The use of information and communication technologies (ICTs) has become essential approach in the field of language learning especially for English as a foreign language (EFL) education. Because ICTs are widely use in higher education, students must be highly digitally proficient and have positive attitudes in order to efficiently manage their classes. Thus, the purpose of this study is to contribute to the literature on EFL university students’ perspectives regarding e-learning integration. In this study we extend the technology acceptance model (TAM) to investigate the factors that influence e-learning acceptance and readiness in the context of foreign language learning. Quantitative method was applied in this study, which involved 298 student teachers of English department at a state university in Indonesia. The instrument used in collecting the data was a questionnaire. The collected data were analyzed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) with the SmartPLS3 program. PLS-SEM was used to analyze the proposed hypotheses developed in fulfilling the study objectives. The results indicated the complex relationships between the perceived usefulness, perceived ease of use, perceived enjoyment, motivation, self-efficacy, attitude and actual use of e-learning. Furthermore, the findings revealed that perceived enjoyment and self-efficacy did not have significant influence on actual use of e-learning through the mediating role of perceived usefulness. The findings can help both instructors and students adjust the integration of e-learning in English learning by implementing a learning curriculum and needs that are in line with the user's initial usage objectives, so that users can recognize the importance of e-learning's ease of use and usefulness. This study contributes to educational institutions and e-learning developers to consider developing e-learning apps that support student-centered learning with useful and ease of use to improve students' attitudes towards the use of e-learning. By incorporating e-learning into English language learning, students will have more time to practice and improve their English language skills.
{"title":"EFL University Students’ Acceptance and Readiness for e-Learning: A Structural Equation Modeling Approach","authors":"Tubagus Zam Zam Al Arif, Dedy Kurniawan, Reli Handayani, Hidayati, Armiwati","doi":"10.34190/ejel.22.1.3063","DOIUrl":"https://doi.org/10.34190/ejel.22.1.3063","url":null,"abstract":"The use of information and communication technologies (ICTs) has become essential approach in the field of language learning especially for English as a foreign language (EFL) education. Because ICTs are widely use in higher education, students must be highly digitally proficient and have positive attitudes in order to efficiently manage their classes. Thus, the purpose of this study is to contribute to the literature on EFL university students’ perspectives regarding e-learning integration. In this study we extend the technology acceptance model (TAM) to investigate the factors that influence e-learning acceptance and readiness in the context of foreign language learning. Quantitative method was applied in this study, which involved 298 student teachers of English department at a state university in Indonesia. The instrument used in collecting the data was a questionnaire. The collected data were analyzed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) with the SmartPLS3 program. PLS-SEM was used to analyze the proposed hypotheses developed in fulfilling the study objectives. The results indicated the complex relationships between the perceived usefulness, perceived ease of use, perceived enjoyment, motivation, self-efficacy, attitude and actual use of e-learning. Furthermore, the findings revealed that perceived enjoyment and self-efficacy did not have significant influence on actual use of e-learning through the mediating role of perceived usefulness. The findings can help both instructors and students adjust the integration of e-learning in English learning by implementing a learning curriculum and needs that are in line with the user's initial usage objectives, so that users can recognize the importance of e-learning's ease of use and usefulness. This study contributes to educational institutions and e-learning developers to consider developing e-learning apps that support student-centered learning with useful and ease of use to improve students' attitudes towards the use of e-learning. By incorporating e-learning into English language learning, students will have more time to practice and improve their English language skills.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527324","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}
Niklas Humble, Jonas Boustedt, Hanna Holmgren, Goran Milutinović, Stefan Seipel, Ann-Sofie Östberg
Artificial Intelligence (AI) and related technologies have a long history of being used in education for motivating learners and enhancing learning. However, there have also been critiques for a too uncritical and naïve implementation of AI in education (AIED) and the potential misuse of the technology. With the release of the virtual assistant ChatGPT from OpenAI, many educators and stakeholders were both amazed and horrified by the potential consequences for education. One field with a potential high impact of ChatGPT is programming education in Computer Science (CS), where creating assessments has long been a challenging task due to the vast amount of programming solutions and support on the Internet. This now appears to have been made even more challenging with ChatGPT’s ability to produce both complex and seemingly novel solutions to programming questions. With the support of data collected from interactions with ChatGPT during the spring semester of 2023, this position paper investigates the potential opportunities and threats of ChatGPT for programming education, guided by the question: What could the potential consequences of ChatGPT be for programming education? This paper applies a methodological approach inspired by analytic autoethnography to investigate, experiment, and understand a novel technology through personal experiences. Through this approach, the authors have documented their interactions with ChatGPT in field diaries during the spring semester of 2023. Topics for the questions have related to content and assessment in higher education programming courses. A total of 6 field diaries, with 82 interactions (1 interaction = 1 question + 1 answer) and additional reflection notes, have been collected and analysed with thematic analysis. The study finds that there are several opportunities and threats of ChatGPT for programming education. Some are to be expected, such as that the quality of the question and the details provided highly impact the quality of the answer. However, other findings were unexpected, such as that ChatGPT appears to be “lying” in some answers and to an extent passes the Turing test, although the intelligence of ChatGPT should be questioned. The conclusion of the study is that ChatGPT have potential for a significant impact on higher education programming courses, and probably on education in general. The technology seems to facilitate both cheating and enhanced learning. What will it be? Cheating or AI-enhanced learning? This will be decided by our actions now since the technology is already here and expanding fast.
