Game-Based Learning (GBL) has been recognized as an essential tool for motivating students to engage in active and constructive learning. While there is a link between GBL and learning outcomes, current research evidence tends to undermine the interrelationships of concepts and oversimplify flow experience in the context of GBL. This study used a comprehensive Flow perspective to examine the roles of specific gaming characteristics affecting students’ self-regulated learning and acceptances of use in a higher education GBL context, with a path model based on data collected from 275 undergraduate university students. The model demonstrated an excellent fit of the data with interrelations among constructs about Flow Antecedents, Acceptance of Use, Motivation and Metacognition. The findings revealed that learners place a higher value on GBL with flow elements like Concentration and Challenge, which is linked to their learning motivation and metacognitive outcomes. Aid by GBL on knowledge gain and immersive experience are considered as the underpinnings of Performance Expectancy before students consider adopting GBL for their learning. In contrast to what is typical of serious games, learners primarily use GBL to improve their academic performance rather than for its immersive experience.
{"title":"Examining Essential Flow Antecedents to promote students’ Self-Regulated Learning and Acceptance of Use in a Game-Based Learning classroom","authors":"K. Wan, V. King, K. Chan","doi":"10.34190/ejel.19.6.2117","DOIUrl":"https://doi.org/10.34190/ejel.19.6.2117","url":null,"abstract":"Game-Based Learning (GBL) has been recognized as an essential tool for motivating students to engage in active and constructive learning. While there is a link between GBL and learning outcomes, current research evidence tends to undermine the interrelationships of concepts and oversimplify flow experience in the context of GBL. This study used a comprehensive Flow perspective to examine the roles of specific gaming characteristics affecting students’ self-regulated learning and acceptances of use in a higher education GBL context, with a path model based on data collected from 275 undergraduate university students. The model demonstrated an excellent fit of the data with interrelations among constructs about Flow Antecedents, Acceptance of Use, Motivation and Metacognition. The findings revealed that learners place a higher value on GBL with flow elements like Concentration and Challenge, which is linked to their learning motivation and metacognitive outcomes. Aid by GBL on knowledge gain and immersive experience are considered as the underpinnings of Performance Expectancy before students consider adopting GBL for their learning. In contrast to what is typical of serious games, learners primarily use GBL to improve their academic performance rather than for its immersive experience.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47055841","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}
Jenny Eppard, A. Kaviani, M. Bowles, Jason D. Johnson
In recent years, the use of technology in educational contexts including e-learning has become increasing ubiquitous. While it is commonly believed that technology use can facilitate the process of teaching and learning, it is of paramount importance to adopt a Culturally Relevant Pedagogy (CRP) to address the needs of students who might experience difficulty because of cultural, linguistic and technological obstacles that might be inherent in the use of educational technology. With this consideration in mind, the present paper reports on the findings of a qualitative research involving three case studies based on structured interviews with three university professors who are experts in developing digital tools and applications for educational purposes. The participants recorded their responses to interview questions on Google Docs over a period of one month, and the data was analysed for significant themes. The data revealed that all participants believe that cultural, methodological and pedagogical barriers can significantly affect the use of educational technology in face-to-face and online classes and can consequently impact student learning. The emergent themes in the data indicate that a solid understanding of the local context in which the process of teaching and learning takes place, flexibility in terms of one’s methodological approaches to teaching and embracing differences in students’ knowledge and abilities can help ensure students succeed in their academic endeavours, they are uncritically accepted and treated in an equitable manner regardless of their competency level. All three participants in the study believe that while there are some cultural and linguistic barriers in e-learning contexts and in developing and using technological applications for students, through adopting the core principles of a culturally relevant pedagogy (CRP), they have been successful in achieving the course learning outcomes for their students. They argue that by adapting the language used in applications to the linguistic level of students, using familiar and culturally relevant themes, and adopting a blended approach in which technology complements face-to-face instruction, a better dialogue is established between the teacher and the students, and learning is thus facilitated. The findings of this study reveal that becoming familiar with the local culture, the relevant prescriptions and proscriptions can furnish the education technology developers with the requisite knowledge for creating applications that are relevant to students’ lives and are thus more effectual. Similarly, the results show that educational applications should provide a suitable platform to create and maintain an ongoing intrapersonal and interpersonal dialogue for the students to help them engage in the process of learning in a regular and consistent manner. Implications for pedagogy and research will be discussed.
