Pub Date : 2024-07-24DOI: 10.1177/20427530241268433
Mansoureh U Chenari, Maryam S Sarvestani, Abbas R Azarkhavarani, Samad Izadi, G. Cirella
This study delves into the intricate realm of evaluating and refining e-learning practices, drawing upon insights from esteemed higher education professionals. Through a qualitative lens rooted in phenomenology, the research engages in semi-structured interviews with 30 faculty members from seven public universities in Tehran, ensuring theoretical saturation. Employing inductive content analysis, the data examination unveils three core categories of challenges: educational assessment, research evaluation, and university services. Emphasizing the significance of internal task performance, adaptability to dynamic environments, and external institutional promotion, the study advocates for the development of a comprehensive evaluation model and tools to uphold program quality, efficiency, and effectiveness. Against the backdrop of the COVID-19 pandemic, the research highlights the pressing need for Iranian higher education to bolster productivity through strategic resource allocation across education, research, services, and human capital development domains. Such efforts are pivotal in shaping a more prosperous future and bolstering societal scientific and cultural standing.
{"title":"Enhancing E-learning in higher education: Lessons learned from the pandemic","authors":"Mansoureh U Chenari, Maryam S Sarvestani, Abbas R Azarkhavarani, Samad Izadi, G. Cirella","doi":"10.1177/20427530241268433","DOIUrl":"https://doi.org/10.1177/20427530241268433","url":null,"abstract":"This study delves into the intricate realm of evaluating and refining e-learning practices, drawing upon insights from esteemed higher education professionals. Through a qualitative lens rooted in phenomenology, the research engages in semi-structured interviews with 30 faculty members from seven public universities in Tehran, ensuring theoretical saturation. Employing inductive content analysis, the data examination unveils three core categories of challenges: educational assessment, research evaluation, and university services. Emphasizing the significance of internal task performance, adaptability to dynamic environments, and external institutional promotion, the study advocates for the development of a comprehensive evaluation model and tools to uphold program quality, efficiency, and effectiveness. Against the backdrop of the COVID-19 pandemic, the research highlights the pressing need for Iranian higher education to bolster productivity through strategic resource allocation across education, research, services, and human capital development domains. Such efforts are pivotal in shaping a more prosperous future and bolstering societal scientific and cultural standing.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-22DOI: 10.1177/20427530241267274
Mahnaz Azad
Nowadays, information and communications technology literacy (ICT) means more than achieving isolated digital and technological skills. ICT literacy means the skills young people need in the digital world in which information and interaction are accessed through such digital technologies as social networks, virtual environments, and smartphones. To enhance the ICT literacy of these “digital natives”, university faculty are encouraged to implement digital technology in their classes and this will be fulfilled if they are highly competent in the area. This situation gained more prominence during the COVID-19 pandemic as the educational systems all around the world were reshaped requiring educators to embrace new educational technologies in instruction. This study is based on the premise that faculties play a key role in successful incorporation of digital technology in higher education. To explore the issue, the epistemic perceptual framework of 285 male and female university faculty members teaching different fields of study in both public and private universities in Iran was investigated considering their knowledge and perception of ICT literacy, its integration at academic levels, and how coronavirus pandemic has affected the incorporation of digital technology in teaching. Exploring the results showed that there was a significant difference between the lecturers’ actual and perceived ICT literacy in Iran. It was revealed that some faculty had never used technological tools in their classes before the pandemic and the situation has forced them to adopt digital teaching. However, most faculty favored digital integration claiming the pandemic had caused them to improve their ICT literacy and teaching methods. The findings called for an urgent need for faculty’s continuous and effective ICT education upgrading which in turn results in training a more efficient young generation for the digital world.