{"title":"Cheaters or AI-Enhanced Learners: Consequences of ChatGPT for Programming Education","authors":"Niklas Humble, Jonas Boustedt, Hanna Holmgren, Goran Milutinović, Stefan Seipel, Ann-Sofie Östberg","doi":"10.34190/ejel.21.5.3154","DOIUrl":"https://doi.org/10.34190/ejel.21.5.3154","url":null,"abstract":"Artificial Intelligence (AI) and related technologies have a long history of being used in education for motivating learners and enhancing learning. However, there have also been critiques for a too uncritical and naïve implementation of AI in education (AIED) and the potential misuse of the technology. With the release of the virtual assistant ChatGPT from OpenAI, many educators and stakeholders were both amazed and horrified by the potential consequences for education. One field with a potential high impact of ChatGPT is programming education in Computer Science (CS), where creating assessments has long been a challenging task due to the vast amount of programming solutions and support on the Internet. This now appears to have been made even more challenging with ChatGPT’s ability to produce both complex and seemingly novel solutions to programming questions. With the support of data collected from interactions with ChatGPT during the spring semester of 2023, this position paper investigates the potential opportunities and threats of ChatGPT for programming education, guided by the question: What could the potential consequences of ChatGPT be for programming education? This paper applies a methodological approach inspired by analytic autoethnography to investigate, experiment, and understand a novel technology through personal experiences. Through this approach, the authors have documented their interactions with ChatGPT in field diaries during the spring semester of 2023. Topics for the questions have related to content and assessment in higher education programming courses. A total of 6 field diaries, with 82 interactions (1 interaction = 1 question + 1 answer) and additional reflection notes, have been collected and analysed with thematic analysis. The study finds that there are several opportunities and threats of ChatGPT for programming education. Some are to be expected, such as that the quality of the question and the details provided highly impact the quality of the answer. However, other findings were unexpected, such as that ChatGPT appears to be “lying” in some answers and to an extent passes the Turing test, although the intelligence of ChatGPT should be questioned. The conclusion of the study is that ChatGPT have potential for a significant impact on higher education programming courses, and probably on education in general. The technology seems to facilitate both cheating and enhanced learning. What will it be? Cheating or AI-enhanced learning? This will be decided by our actions now since the technology is already here and expanding fast.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961671","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}
Anh-Thi Nguyen, Thu Thuy Nguyen, Thanh-Thao Le, H. Phuong, Trut-Thuy Pham, Thi Anh Thu Huynh, Huong-Tra Nguyen
Understanding the role of English language acquisition in developing the socioeconomic status of Vietnam forms the backdrop for this study, which seeks to shed light on the potential benefits of technology-assisted vocabulary learning. Based on this context, this study employed a mixed method of quantitative and qualitative design attempting to investigate the vocabulary development of college students (n=23) who were treated by the use of Memrise (Experimental group) in combination with a traditional teaching method compared to their counterparts (n=24) who were taught by a traditional teaching method (TTM) (Control group) without the use of this application. Students’ thoughts about the benefits and challenges of Memrise for their vocabulary learning after the treatment were also investigated. The study yielded noteworthy results on multiple fronts. Quantitatively, data collected from the vocabulary post-tests showed that the experimental group significantly outperformed the control group in their vocabulary scores. Qualitatively, interview data indicated that Memrise positively impacted students’ motivation and interest for vocabulary learning, suggesting its effectiveness in addressing the particular problems of engagement and retention in vocabulary acquisition. However, there were logistical challenges, particularly in rural settings. Factors like unstable internet connections and inadequate mobile devices adversely affected the quality of learning experiences with Memrise. By focusing on these elements, this study highlights key pedagogical implications and underscores the value of technological interventions in language learning, offering insights into addressing infrastructure barriers and tailoring e-learning methods to diverse learning environments and needs.