{"title":"EdTech Culturation: Integrating A Culturally Relevant Pedagogy into Educational Technology","authors":"Jenny Eppard, A. Kaviani, M. Bowles, Jason D. Johnson","doi":"10.34190/ejel.19.6.2065","DOIUrl":"https://doi.org/10.34190/ejel.19.6.2065","url":null,"abstract":"In recent years, the use of technology in educational contexts including e-learning has become increasing ubiquitous. While it is commonly believed that technology use can facilitate the process of teaching and learning, it is of paramount importance to adopt a Culturally Relevant Pedagogy (CRP) to address the needs of students who might experience difficulty because of cultural, linguistic and technological obstacles that might be inherent in the use of educational technology. With this consideration in mind, the present paper reports on the findings of a qualitative research involving three case studies based on structured interviews with three university professors who are experts in developing digital tools and applications for educational purposes. The participants recorded their responses to interview questions on Google Docs over a period of one month, and the data was analysed for significant themes. The data revealed that all participants believe that cultural, methodological and pedagogical barriers can significantly affect the use of educational technology in face-to-face and online classes and can consequently impact student learning. The emergent themes in the data indicate that a solid understanding of the local context in which the process of teaching and learning takes place, flexibility in terms of one’s methodological approaches to teaching and embracing differences in students’ knowledge and abilities can help ensure students succeed in their academic endeavours, they are uncritically accepted and treated in an equitable manner regardless of their competency level. All three participants in the study believe that while there are some cultural and linguistic barriers in e-learning contexts and in developing and using technological applications for students, through adopting the core principles of a culturally relevant pedagogy (CRP), they have been successful in achieving the course learning outcomes for their students. They argue that by adapting the language used in applications to the linguistic level of students, using familiar and culturally relevant themes, and adopting a blended approach in which technology complements face-to-face instruction, a better dialogue is established between the teacher and the students, and learning is thus facilitated. The findings of this study reveal that becoming familiar with the local culture, the relevant prescriptions and proscriptions can furnish the education technology developers with the requisite knowledge for creating applications that are relevant to students’ lives and are thus more effectual. Similarly, the results show that educational applications should provide a suitable platform to create and maintain an ongoing intrapersonal and interpersonal dialogue for the students to help them engage in the process of learning in a regular and consistent manner. Implications for pedagogy and research will be discussed.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49131282","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}
The advancement in internet-based learning technologies together with the national agenda towards globalized online education in Malaysia have prompted the learning management system (LMS) to become an important channel for institutions of higher education to effectively deliver education to students. Since user resistance has been known to be a stumbling block in the implementation of the LMS, it is crucial for the institutions to acknowledge that comprehensive adoption by users relies heavily on user acceptance. Moreover, since some institutions may have even made it compulsory for students to use the LMS, user acceptance of the LMS should be studied in the sense that using LMS is likable and pleasurable. Although the features of the technical capability of the LMS are important, it has been asserted that having the feeling of personal convenience when using the LMS is even more important to the users. With the amount of financial effort and manpower involved in implementing the LMS by institutions in Malaysia towards fulfilling the online learning agenda of the nation, it is important to study whether the convenience factor as an individual impact can play the partial role of influencing Malaysian students’ satisfaction of the LMS which would in turn influence them to use the LMS. Based on the Information System Success Model by DeLone and McLean, this study establishes vital process factors regarding the LMS usage among university students in Malaysia. Hence, in this study, LMS usage by students is measured by the degree of students’ acceptance of the LMS. An online survey has been done to collect data from 212 students of two large public universities in Malaysia. Structural equation modeling has been used to test the relationships in the conceptual model. The results of data analysis using the PLS-SEM technique employed in the study have indicated that student satisfaction is positively influenced by factors of information quality, system quality, service quality and convenience. LMS usage has been found to be positively impacted by student satisfaction while student satisfaction has been found to have significant mediation effect. The findings from this study can be utilized by institutions committed towards having successful implementation of the LMS. In enhancing LMS usage by the students, the institutions of higher education can consider focusing on the necessary steps towards increasing student satisfaction. Meanwhile, to increase student satisfaction, apart from improving the information quality, system quality and service quality, institutions should also seriously consider promoting the LMS to the students by highlighting the individual impact of the LMS in terms of convenience.