{"title":"How much ICT literacy is required? The epistemic perceptual framework of Iranian university faculty members during the COVID-19 pandemic","authors":"Mahnaz Azad","doi":"10.1177/20427530241267274","DOIUrl":"https://doi.org/10.1177/20427530241267274","url":null,"abstract":"Nowadays, information and communications technology literacy (ICT) means more than achieving isolated digital and technological skills. ICT literacy means the skills young people need in the digital world in which information and interaction are accessed through such digital technologies as social networks, virtual environments, and smartphones. To enhance the ICT literacy of these “digital natives”, university faculty are encouraged to implement digital technology in their classes and this will be fulfilled if they are highly competent in the area. This situation gained more prominence during the COVID-19 pandemic as the educational systems all around the world were reshaped requiring educators to embrace new educational technologies in instruction. This study is based on the premise that faculties play a key role in successful incorporation of digital technology in higher education. To explore the issue, the epistemic perceptual framework of 285 male and female university faculty members teaching different fields of study in both public and private universities in Iran was investigated considering their knowledge and perception of ICT literacy, its integration at academic levels, and how coronavirus pandemic has affected the incorporation of digital technology in teaching. Exploring the results showed that there was a significant difference between the lecturers’ actual and perceived ICT literacy in Iran. It was revealed that some faculty had never used technological tools in their classes before the pandemic and the situation has forced them to adopt digital teaching. However, most faculty favored digital integration claiming the pandemic had caused them to improve their ICT literacy and teaching methods. The findings called for an urgent need for faculty’s continuous and effective ICT education upgrading which in turn results in training a more efficient young generation for the digital world.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-20DOI: 10.1177/20427530241267011
Ramazan Yetkin, Zekiye Özer-Altınkaya
In recent years, the potential benefits of artificial intelligence (AI) in language education have garnered increasing interest. Understanding the beliefs of pre-service English language teachers (PELTs) toward the integration of AI in language education is crucial for equipping them with the skills needed to integrate AI into educational practices. Therefore, this paper investigates the beliefs and attitudes of PELTs toward integrating AI into language education. The study involved a sample of 20 PELTs and utilized focus-group interviews to uncover their perspectives. The findings indicate that PELTs hold a mix of positive and negative attitudes toward AI integration. Various factors influencing their views on the use of AI-based tools in language education were identified, with a detailed exploration of each factor providing deep insights into the complexities of PELTs’ beliefs. By delving into PELTs’ perspectives, this study enriches the growing corpus of research on AI-integrated language teaching and offers valuable insights for educators, curriculum designers, and technology innovators.
{"title":"AI in the language classroom: Insights from pre-service English teachers","authors":"Ramazan Yetkin, Zekiye Özer-Altınkaya","doi":"10.1177/20427530241267011","DOIUrl":"https://doi.org/10.1177/20427530241267011","url":null,"abstract":"In recent years, the potential benefits of artificial intelligence (AI) in language education have garnered increasing interest. Understanding the beliefs of pre-service English language teachers (PELTs) toward the integration of AI in language education is crucial for equipping them with the skills needed to integrate AI into educational practices. Therefore, this paper investigates the beliefs and attitudes of PELTs toward integrating AI into language education. The study involved a sample of 20 PELTs and utilized focus-group interviews to uncover their perspectives. The findings indicate that PELTs hold a mix of positive and negative attitudes toward AI integration. Various factors influencing their views on the use of AI-based tools in language education were identified, with a detailed exploration of each factor providing deep insights into the complexities of PELTs’ beliefs. By delving into PELTs’ perspectives, this study enriches the growing corpus of research on AI-integrated language teaching and offers valuable insights for educators, curriculum designers, and technology innovators.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141818991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-18DOI: 10.1177/20427530241263949
Tisope Kamuzunguzeni Zgambo Thomas, Sungbae Jo
This study explores the implementation challenges and opportunities of digital learning platforms within Malawi’s Ministry of Information and Digitalization. Despite the high motivation among ministry personnel and the potential of these platforms to enhance professional development, significant barriers such as internet connectivity, technological access, and insufficient support hinder their effective utilization. Through a mixed-methods approach, the study reveals a moderate positive correlation between support availability and perceived effectiveness, emphasizing the need for robust support systems and relevant content. Recommendations for addressing these challenges include infrastructure development, policy initiatives, and continuous evaluation to improve digital learning effectiveness. This study contributes to understanding the complexities of digital education in Malawi, offering insights for policymakers, educators, and stakeholders involved in digital learning initiatives.