{"title":"Effects of Memrise on Vietnamese EFL Students’ Vocabulary: A Case Study at a College in a Rural Area","authors":"Anh-Thi Nguyen, Thu Thuy Nguyen, Thanh-Thao Le, H. Phuong, Trut-Thuy Pham, Thi Anh Thu Huynh, Huong-Tra Nguyen","doi":"10.34190/ejel.21.5.3066","DOIUrl":"https://doi.org/10.34190/ejel.21.5.3066","url":null,"abstract":"Understanding the role of English language acquisition in developing the socioeconomic status of Vietnam forms the backdrop for this study, which seeks to shed light on the potential benefits of technology-assisted vocabulary learning. Based on this context, this study employed a mixed method of quantitative and qualitative design attempting to investigate the vocabulary development of college students (n=23) who were treated by the use of Memrise (Experimental group) in combination with a traditional teaching method compared to their counterparts (n=24) who were taught by a traditional teaching method (TTM) (Control group) without the use of this application. Students’ thoughts about the benefits and challenges of Memrise for their vocabulary learning after the treatment were also investigated. The study yielded noteworthy results on multiple fronts. Quantitatively, data collected from the vocabulary post-tests showed that the experimental group significantly outperformed the control group in their vocabulary scores. Qualitatively, interview data indicated that Memrise positively impacted students’ motivation and interest for vocabulary learning, suggesting its effectiveness in addressing the particular problems of engagement and retention in vocabulary acquisition. However, there were logistical challenges, particularly in rural settings. Factors like unstable internet connections and inadequate mobile devices adversely affected the quality of learning experiences with Memrise. By focusing on these elements, this study highlights key pedagogical implications and underscores the value of technological interventions in language learning, offering insights into addressing infrastructure barriers and tailoring e-learning methods to diverse learning environments and needs.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138962066","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}
Thomas Mc Donald Van der Merwe, Mmafani Serote, Molefe Maloma
Even a cursory review of the research literature over the past two decades will reveal many e-learning implementation challenges facing sub-Saharan Africa Higher Education Institutions. The last available systematic review of these challenges was conducted in 2017. To address this gap and by following the PRISMA-ScR guidelines, our systematic review aimed to find answers to the following two research questions: (a) What e-learning challenges were identified in research conducted in Higher Education Institutions in sub-Saharan Africa from 2016, and (b) Which e-learning challenges identified before 2016 remain and which are new? Using search terms and synonyms associated with e-learning challenges, three reviewers performed a Boolean search in Google Scholar, Web of Science, and Scopus. After duplicates (113) were removed, a total of 353 potential articles were imported into a collaboration platform and filtered using the following inclusion criteria: (1) Higher Education Institutions in sub-Saharan Africa (2) English articles from 2016 to 2022 (3) user data on real-world e-learning implementations are available (4) use of a computer/mobile device excluding m-learning approaches and (5) blended or fully online courses. After a selection process where article sets were reviewed, rotated, and conflicts resolved, 25 articles that met the inclusion criteria formed the primary evidence base. After a data collection process and using selected Grounded Theory techniques, a total of 48 challenges, synthesised in 25 challenge categories, were identified across six themes: university-related (36 citations), instructor-related (20), access-related (14), LMS-related (10), student-related (9) and computer literacy-related (9). The main challenges categories were ICT infrastructure (14 citations), technical support (10) and student bandwidth (8), while the secondary challenges were mainly related to the instructor: commitment and capacity (7), capacity (6), LMS training (6) and instructional design and support (5). Suggestions are offered to address key challenges related to ICT infrastructure, technical support, and student bandwidth. Secondary challenges, which are mainly related to the instructor, are proposed to be resolved by a skilled and energetic instructional design and support team. Although many challenges identified before 2016 were reinforced in this investigation, no new challenges were identified. Overall, the number of citations for specific challenges shows that most challenges are context-specific, that is, limited to single HEIs. However, when combined in challenge categories and reflected as themes, the review reveals many challenges to remain persistent. To ensure that an institution, its instructors, and its students are geared and supported stepwise, a holistic top-down approach that considers all challenges is required. To achieve this, a recommendation for further research is the development of an updated SSA-specific checklist that can