{"title":"The Influence of Convenience on the Usage of Learning Management System","authors":"Lubna A. Hussein, Mohd Faiz Hilmi","doi":"10.34190/ejel.19.6.2493","DOIUrl":"https://doi.org/10.34190/ejel.19.6.2493","url":null,"abstract":"The advancement in internet-based learning technologies together with the national agenda towards globalized online education in Malaysia have prompted the learning management system (LMS) to become an important channel for institutions of higher education to effectively deliver education to students. Since user resistance has been known to be a stumbling block in the implementation of the LMS, it is crucial for the institutions to acknowledge that comprehensive adoption by users relies heavily on user acceptance. Moreover, since some institutions may have even made it compulsory for students to use the LMS, user acceptance of the LMS should be studied in the sense that using LMS is likable and pleasurable. Although the features of the technical capability of the LMS are important, it has been asserted that having the feeling of personal convenience when using the LMS is even more important to the users. With the amount of financial effort and manpower involved in implementing the LMS by institutions in Malaysia towards fulfilling the online learning agenda of the nation, it is important to study whether the convenience factor as an individual impact can play the partial role of influencing Malaysian students’ satisfaction of the LMS which would in turn influence them to use the LMS. Based on the Information System Success Model by DeLone and McLean, this study establishes vital process factors regarding the LMS usage among university students in Malaysia. Hence, in this study, LMS usage by students is measured by the degree of students’ acceptance of the LMS. An online survey has been done to collect data from 212 students of two large public universities in Malaysia. Structural equation modeling has been used to test the relationships in the conceptual model. The results of data analysis using the PLS-SEM technique employed in the study have indicated that student satisfaction is positively influenced by factors of information quality, system quality, service quality and convenience. LMS usage has been found to be positively impacted by student satisfaction while student satisfaction has been found to have significant mediation effect. The findings from this study can be utilized by institutions committed towards having successful implementation of the LMS. In enhancing LMS usage by the students, the institutions of higher education can consider focusing on the necessary steps towards increasing student satisfaction. Meanwhile, to increase student satisfaction, apart from improving the information quality, system quality and service quality, institutions should also seriously consider promoting the LMS to the students by highlighting the individual impact of the LMS in terms of convenience.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48455105","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}
Computer-based assessment or e-assessment system is an e-learning system where information communication technology is utilized for examination activity, grading, and recording of responses of the examinees. It includes the entire assessment process from the examinees, teachers, institutions, examination agencies, and the public. E-assessment systems have been used extensively in educational and non-educational settings worldwide because of their significant impact on assessment to both the institutions and students. Electronic assessment systems have many significant advantages over conventional paper-pencil-based approaches, like reducing production cost, automatic marking, and fair grading. Other benefits include the ability to conduct adaptive testing, an increase in the frequency of assessment, a large number of people could be examined, low staff requirements during the assessment, and the ability to improve the quality of the evaluation. Text, images, audio, video, and interactive virtual environments in an e-assessment system are all feasible. Nevertheless, given all these advantages, some examinees expressed negative views about electronic assessment in our study due to fear or lack of familiarity with assessment technology and lack of information on e-assessment methods. Despite the increased adoption of e-assessment in higher education and organizations, the examinees' attitudes and opinions need to be studied to implement the system successfully. In an e-assessment environment, several factors account for the evaluation of the system quality. These factors can be categorized into three dimensions: technical, educational, and economical. However, based on literature reviewed, limited studies attempted to map these quality factors to determine user satisfaction with an e-assessment system. This scarcity of e-assessment satisfaction studies is the gap the study intends to fill. Furthermore, this study's findings would help provide practical and theoretical implications for educational institutions and organizations. This study is among the first application of the Delone and McLean information system success model to predict user satisfaction with computer-based assessment in a developing, African country.
