergency remote education, enrolled in a public school in the outskirts of the city. The research was based on the theoretical-methodological assumptions of historical-cultural theory, with emphasis on the dialectical relationship between the environment and experience/perezhivanie, in the process of human development and as the unit of analysis in investigative processes. Thus, acting as a class teacher and researcher, we based our work on the records of pedagogical activities and contact with families via the WhatsApp application and the field diary. In the analysis, based on the microgenetic approach, we pointed out the fragility of the students' access conditions during remote teaching.

Culturally relevant pedagogy is as much about what teachers do in the classroom as how they think about students and their students’ social environment. There remain critical gaps in research on teacher knowledge of student lives outside of school and how this knowledge informs instructional decisions. This study investigates teacher observations of the lives of English learners with disabilities through remote instruction during the COVID-19 pandemic. We analyzed qualitative interviews with 21 teachers from 20 schools in seven districts, approximately two-thirds of whom taught in rural community schools. Interviews were conducted during the pandemic, when participants had a unique opportunity to peek into the lives of their students onscreen. We reported what they learned through this proverbial window into student lives and how they responded to support their students. These findings contribute to the research on culturally relevant pedagogy and critical place pedagogy for English learners with disabilities in rural communities.

Background: The COVID-19 pandemic forced a global experiment in remote education, creating an unprecedented opportunity to examine the long-term integration of digital tools in teaching. This qualitative case study explores how teachers at an international school in Johor Bahru, Malaysia, perceived and adapted to blended learning during and after the pandemic. Using semi-structured interviews and reflective journals from 10 primary teachers, data were analyzed thematically through the lenses of the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. Findings indicate a significant evolution in teacher perceptions, transitioning from initial resistance and anxiety toward growing confidence and recognition of digital tools' pedagogical value. Key challenges persisted, including technical infrastructure issues, student engagement, and increased workload. Despite these, teachers strategically sustained a core repertoire of digital tools for formative assessment, collaboration, and feedback, embedding them into post-pandemic practice. Institutional support, through targeted training and professional learning communities, was a critical enabler for this transition; however, a gap remained in long-term, pedagogy-focused professional development. The study concludes that the pandemic served as a catalyst for a durable digital transformation, where blended learning has become a sustained element of instructional practice. To ensure its continued success, school leaders must invest in robust infrastructure, advanced pedagogical training, and supportive leadership to ensure blended learning is both high-quality and equitable.

Digital transformation has become a decisive factor across many spheres of human life, from the most mundane activities to the modernization of the public sector. This phenomenon has a global impact, extending to regions such as Latin America, whose characteristics demand an in-depth study grounded in their specific context. In this article, we analyze—using a comparative and multidimensional approach—the evolution of digital governance in cities and regional governments, incorporating the experiences of Mexico City, Buenos Aires, and Santiago. We examine key dimensions such as citizen participation, interoperability, the digitization of administrative procedures, cybersecurity, digital education, and innovation in public administration. Furthermore, we explore the regulatory challenges and the opportunities that digital transformation offers to reduce bureaucracy, combat corruption, and promote social inclusion. The study employs a robust methodological framework based on semi-structured interviews, document analysis, a systematic literature review, and data triangulation, complemented by up-to-date sources from international organizations such as the OECD, ECLAC, the World Bank, CAF, and UNESCO.

The Coding for Liberal Arts research project is a media-educational study that explores the integration of coding and computational thinking into liberal arts education to enhance technical and disciplinary skills in primary school education. As part of the project, educational courses were implemented in classrooms to test and observe the proposed methodology. Each lesson was structured around the phases of the Scientific Method (Knowing, Hypothesising, Observing and Recording, Deducing), and four pedagogical pillars: Media and Digital Education, Competency-Based Education, Cooperative Learning, Experiential and Active Learning. The study followed an action-research model, involving approximately 450 students from 23 classes in public and private primary schools in Turin (Italy). Adopting a mixed-methods approach, the study combined qualitative text mining and quantitative analysis to capture both structured and unstructured data. These were collected using various tools (entry and exit tests, preliminary and final questionnaires, group-work outputs, teacher interviews, observation forms, and field notes) and analysed using Python to identify patterns and trends in students’ learning experiences. Findings indicate that students successfully applied coding in liberal arts contexts, enhancing interdisciplinary understanding and problem-solving skills. Looking ahead, the results call for further exploration of coding-based methodologies across subjects and educational contexts. Although the PhD concludes in November 2025, the project will continue to address current limitations – particularly course duration and the inclusion of more Montessori-inspired activities. In conclusion, the research suggests that coding can be a valuable educational tool for fostering critical thinking, creativity, and cross-disciplinary collaboration, supporting the development of essential 21st-century skills.

This article presents a critical analysis of UNESCO’s normative frameworks on artificial intelligence (AI) and education produced between 2021 and 2025. Drawing upon four key documents — the Recommendation on the Ethics of Artificial Intelligence (2021), the Guidance for Generative AI in Education and Research (2024) and the AI Competency Frameworks for Teachers and for Learners (2025) — the study examines how UNESCO’s human-centred approach redefines the ethical and pedagogical foundations of education in the digital age. Using qualitative documentary analysis, it explores the evolution of UNESCO’s discourse from a declarative and normative ethics to a pedagogical and operational one. The findings reveal that the recent frameworks translate universal human values — such as dignity, inclusion, justice, and sustainability — into observable educational competences that transform both teaching and learning practices. Teachers are redefined as ethical mediators and learners as reflective citizens, capable of co-creating responsible intelligences. The discussion introduces the concept of an ecopedagogy of intelligence, linking ethics and sustainability within digital education. By aligning ethical AI with the Sustainable Development Goals (SDGs 4, 10, 13 and 16), UNESCO proposes a model of digital humanism grounded in human dignity, ecological awareness, and collective responsibility.