{"title":"A Systematic Review of the Challenges of e-Learning Implementation in Sub-Saharan African Countries: 2016-2022","authors":"Thomas Mc Donald Van der Merwe, Mmafani Serote, Molefe Maloma","doi":"10.34190/ejel.21.5.3075","DOIUrl":"https://doi.org/10.34190/ejel.21.5.3075","url":null,"abstract":"Even a cursory review of the research literature over the past two decades will reveal many e-learning implementation challenges facing sub-Saharan Africa Higher Education Institutions. The last available systematic review of these challenges was conducted in 2017. To address this gap and by following the PRISMA-ScR guidelines, our systematic review aimed to find answers to the following two research questions: (a) What e-learning challenges were identified in research conducted in Higher Education Institutions in sub-Saharan Africa from 2016, and (b) Which e-learning challenges identified before 2016 remain and which are new? Using search terms and synonyms associated with e-learning challenges, three reviewers performed a Boolean search in Google Scholar, Web of Science, and Scopus. After duplicates (113) were removed, a total of 353 potential articles were imported into a collaboration platform and filtered using the following inclusion criteria: (1) Higher Education Institutions in sub-Saharan Africa (2) English articles from 2016 to 2022 (3) user data on real-world e-learning implementations are available (4) use of a computer/mobile device excluding m-learning approaches and (5) blended or fully online courses. After a selection process where article sets were reviewed, rotated, and conflicts resolved, 25 articles that met the inclusion criteria formed the primary evidence base. After a data collection process and using selected Grounded Theory techniques, a total of 48 challenges, synthesised in 25 challenge categories, were identified across six themes: university-related (36 citations), instructor-related (20), access-related (14), LMS-related (10), student-related (9) and computer literacy-related (9). The main challenges categories were ICT infrastructure (14 citations), technical support (10) and student bandwidth (8), while the secondary challenges were mainly related to the instructor: commitment and capacity (7), capacity (6), LMS training (6) and instructional design and support (5). Suggestions are offered to address key challenges related to ICT infrastructure, technical support, and student bandwidth. Secondary challenges, which are mainly related to the instructor, are proposed to be resolved by a skilled and energetic instructional design and support team. Although many challenges identified before 2016 were reinforced in this investigation, no new challenges were identified. Overall, the number of citations for specific challenges shows that most challenges are context-specific, that is, limited to single HEIs. However, when combined in challenge categories and reflected as themes, the review reveals many challenges to remain persistent. To ensure that an institution, its instructors, and its students are geared and supported stepwise, a holistic top-down approach that considers all challenges is required. To achieve this, a recommendation for further research is the development of an updated SSA-specific checklist that can","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959469","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}
Deborah Oluwadele, Yashik Singh, Timothy T. Adeliyi