{"title":"Investigating the Influence of Quality Factors on User Satisfaction with Summative Computer-based Assessment","authors":"H. Bello, N. A. Abdullah","doi":"10.34190/ejel.19.6.2487","DOIUrl":"https://doi.org/10.34190/ejel.19.6.2487","url":null,"abstract":"Computer-based assessment or e-assessment system is an e-learning system where information communication technology is utilized for examination activity, grading, and recording of responses of the examinees. It includes the entire assessment process from the examinees, teachers, institutions, examination agencies, and the public. E-assessment systems have been used extensively in educational and non-educational settings worldwide because of their significant impact on assessment to both the institutions and students. Electronic assessment systems have many significant advantages over conventional paper-pencil-based approaches, like reducing production cost, automatic marking, and fair grading. Other benefits include the ability to conduct adaptive testing, an increase in the frequency of assessment, a large number of people could be examined, low staff requirements during the assessment, and the ability to improve the quality of the evaluation. Text, images, audio, video, and interactive virtual environments in an e-assessment system are all feasible. Nevertheless, given all these advantages, some examinees expressed negative views about electronic assessment in our study due to fear or lack of familiarity with assessment technology and lack of information on e-assessment methods. Despite the increased adoption of e-assessment in higher education and organizations, the examinees' attitudes and opinions need to be studied to implement the system successfully. In an e-assessment environment, several factors account for the evaluation of the system quality. These factors can be categorized into three dimensions: technical, educational, and economical. However, based on literature reviewed, limited studies attempted to map these quality factors to determine user satisfaction with an e-assessment system. This scarcity of e-assessment satisfaction studies is the gap the study intends to fill. Furthermore, this study's findings would help provide practical and theoretical implications for educational institutions and organizations. This study is among the first application of the Delone and McLean information system success model to predict user satisfaction with computer-based assessment in a developing, African country.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45299758","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}
Wilson O. Otchie, M. Pedaste, Emanuele Bardone, Irene-Angelica Chounta
The potential of social media technology has made its use a daily habit among individuals, institutions, and communities. However, several studies on technology adoption, especially social media use in education, focus more on its impact on the student than the teacher, who is generally perceived as a key stakeholder. This study used purposive sampling to select teachers who taught grades 7–10 and had used social media in their teaching activities. In-depth interviews were carried out with participating teachers to get their opinions and perspectives about how they used social media in their teaching activities (N=11). Inductive and deductive coding were used for the latent content analysis and four categories emerged: (1) SM technology in the classroom, (2) positive perceived contextual affordances, (3) negative perceived contextual affordances, and (4) support for social media. Results of the study show that, besides the schools’ learning management systems, YouTube was the major SM app that was regularly used by participants in their lessons. Also, all participating teachers expressed their interest in teaching with social media. However, they cited some challenges as weaknesses towards social media use in teaching.