{"title":"The challenges of implementing digital learning platforms in the ministry of information and digitalization in Malawi","authors":"Tisope Kamuzunguzeni Zgambo Thomas, Sungbae Jo","doi":"10.1177/20427530241263949","DOIUrl":"https://doi.org/10.1177/20427530241263949","url":null,"abstract":"This study explores the implementation challenges and opportunities of digital learning platforms within Malawi’s Ministry of Information and Digitalization. Despite the high motivation among ministry personnel and the potential of these platforms to enhance professional development, significant barriers such as internet connectivity, technological access, and insufficient support hinder their effective utilization. Through a mixed-methods approach, the study reveals a moderate positive correlation between support availability and perceived effectiveness, emphasizing the need for robust support systems and relevant content. Recommendations for addressing these challenges include infrastructure development, policy initiatives, and continuous evaluation to improve digital learning effectiveness. This study contributes to understanding the complexities of digital education in Malawi, offering insights for policymakers, educators, and stakeholders involved in digital learning initiatives.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.1177/20427530241262485
Harpreet Kaur, Kuljit Kaur, Kamaljit Kaur
The increasing availability of remote education opportunities enables students to access different types of study programs limited by the dimensions of a classroom. Remote learning has been accredited as an effective technique for delivering education to students and teachers globally. However, some academic disciplines such as Computer Science are abounding with many challenges in practicing programming tasks in remote settings. This research aims to understand the students’ existing setup for practicing JAVA programming in remote settings and proposes an intervention to help students get appropriate hints to fix compiler errors. The proposed solution has implications for both students and teachers, as it is under the teacher’s direct observation. The teacher can monitor the content according to students’ needs, which may potentially save them from teaching challenges. To formulate our study, we first surveyed to understand the challenges that students face in JAVA programming when trying to fix errors in a remote setting. Then, based on the results of the first survey and prior experience of conducting programming course practicals along with the existing literature, the proposed web portal was created and presented to the students to fix errors. An experiment was conducted to evaluate the proposed setup followed by a student attitude survey. The results show the portal’s leverage in reducing the time required to fix errors and the number of compilation attempts. The survey indicates a positive response.
{"title":"Enhancing student experience in remote computer programming course practice: A case of the Java language","authors":"Harpreet Kaur, Kuljit Kaur, Kamaljit Kaur","doi":"10.1177/20427530241262485","DOIUrl":"https://doi.org/10.1177/20427530241262485","url":null,"abstract":"The increasing availability of remote education opportunities enables students to access different types of study programs limited by the dimensions of a classroom. Remote learning has been accredited as an effective technique for delivering education to students and teachers globally. However, some academic disciplines such as Computer Science are abounding with many challenges in practicing programming tasks in remote settings. This research aims to understand the students’ existing setup for practicing JAVA programming in remote settings and proposes an intervention to help students get appropriate hints to fix compiler errors. The proposed solution has implications for both students and teachers, as it is under the teacher’s direct observation. The teacher can monitor the content according to students’ needs, which may potentially save them from teaching challenges. To formulate our study, we first surveyed to understand the challenges that students face in JAVA programming when trying to fix errors in a remote setting. Then, based on the results of the first survey and prior experience of conducting programming course practicals along with the existing literature, the proposed web portal was created and presented to the students to fix errors. An experiment was conducted to evaluate the proposed setup followed by a student attitude survey. The results show the portal’s leverage in reducing the time required to fix errors and the number of compilation attempts. The survey indicates a positive response.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141339414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.1177/20427530241262484
Samuel Amponsah, Michael Moose van Wyk, Michael Thomas
Distance education (DE) has been in existence in Ghana for almost three decades guided by the philosophy of making quality education more accessible and relevant to all students. In line with best practices across the globe, Ghanaian institutions providing DE have been integrating digital technologies to augment traditional forms of delivery over the last decade. However, specific gaps have been identified in the provision for students with special educational needs and disabilities (SEND). To address this, the current study involves a multi-site exploratory case study using Accessibility4Equity principles to explore the challenges that distance providers face when enrolling visually impaired students (VIS). Fourteen participants comprising eight DE administrators and six IT personnel from four DE public higher educational institutions in Ghana were selected for this study. Findings identified several key themes, including access and equity, participation and imperatives for the inclusion of VIS. Based on this novel research approach, several implications emerged to drive the agenda for strategies to admit VIS into DE programmes in Ghana. Arising from this, recommendations suggest that future research is needed to address the gaps in the Accessibility4Equity supportive framework for VIS in virtual learning spaces.