The performance evaluation of e-learning in medical education has been the subject of much research lately. Researchers are yet to achieve a consensus on the definition of performance or the suitable constructs, metrics, models, and methods to help understand student performance. Through a systematic review, this study put forward a working definition of what constitutes performance evaluation to reduce the ambiguity, arbitrariness, and multiplicity surrounding performance evaluation of e-learning in medical education. A systematic review of published articles on performance evaluation of e-learning in medical education was performed on the SCOPUS, Web of Science, PubMed, and EBSCOHost databases using search terms deduced from the PICOS model. Following the PRISMA guidelines relevant published papers were searched and exported to Endnote. Screening and quality appraisal were done on Rayyan. Three thousand four hundred and thirty-nine published studies were retrieved and screened using predetermined inclusion and exclusion criteria. One hundred and three studies passed all the criteria and were reviewed. The reviewed literature used 30 constructs to operationalize performance. The leading constructs are knowledge and effectiveness. Both constructs were used by 60% of the authors of the reviewed literature to define student performance. Knowledge gain, satisfaction, and learning outcome are the most common metrics used by 81%, 26%, and 15% of the reviewed literature to measure student performance. The study discovered that most researchers forget to evaluate the “e” or electronic component of e-learning when evaluating performance. The constructs operationalized and metrics measured were primarily focused on learning outcomes with minimal focus on technology-related metrics or the influence of the electronic mode of delivery on the learning process or evaluation outcome. Only 6% of the reviewed literature applied evaluation models to guide their evaluation process - mostly the Kirkpatrick evaluation model. Also, most of the included studies used randomization as an experimental control method, mainly using pre-and post-test surveys. Modern evaluation methods were rarely used. Only 1% of the reviewed literature used Google Analytics, and 2% used data from a learning management system. This study increments the existing body of knowledge in performance evaluation of e-learning in medical education by providing a convergence of constructs, metrics, models, and methods and proposing a roadmap to guide students’ performance evaluation process from the synthesis of findings and the gaps identified through the systematic review of existing literature in the domain. This roadmap will assist in informing researchers of grey areas to consider when evaluating performance to ensure more quality research outputs in the domain.
{"title":"An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education","authors":"Deborah Oluwadele, Yashik Singh, Timothy T. Adeliyi","doi":"10.34190/ejel.21.5.3089","DOIUrl":"https://doi.org/10.34190/ejel.21.5.3089","url":null,"abstract":"The performance evaluation of e-learning in medical education has been the subject of much research lately. Researchers are yet to achieve a consensus on the definition of performance or the suitable constructs, metrics, models, and methods to help understand student performance. Through a systematic review, this study put forward a working definition of what constitutes performance evaluation to reduce the ambiguity, arbitrariness, and multiplicity surrounding performance evaluation of e-learning in medical education. A systematic review of published articles on performance evaluation of e-learning in medical education was performed on the SCOPUS, Web of Science, PubMed, and EBSCOHost databases using search terms deduced from the PICOS model. Following the PRISMA guidelines relevant published papers were searched and exported to Endnote. Screening and quality appraisal were done on Rayyan. Three thousand four hundred and thirty-nine published studies were retrieved and screened using predetermined inclusion and exclusion criteria. One hundred and three studies passed all the criteria and were reviewed. The reviewed literature used 30 constructs to operationalize performance. The leading constructs are knowledge and effectiveness. Both constructs were used by 60% of the authors of the reviewed literature to define student performance. Knowledge gain, satisfaction, and learning outcome are the most common metrics used by 81%, 26%, and 15% of the reviewed literature to measure student performance. The study discovered that most researchers forget to evaluate the “e” or electronic component of e-learning when evaluating performance. The constructs operationalized and metrics measured were primarily focused on learning outcomes with minimal focus on technology-related metrics or the influence of the electronic mode of delivery on the learning process or evaluation outcome. Only 6% of the reviewed literature applied evaluation models to guide their evaluation process - mostly the Kirkpatrick evaluation model. Also, most of the included studies used randomization as an experimental control method, mainly using pre-and post-test surveys. Modern evaluation methods were rarely used. Only 1% of the reviewed literature used Google Analytics, and 2% used data from a learning management system. This study increments the existing body of knowledge in performance evaluation of e-learning in medical education by providing a convergence of constructs, metrics, models, and methods and proposing a roadmap to guide students’ performance evaluation process from the synthesis of findings and the gaps identified through the systematic review of existing literature in the domain. This roadmap will assist in informing researchers of grey areas to consider when evaluating performance to ensure more quality research outputs in the domain.