{"title":"Contextualizing Social Media Ecology and Its Pedagogical Affordances: The Perspective of High School Teachers","authors":"Wilson O. Otchie, M. Pedaste, Emanuele Bardone, Irene-Angelica Chounta","doi":"10.34190/ejel.19.6.2486","DOIUrl":"https://doi.org/10.34190/ejel.19.6.2486","url":null,"abstract":"The potential of social media technology has made its use a daily habit among individuals, institutions, and communities. However, several studies on technology adoption, especially social media use in education, focus more on its impact on the student than the teacher, who is generally perceived as a key stakeholder. This study used purposive sampling to select teachers who taught grades 7–10 and had used social media in their teaching activities. In-depth interviews were carried out with participating teachers to get their opinions and perspectives about how they used social media in their teaching activities (N=11). Inductive and deductive coding were used for the latent content analysis and four categories emerged: (1) SM technology in the classroom, (2) positive perceived contextual affordances, (3) negative perceived contextual affordances, and (4) support for social media. Results of the study show that, besides the schools’ learning management systems, YouTube was the major SM app that was regularly used by participants in their lessons. Also, all participating teachers expressed their interest in teaching with social media. However, they cited some challenges as weaknesses towards social media use in teaching.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43884723","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}
This study examines the advantages of online teaching from the perspective of students at eleven institutions of higher education, universities and colleges, in Israel. The study was conducted at the end of the second semester of their academic studies, after students had experienced “face to face” studies, and they were asked to reply freely to an open question on their evaluation of the benefits of transitioning to online teaching. Students were forced to cope with a new reality, where they were compelled to study in a “digital classroom”. The academic-social climate, the conduct of lecturer-student relations, and the relations among the students themselves, changed instantaneously, with no preparation by any of those involved. Hence, the research findings can illuminate the strengths of online teaching, with a view to the future. Was the impact of teaching and learning in the coronavirus circumstances a one-time event for the students or one from which it is possible to examine and embrace new ways of learning as they see them? Based on 1,937 fully completed surveys from eleven academic institutions, we employed a mixed methods research design. Major themes were manually tagged, and an empirical model was developed. Structural Equation Modeling (SEM) was utilized to test the model’s goodness-of-fit. Findings present a host of parameters that have a significant positive influence on students’ positive perception of the transition to online teaching. This study is the first to thoroughly examine advantages and disadvantages of the transition to online teaching among a large group of students, from several different academic institutions, and presents both qualitative and empirical results. Ethical implications of the findings are discussed.
{"title":"Driving value creation in the new economy following the COVID-19 crisis. Data-mining students’ satisfaction from online teaching in the virtual academic climate.","authors":"Eyal Eckhaus, N. Davidovitch","doi":"10.34190/ejel.19.5.1991","DOIUrl":"https://doi.org/10.34190/ejel.19.5.1991","url":null,"abstract":" \u0000This study examines the advantages of online teaching from the perspective of students at eleven institutions of higher education, universities and colleges, in Israel. The study was conducted at the end of the second semester of their academic studies, after students had experienced “face to face” studies, and they were asked to reply freely to an open question on their evaluation of the benefits of transitioning to online teaching. Students were forced to cope with a new reality, where they were compelled to study in a “digital classroom”. The academic-social climate, the conduct of lecturer-student relations, and the relations among the students themselves, changed instantaneously, with no preparation by any of those involved. Hence, the research findings can illuminate the strengths of online teaching, with a view to the future. Was the impact of teaching and learning in the coronavirus circumstances a one-time event for the students or one from which it is possible to examine and embrace new ways of learning as they see them? \u0000 \u0000Based on 1,937 fully completed surveys from eleven academic institutions, we employed a mixed methods research design. Major themes were manually tagged, and an empirical model was developed. Structural Equation Modeling (SEM) was utilized to test the model’s goodness-of-fit. Findings present a host of parameters that have a significant positive influence on students’ positive perception of the transition to online teaching. \u0000 \u0000This study is the first to thoroughly examine advantages and disadvantages of the transition to online teaching among a large group of students, from several different academic institutions, and presents both qualitative and empirical results. Ethical implications of the findings are discussed. \u0000 ","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49392666","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}
Sonia Souabi, A. Retbi, M. Khalidi Idrissi, S. Bennani
E-learning is renowned as one of the highly effective modalities of learning. Social learning, in turn, is considered to be of major importance as it promotes collaboration between learners. For properly managing learning resources, recommender systems have been implemented in e-learning to enhance learners' experience. Whilst recommender systems are of widespread concern in online learning, it is still unclear to educators how recommender systems can improve the learning process and have a positive impact on learning. This paper seeks to provide an overview of the recommender systems proposed in e-learning between 2007 and the first part of 2021. Out of 100 initially identified publications for the period between 2007 and the first part of 2021, 51 articles were included for final synthesis, according to specific criteria. The descriptive results show that most of the disciplines involved in educational recommender systems papers have approached e-learning in a general way without putting as much emphasis on social learning, and that recommender systems based on explicit feedbacks and ratings were the most frequently used in empirical studies. The synthesis of results presents several recommender systems types in e-learning: (1) Content-based recommender systems, (2) Collaborative-filtering recommender systems, (3) Hybrid recommender systems and (4) Recommender systems based on supervised and unsupervised algorithms. The conclusions reflect on the almost lack of critical reflection on the importance of addressing recommender systems in social learning and social educational networks in particular, especially as social learning has particular requirements, the weak databases size used in some research work, the importance of acknowledging the strengths and weaknesses of each type of recommender system in an educational context and the need for further exploration of implicit feedbacks more than explicit learners’ feedbacks for more accurate recommendations.