OrbiFIRE - Orbiting the Field Report is an innovative and interactive board game-based teaching aid. It addresses the needs of creating digital teaching and learning platform for to enhance classroom learning. OrbiFIRE is specially designed for LCC402: English for Oral Reporting in UiTM. OrbiFIRE uniquely uses POTM.File to create the platform. The game starts with questions and answers relevant to field report investigations. OrbiFIRE enhances learners’ understanding of the elements of a complete field report project. The game features engaging mechanics of a board game, attractive clickable elements, avatar and dice, as well as dynamic astronomical visuals that respond to the actions of two to four players. The novelty of this digital game is it runs seamlessly as a standalone file and requires no installation. It is easily accessible using QR code on various devices with office software support either with online or offline connection. The potential benefits and outcomes of OrbiFIRE demonstrate high efficiency and user-friendliness for enjoyable classroom activities, for the usage of diverse users even with no internet connectivity.

The Industrial Revolution 4.0 (IR 4.0) has shown researchers, scholars, and experts in education that traditional textbook-based language learning is often static and non-participatory. The temporary halting of physical classes during the COVID-19 pandemic increased the shift from classroom textbook-based language learning to online learning. As a result, students and teachers had to adapt to online learning platforms, requiring learners to adapt to more engaging, inclusive, and student-led resources. The LG’s Linguaphiles 4.0 is an English language learning application software designed to make learning English more enjoyable through gamification, interactive content, and mobile-oriented basics. The application covers a broad range of language skills: pronunciation, listening, grammar, and reading, targeting students from A1 to B2 levels of the Common European Framework of Reference for Languages (CEFR). Android Studio and Java were used during development, and Firebase for data management, instant feedback, and scalability in the future. Features critical to "The Mobile Application" include spy-story plot, rewards-based learning, and practice with built-in feedback, text-to-speech, and controlled but limited instructor oversight to promote student autonomy. Designed to boost motivation and sustain interest, the programme fits the current learning culture by supporting autonomous learning and reducing dependence on traditional pedagogic approaches. Beta testing revealed high level of user engagement, and students were satisfied with the functionality and content organisation. The LG’s Linguaphiles 4.0 also showed high commercial value in non-academic and academic contexts. With its user-friendly interface, CEFR-compliant organisation, and adaptive nature, the application software offers a practical and scalable solution for modern English language learning in a fast-changing digitalising world where flexible and accessible learning options are in demand.

This study adopts a qualitative approach with a descriptive research type, aiming to holistically describe the implementation of the edupreneurship concept in the management of the "Anak Hebat" Kedungwuni Tutoring Institute (Bimbel). Specifically, this study seeks to understand how the concept of educational entrepreneurship is translated into managerial practices, innovations in learning strategies, its impact on the formation of student independence, and identifying inhibiting factors. The research location was determined purposively in Kedungwuni District, Pekalongan Regency, with the unique consideration that this institution was established in 2020 as an adaptive response amidst the COVID-19 pandemic crisis, making it an information-rich case. The focus of the research is directed at exploring the motivation for establishment, managerial management strategies, service innovations, and operational challenges. Mrs. Rofi'ah, the manager and founder of Bimbel, was the sole key informant selected through purposive sampling due to her central role and experience. To ensure validity, data were collected through triangulation techniques: in-depth semi-structured interviews (to explore motivations, strategies, and challenges broadly), direct observation (to observe the atmosphere and teacher-student interactions), and documentation (to verify the institution's profile and administrative data). This method allows for the collection of rich, narrative, and contextual data regarding the specific case studied. The results of the study illustrate that edupreneurship practices at the "Anak Hebat" Tutoring Center are not only oriented towards business sustainability but also strengthen aspects of student learning independence through flexible service strategies, personalized approaches, and learning innovations tailored to students' developmental needs. The relevance of these findings emphasizes that the success of a tutoring center is not only measured by profitability, but also by its capacity to act as an edupreneur that is responsive to market needs, while simultaneously being a driver for the development of student learning independence.

Cancer survivors living in rural areas have poorer health outcomes due in part to poorer access to survivorship programs. This study evaluated the feasibility, acceptability, and preliminary efficacy of a scalable, remotely-delivered health coaching lifestyle intervention for cancer survivors. In this phase II pilot study, we recruited young and middle-aged adult cancer survivors (18-64 years) to participate in a remotely-delivered eight-week lifestyle behavior change intervention that included remote health coaching sessions (administered by trained student health coaches), remote health education videos, and a wearable activity/sleep monitor. Feasibility was measured by enrollment, retention, and attrition rates, while acceptability was assessed via a post-intervention survey. Preliminary efficacy was evaluated by changes in psychosocial mechanisms, health behaviors, and cancer-related health outcomes. Our enrollment rate (49%) fell just short of our target (50%). Our retention rate (83%) exceeded our target rate of 75%. Adherence rates also exceeded targets (75%) with 99% of remote health coaching sessions attended, 84% of educational videos viewed, and activity monitors worn on 87% of all intervention days. Acceptability rates were also high with most participants reporting the program was beneficial (90%) and that they would recommend it to others (87%). We observed medium-large effects for several secondary/exploratory outcomes including behavioral regulation skills (Cohen's d = 2.04), fatigue (d = 0.86), and global health scores (d = 0.99). No pre-post changes were observed for physical activity, diet, or sleep behaviors. Findings suggest it is feasible to deliver an acceptable remote lifestyle intervention to young and middle-aged cancer survivors. Improvements in targeted psychosocial and cancer-related health markers are promising and support the need for a larger, controlled follow-up study. These findings support the feasibility of delivering a remote, lifestyle behavior change program to young and middle-aged cancer survivors.