{"title":"Supporting visually impaired students in virtual learning environments in Ghana","authors":"Samuel Amponsah, Michael Moose van Wyk, Michael Thomas","doi":"10.1177/20427530241262484","DOIUrl":"https://doi.org/10.1177/20427530241262484","url":null,"abstract":"Distance education (DE) has been in existence in Ghana for almost three decades guided by the philosophy of making quality education more accessible and relevant to all students. In line with best practices across the globe, Ghanaian institutions providing DE have been integrating digital technologies to augment traditional forms of delivery over the last decade. However, specific gaps have been identified in the provision for students with special educational needs and disabilities (SEND). To address this, the current study involves a multi-site exploratory case study using Accessibility4Equity principles to explore the challenges that distance providers face when enrolling visually impaired students (VIS). Fourteen participants comprising eight DE administrators and six IT personnel from four DE public higher educational institutions in Ghana were selected for this study. Findings identified several key themes, including access and equity, participation and imperatives for the inclusion of VIS. Based on this novel research approach, several implications emerged to drive the agenda for strategies to admit VIS into DE programmes in Ghana. Arising from this, recommendations suggest that future research is needed to address the gaps in the Accessibility4Equity supportive framework for VIS in virtual learning spaces.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-10DOI: 10.1177/20427530241261294
Aigerim Baikulova, Shyryn Akimbekova, R. Kerimbayeva, Sholpan Arzymbetova, Bakytgul Moldagali
The objective of this study is to evaluate the capacity of interactive didactic games to augment cognitive development in preschool-aged children and to establish a methodical approach for incorporating these games into early childhood education curricula. The research employs analysis and synthesis methodologies, in addition to induction, deduction, and modelling, to deconstruct and reassemble learning process components cognitively. Interactive games foster cognitive development through the provision of immediate feedback and stimulate learning through entertainment. Nevertheless, commercially accessible games frequently fail to provide suitable educational material. Educators can generate individualised games by employing multimedia tools by a three-part structure for lessons: preparatory, main, and concluding. These games should feature explicit guidelines, captivating narratives, succinct action sequences, specified instructional objectives, and interactivity that is suitable for the age group involved. Scientific accuracy, developmental appropriateness, language comprehension, intuitive navigation, and research/problem-solving abilities are among the proposed selection criteria. Benefits observed in comparison to conventional instruction include increased retention, sustained attention, and problem-solving incentives. By judiciously incorporating sanitary regulations, interactive didactics have the potential to augment child cognition, foster parent-teacher cooperation, and elevate educator prestige. Capitalising on children’s innate fascination with computers for educational purposes establishes a fundamental basis for scholastic achievement. Technology cannot, however, substitute for teacher-student interaction.
{"title":"Leveraging digital interactive didactic games to enhance cognitive development in preschool education","authors":"Aigerim Baikulova, Shyryn Akimbekova, R. Kerimbayeva, Sholpan Arzymbetova, Bakytgul Moldagali","doi":"10.1177/20427530241261294","DOIUrl":"https://doi.org/10.1177/20427530241261294","url":null,"abstract":"The objective of this study is to evaluate the capacity of interactive didactic games to augment cognitive development in preschool-aged children and to establish a methodical approach for incorporating these games into early childhood education curricula. The research employs analysis and synthesis methodologies, in addition to induction, deduction, and modelling, to deconstruct and reassemble learning process components cognitively. Interactive games foster cognitive development through the provision of immediate feedback and stimulate learning through entertainment. Nevertheless, commercially accessible games frequently fail to provide suitable educational material. Educators can generate individualised games by employing multimedia tools by a three-part structure for lessons: preparatory, main, and concluding. These games should feature explicit guidelines, captivating narratives, succinct action sequences, specified instructional objectives, and interactivity that is suitable for the age group involved. Scientific accuracy, developmental appropriateness, language comprehension, intuitive navigation, and research/problem-solving abilities are among the proposed selection criteria. Benefits observed in comparison to conventional instruction include increased retention, sustained attention, and problem-solving incentives. By judiciously incorporating sanitary regulations, interactive didactics have the potential to augment child cognition, foster parent-teacher cooperation, and elevate educator prestige. Capitalising on children’s innate fascination with computers for educational purposes establishes a fundamental basis for scholastic achievement. Technology cannot, however, substitute for teacher-student interaction.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.1177/20427530241256134
Amanuel Yonas Wodebo, Mulu Geta Gencha, Wondwosen T Ali
This study dealt with the impacts of implementing an e-blended learning approach (e-BLA) in communicative English language skills 1 (CELS1) course to achieve English speaking skills (ESS). Hence, the pre & post-test design of a quasi-experimental study was employed. The informants were two sections’ 102 students (50 & 52) who were categorized under comparison & treatment groups to pass through CMI & an e-BLA respectively. The tools were then tests, classroom observation & FGD. Six among the treatment group were selected for the FGD. The quantitative data of independent & paired samples t-tests were utilized to determine the significant differences of inter & intragroup between an e-BLA & CMI at 0.05 (5%) alpha level. The qualitative data of FGD & observations were thematically analyzed in a statement form. Hence, the mean comparison of pretest scores in independent samples t-test (53.02 & 54.19) reveals the absence of significant difference of scores between the two groups before intervention. However, after the intervention, the treatment group outscored (70.81) significantly higher ( p < .05) than the comparison group (55.56) on SST. Similarly, the paired samples t-test indicated the magnitude of the posttest (70.81) over the pre (54.19) with the effect size −3.4. Likewise, the qualitative data revealed the informants achieved ESS better in e-BLA than CMI. Therefore, Ethiopian educational curriculum should consider e-integrated instructions in all subjects & all levels.