{"title":"Recommendation Systems on E-Learning and Social Learning: A Systematic Review","authors":"Sonia Souabi, A. Retbi, M. Khalidi Idrissi, S. Bennani","doi":"10.34190/ejel.19.5.2482","DOIUrl":"https://doi.org/10.34190/ejel.19.5.2482","url":null,"abstract":"E-learning is renowned as one of the highly effective modalities of learning. Social learning, in turn, is considered to be of major importance as it promotes collaboration between learners. For properly managing learning resources, recommender systems have been implemented in e-learning to enhance learners' experience. Whilst recommender systems are of widespread concern in online learning, it is still unclear to educators how recommender systems can improve the learning process and have a positive impact on learning. This paper seeks to provide an overview of the recommender systems proposed in e-learning between 2007 and the first part of 2021. Out of 100 initially identified publications for the period between 2007 and the first part of 2021, 51 articles were included for final synthesis, according to specific criteria. The descriptive results show that most of the disciplines involved in educational recommender systems papers have approached e-learning in a general way without putting as much emphasis on social learning, and that recommender systems based on explicit feedbacks and ratings were the most frequently used in empirical studies. The synthesis of results presents several recommender systems types in e-learning: (1) Content-based recommender systems, (2) Collaborative-filtering recommender systems, (3) Hybrid recommender systems and (4) Recommender systems based on supervised and unsupervised algorithms. The conclusions reflect on the almost lack of critical reflection on the importance of addressing recommender systems in social learning and social educational networks in particular, especially as social learning has particular requirements, the weak databases size used in some research work, the importance of acknowledging the strengths and weaknesses of each type of recommender system in an educational context and the need for further exploration of implicit feedbacks more than explicit learners’ feedbacks for more accurate recommendations.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43329246","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}
Assessing student performance is a challenge faced by most educational institutions during this time when conducting in-campus classes is affected by the pandemic. Use of online assessments to determine student performance is gaining wider acceptance over the traditional paper-and-pen type as it allows evaluation of what the students learned despite the lack of physical classroom interaction. Although there are studies that examine student perceptions about online learning in general, only a few focus on assessments especially those that consider its relation to affective aspects of learning. The views of students being the primary beneficiaries of the technology would give relevant information in designing appropriate online assessments and can bring about the success of its implementation. Thus, this present study investigated the usefulness of online assessments according to the perspective of students particularly in their math subject and its relation to their motivation towards mathematics learning. A mixed methods research design was conducted to determine the perception and motivation of 127 second year level engineering students via a questionnaire survey after exposure to a set of online assessments. Results showed that students have a high level of motivation towards mathematics learning and have positive perception about online assessments. Using factor analysis, variations in the perception were found to be explained by 4 factors focused on ease of use and functionality, personal preference, technical considerations, and complementation with other methods. Some of these factors were found to be significantly related with various aspects of motivation. Interview of students also revealed they found taking online assessments a positive innovation in giving assignments and prefer them over traditional assignments. The findings derived from this study give teachers a basis in designing more effective online assessments particularly those that address the needs of today’s generation of learners. Further, for a developing country like the Philippines, findings of this study would greatly contribute to the government and academic sector’s efforts in capacity building of its online system of education.
{"title":"An Analysis of Students’ Perception of Online Assessments and its Relation to Motivation Towards Mathematics Learning","authors":"M. Valdez, Lea D. Maderal","doi":"10.34190/ejel.19.5.2481","DOIUrl":"https://doi.org/10.34190/ejel.19.5.2481","url":null,"abstract":"Assessing student performance is a challenge faced by most educational institutions during this time when conducting in-campus classes is affected by the pandemic. Use of online assessments to determine student performance is gaining wider acceptance over the traditional paper-and-pen type as it allows evaluation of what the students learned despite the lack of physical classroom interaction. Although there are studies that examine student perceptions about online learning in general, only a few focus on assessments especially those that consider its relation to affective aspects of learning. The views of students being the primary beneficiaries of the technology would give relevant information in designing appropriate online assessments and can bring about the success of its implementation. Thus, this present study investigated the usefulness of online assessments according to the perspective of students particularly in their math subject and its relation to their motivation towards mathematics learning. A mixed methods research design was conducted to determine the perception and motivation of 127 second year level engineering students via a questionnaire survey after exposure to a set of online assessments. Results showed that students have a high level of motivation towards mathematics learning and have positive perception about online assessments. Using factor analysis, variations in the perception were found to be explained by 4 factors focused on ease of use and functionality, personal preference, technical considerations, and complementation with other methods. Some of these factors were found to be significantly related with various aspects of motivation. Interview of students also revealed they found taking online assessments a positive innovation in giving assignments and prefer them over traditional assignments. The findings derived from this study give teachers a basis in designing more effective online assessments particularly those that address the needs of today’s generation of learners. Further, for a developing country like the Philippines, findings of this study would greatly contribute to the government and academic sector’s efforts in capacity building of its online system of education.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43253234","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}
This study aims to examine the role of instructor, motivation, and interaction in building students’ perceptions of and satisfaction with online learning (OL). It proposes a structural model based on data collected from 446 graduate and undergraduate students who attended online courses during the first COVID-19 lockdown. The data analysis was conducted using partial least square structural equation modeling (PLS-SEM). The results reinforced the role of interaction and instructors in strengthening students’ motivation, especially highlighting interaction as a facilitator of how instructors motivate their students. Motivation, interaction, and the instructor’s role contributed to positive OL perceptions, which in turn generated greater student satisfaction. This study also revealed that interaction is the factor with the highest impact on OL perception. The instructor’s role in motivating students was found to be higher if a greater interaction was present in the online platform. However, the students did not derive OL satisfaction directly from their instructors; rather, satisfaction was generated only when motivation, interaction, and positive OL perceptions emerged. Finally, gender differences were identified in the students’ OL satisfaction. Females derived a greater level of motivation, OL perception, and satisfaction from interactions with their instructors and peers, while the male students’ OL perception and satisfaction were not affected by their instructors.
{"title":"The Role of the Instructor, Motivation, and Interaction in Building Online Learning Satisfaction during the COVID-19 Pandemic","authors":"Marsela Thanasi-Boçe","doi":"10.34190/ejel.19.5.2475","DOIUrl":"https://doi.org/10.34190/ejel.19.5.2475","url":null,"abstract":"This study aims to examine the role of instructor, motivation, and interaction in building students’ perceptions of and satisfaction with online learning (OL). It proposes a structural model based on data collected from 446 graduate and undergraduate students who attended online courses during the first COVID-19 lockdown. The data analysis was conducted using partial least square structural equation modeling (PLS-SEM). The results reinforced the role of interaction and instructors in strengthening students’ motivation, especially highlighting interaction as a facilitator of how instructors motivate their students. Motivation, interaction, and the instructor’s role contributed to positive OL perceptions, which in turn generated greater student satisfaction. This study also revealed that interaction is the factor with the highest impact on OL perception. The instructor’s role in motivating students was found to be higher if a greater interaction was present in the online platform. However, the students did not derive OL satisfaction directly from their instructors; rather, satisfaction was generated only when motivation, interaction, and positive OL perceptions emerged. Finally, gender differences were identified in the students’ OL satisfaction. Females derived a greater level of motivation, OL perception, and satisfaction from interactions with their instructors and peers, while the male students’ OL perception and satisfaction were not affected by their instructors.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47604937","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}