{"title":"The impacts of implementing e-blended learning approach (e-BLA) in communicative english language skills I course: Focused on Wolaita Sodo University, Ethiopia","authors":"Amanuel Yonas Wodebo, Mulu Geta Gencha, Wondwosen T Ali","doi":"10.1177/20427530241256134","DOIUrl":"https://doi.org/10.1177/20427530241256134","url":null,"abstract":"This study dealt with the impacts of implementing an e-blended learning approach (e-BLA) in communicative English language skills 1 (CELS1) course to achieve English speaking skills (ESS). Hence, the pre & post-test design of a quasi-experimental study was employed. The informants were two sections’ 102 students (50 & 52) who were categorized under comparison & treatment groups to pass through CMI & an e-BLA respectively. The tools were then tests, classroom observation & FGD. Six among the treatment group were selected for the FGD. The quantitative data of independent & paired samples t-tests were utilized to determine the significant differences of inter & intragroup between an e-BLA & CMI at 0.05 (5%) alpha level. The qualitative data of FGD & observations were thematically analyzed in a statement form. Hence, the mean comparison of pretest scores in independent samples t-test (53.02 & 54.19) reveals the absence of significant difference of scores between the two groups before intervention. However, after the intervention, the treatment group outscored (70.81) significantly higher ( p < .05) than the comparison group (55.56) on SST. Similarly, the paired samples t-test indicated the magnitude of the posttest (70.81) over the pre (54.19) with the effect size −3.4. Likewise, the qualitative data revealed the informants achieved ESS better in e-BLA than CMI. Therefore, Ethiopian educational curriculum should consider e-integrated instructions in all subjects & all levels.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.1177/20427530241256337
Paul V Mathew, Joemon Pappachan
A new paradigm in education is being ushered in by online learning. In the aftermath of the pandemic, online learning has become increasingly available in both academic and professional spheres. Despite difficulties, teachers strive to improve online learning effectiveness. Further emphasis is placed on learning characteristics, readiness, environment, design, and e-learning mode. Whether synchronous or asynchronous learning modes are used will determine the efficacy of the learner. In this study, researchers analyzed the influence of learning qualities on satisfaction and effectiveness, exploring the moderating function of learning mode with 545 online learners’ results. According to this study, the characteristics of online learning significantly impact effectiveness. It also supports the idea that the modality of learning plays a moderating effect in online education. These findings have important practical ramifications for structuring the learning environment and adjusting relevant factors to the satisfaction of students, increasing e-learning efficiency.