This paper reports on how drawing as an academic dialogue tool was explored as a crucial actor for driving design processes among humanistic master’s students targeting their digital learning designs for online and blended learning contexts. The paper builds on a previous study that investigated students’ use of self-produced visualisations during the digital design process. Although the study did not deal with visualisation and students were not trained to draw, the participants made extensive but unacknowledged use of visualisations. In the present study, a new group of students from the same master’s programme were taught how to draw as a central component of the design process in order to investigate how this might expand their use of visual facilitation and drawing techniques to drive collaborative processes, design decisions and theoretical reflections. As design practices enter new interdisciplinary domains, in this case digital learning design, the aim was to explore how humanistic students can act as digital designers by adapting different design approaches and visual methods in particular. Likewise, the study offers an investigation of how students perceive these ways of working in an academic context. The empirical data, including teaching observations, students’ visual productions and interviews with 27 students from nine groups after completing the course, were drawn primarily from an explorative case study in which master’s students developed digital learning designs to solve a problem framed by an external stakeholder. Students’ ways of producing visualisations in the different phases of their design process were analysed in terms of four design genres (explorative, investigative, explanatory and persuasive). The sociomaterial analysis traced how drawings and drawing activities unfolded during collaborative group processes which supported the development of digital learning designs. The findings confirmed the potential of drawing as a means for developing ideas, collaborating in different design phases and presenting and discussing design ideas with peers, target groups and external stakeholders. Furthermore, the findings revealed that drawing activities became a significant pedagogical consideration in the students’ digital learning design and data collection process, where students balanced the interplay between initial analogue drawings and digital prototyping, testing their design concepts with target groups. The findings also showed that students perceived drawing and visual facilitation as practical tools but lacked an academic terminology for articulating these processes. The study suggests a need for substantial change to fully acknowledge the potential of drawing as an academic dialogue tool on the level with academic reading and writing when developing digital artefacts.
{"title":"Drawing as an Academic Dialogue Tool for Developing Digital Learning Designs in Higher Education","authors":"Heidi Hautopp, M. Buhl","doi":"10.34190/ejel.19.5.2466","DOIUrl":"https://doi.org/10.34190/ejel.19.5.2466","url":null,"abstract":"This paper reports on how drawing as an academic dialogue tool was explored as a crucial actor for driving design processes among humanistic master’s students targeting their digital learning designs for online and blended learning contexts. The paper builds on a previous study that investigated students’ use of self-produced visualisations during the digital design process. Although the study did not deal with visualisation and students were not trained to draw, the participants made extensive but unacknowledged use of visualisations. In the present study, a new group of students from the same master’s programme were taught how to draw as a central component of the design process in order to investigate how this might expand their use of visual facilitation and drawing techniques to drive collaborative processes, design decisions and theoretical reflections. As design practices enter new interdisciplinary domains, in this case digital learning design, the aim was to explore how humanistic students can act as digital designers by adapting different design approaches and visual methods in particular. Likewise, the study offers an investigation of how students perceive these ways of working in an academic context. The empirical data, including teaching observations, students’ visual productions and interviews with 27 students from nine groups after completing the course, were drawn primarily from an explorative case study in which master’s students developed digital learning designs to solve a problem framed by an external stakeholder. Students’ ways of producing visualisations in the different phases of their design process were analysed in terms of four design genres (explorative, investigative, explanatory and persuasive). The sociomaterial analysis traced how drawings and drawing activities unfolded during collaborative group processes which supported the development of digital learning designs. The findings confirmed the potential of drawing as a means for developing ideas, collaborating in different design phases and presenting and discussing design ideas with peers, target groups and external stakeholders. Furthermore, the findings revealed that drawing activities became a significant pedagogical consideration in the students’ digital learning design and data collection process, where students balanced the interplay between initial analogue drawings and digital prototyping, testing their design concepts with target groups. The findings also showed that students perceived drawing and visual facilitation as practical tools but lacked an academic terminology for articulating these processes. The study suggests a need for substantial change to fully acknowledge the potential of drawing as an academic dialogue tool on the level with academic reading and writing when developing digital artefacts.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43342650","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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