{"title":"Influence of online attributes and mode of learning in the satisfaction and effectiveness of online learning programs","authors":"Paul V Mathew, Joemon Pappachan","doi":"10.1177/20427530241256337","DOIUrl":"https://doi.org/10.1177/20427530241256337","url":null,"abstract":"A new paradigm in education is being ushered in by online learning. In the aftermath of the pandemic, online learning has become increasingly available in both academic and professional spheres. Despite difficulties, teachers strive to improve online learning effectiveness. Further emphasis is placed on learning characteristics, readiness, environment, design, and e-learning mode. Whether synchronous or asynchronous learning modes are used will determine the efficacy of the learner. In this study, researchers analyzed the influence of learning qualities on satisfaction and effectiveness, exploring the moderating function of learning mode with 545 online learners’ results. According to this study, the characteristics of online learning significantly impact effectiveness. It also supports the idea that the modality of learning plays a moderating effect in online education. These findings have important practical ramifications for structuring the learning environment and adjusting relevant factors to the satisfaction of students, increasing e-learning efficiency.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141270209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.1177/20427530241259099
K. Kavitha, V. P. Joshith, Sonal Sharma
In the digital era, Artificial Intelligence (AI) has arisen as a revolutionary influence with the potential to transform multiple spheres of human life. Chatbots, particularly OpenAI's Chat Generative Pre-trained Transformer (ChatGPT), are increasingly recognised as promising tools in diverse aspects, including mental health. This study delves into ChatGPT's effectiveness as an emotional resilience support tool specifically for Generation Z (Gen Z), a demographic deeply engaged in digital interactions. Employing a sequential explanatory design that integrates quantitative and qualitative analyses, the research investigates Gen Z users' perceptions of ChatGPT's effectiveness, barriers to its utilisation, and impact on emotional resilience. The findings reveal a significant acknowledgement of ChatGPT's role in enhancing emotional well-being and notable concerns regarding privacy and security. Further, qualitative insights underscore the significance of personalised interactions, nonjudgmental space, and active listening characteristics of ChatGPT in fostering emotional resilience. Moreover, the study identifies key areas for improvement, such as expanded topic coverage and cultural representation. Educational stakeholders and mental health professionals are encouraged to utilise these insights to integrate ChatGPT and other AI tools into tailored support frameworks for Gen Z.
在数字时代，人工智能（AI）已成为一种革命性的影响，有可能改变人类生活的多个领域。聊天机器人，尤其是 OpenAI 的 "聊天生成预训练转换器"（ChatGPT），被越来越多的人认为是在包括心理健康在内的多个领域大有可为的工具。本研究深入探讨了 ChatGPT 作为一种情绪恢复支持工具的有效性，特别是对于深度参与数字互动的 Z 世代（Gen Z）而言。研究采用了一种整合了定量和定性分析的序列解释性设计，调查了 Z 世代用户对 ChatGPT 的有效性、使用障碍以及对情绪恢复能力的影响的看法。研究结果表明，Z 世代用户非常认可 ChatGPT 在提高情感幸福感方面的作用，同时也对隐私和安全问题表示了明显的担忧。此外，定性分析还强调了 ChatGPT 的个性化互动、非评判性空间和积极倾听等特点在促进情绪恢复方面的重要作用。此外，研究还指出了需要改进的关键领域，如扩大话题覆盖面和文化代表性。我们鼓励教育利益相关者和心理健康专业人士利用这些见解，将 ChatGPT 和其他人工智能工具整合到为 Z 世代量身定制的支持框架中。
{"title":"Beyond text: ChatGPT as an emotional resilience support tool for Gen Z – A sequential explanatory design exploration","authors":"K. Kavitha, V. P. Joshith, Sonal Sharma","doi":"10.1177/20427530241259099","DOIUrl":"https://doi.org/10.1177/20427530241259099","url":null,"abstract":"In the digital era, Artificial Intelligence (AI) has arisen as a revolutionary influence with the potential to transform multiple spheres of human life. Chatbots, particularly OpenAI's Chat Generative Pre-trained Transformer (ChatGPT), are increasingly recognised as promising tools in diverse aspects, including mental health. This study delves into ChatGPT's effectiveness as an emotional resilience support tool specifically for Generation Z (Gen Z), a demographic deeply engaged in digital interactions. Employing a sequential explanatory design that integrates quantitative and qualitative analyses, the research investigates Gen Z users' perceptions of ChatGPT's effectiveness, barriers to its utilisation, and impact on emotional resilience. The findings reveal a significant acknowledgement of ChatGPT's role in enhancing emotional well-being and notable concerns regarding privacy and security. Further, qualitative insights underscore the significance of personalised interactions, nonjudgmental space, and active listening characteristics of ChatGPT in fostering emotional resilience. Moreover, the study identifies key areas for improvement, such as expanded topic coverage and cultural representation. Educational stakeholders and mental health professionals are encouraged to utilise these insights to integrate ChatGPT and other AI tools into tailored support frameworks for Gen Z.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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