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960335","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}
Tobias Alexander Bang Tretow-Fish, Md Saifuddin Khalid
This research paper highlights and addresses the lack of a systematic review of the methods used to evaluate Learning Analytics (LA) and Learning Analytics Dashboards (LAD) of Adaptive Learning Platforms (ALPs) in the current literature. Addressing this gap, the authors built upon the work of Tretow-Fish and Khalid (2022) and analyzed 32 papers, which were grouped into six categories (C1-6) based on their themes. The categories include C1) the evaluation of LA and LAD design and framework, C2) the evaluation of user performance with LA and LAD, C3) the evaluation of adaptivity, C4) the evaluation of ALPs through perceived value, C5) the evaluation of Multimodal methods, and C6) the evaluation of the pedagogical implementation of ALP’s LA and LAD. The results include a tabular summary of the papers including the categories, evaluation unit(s), methods, variables and purpose. While there are numerous studies in categories C1-4 that focus on the design, development, and impact assessment of ALP's LA and LAD, there are only a few studies in categories C5 and C6. For the category of C5), very few studies applied any evaluation methods assessing the multimodal features of LA and LADs on ALPs. Especially for C6), evaluating the pedagogical implementation of ALP's LA and LAD, the three dimensions of signature pedagogy are used to assess the level of pedagogy evaluation. Findings showed that no studies focus on evaluating the deep or implicit structure of ALP's LA. All studies examine the structural surface dimension of learning activities and interactions between students, teachers, and ALP's LA and LAD, as examined in categories C2-C5. No studies were exclusively categorized as a C6 category, indicating that all studies evaluate ALP's LA and LAD on the surface structure dimension of signature pedagogy. This review highlights the lack of pedagogical methodology and theory in ALP's LA and LAD, which are recommended to be emphasized in future research and ALP development and implementation.
本研究论文强调并解决了当前文献中缺乏对用于评估自适应学习平台（ALP）的学习分析（LA）和学习分析仪表板（LAD）的方法进行系统综述的问题。针对这一空白，作者在 Tretow-Fish 和 Khalid（2022 年）的工作基础上，对 32 篇论文进行了分析，并根据论文主题将其分为六类（C1-6）。这些类别包括：C1）LA 和 LAD 设计和框架评估；C2）用户使用 LA 和 LAD 的表现评估；C3）适应性评估；C4）通过感知价值评估 ALP；C5）多模态方法评估；C6）ALP 的 LA 和 LAD 的教学实施评估。研究结果包括论文摘要表，其中包括类别、评价单位、方法、变量和目的。在 C1-4 类中，有许多研究侧重于 ALP 的 "学 习方法 "和 "本地学习与发展 "的设计、开发和影响评估，而在 C5 和 C6 类中，只有少数研究。在 C5) 类研究中，很少有研究采用任何评估方法，对 ALP 的 LA 和 LAD 的多模式特征进行评估。特别是在 C6)类别中，评估 ALP 的 LA 和 LAD 的教学实施情况时，使用了标志性教学法的三个维度来评估教学法的评估水平。研究结果表明，没有研究侧重于评估 ALP 的 "学习方法 "的深层或内隐结构。所有研究都考察了学习活动的结构表层维度，以及学生、教师、ALP的LA和LAD之间的互动，如C2-C5类的考察。没有一项研究专门被归入 C6 类，这表明所有研究都是在标志性教学法的表面结构维度上评估 ALP 的 "洛杉矶 "和 "本地学习与发展 "的。本综述强调了ALP的LA和LAD缺乏教学方法和理论，建议在未来的研究和ALP的开发与实施中予以强调。
{"title":"Methods for Evaluating Learning Analytics and Learning Analytics Dashboards in Adaptive Learning Platforms: A Systematic Review","authors":"Tobias Alexander Bang Tretow-Fish, Md Saifuddin Khalid","doi":"10.34190/ejel.21.5.3088","DOIUrl":"https://doi.org/10.34190/ejel.21.5.3088","url":null,"abstract":"This research paper highlights and addresses the lack of a systematic review of the methods used to evaluate Learning Analytics (LA) and Learning Analytics Dashboards (LAD) of Adaptive Learning Platforms (ALPs) in the current literature. Addressing this gap, the authors built upon the work of Tretow-Fish and Khalid (2022) and analyzed 32 papers, which were grouped into six categories (C1-6) based on their themes. The categories include C1) the evaluation of LA and LAD design and framework, C2) the evaluation of user performance with LA and LAD, C3) the evaluation of adaptivity, C4) the evaluation of ALPs through perceived value, C5) the evaluation of Multimodal methods, and C6) the evaluation of the pedagogical implementation of ALP’s LA and LAD. The results include a tabular summary of the papers including the categories, evaluation unit(s), methods, variables and purpose. While there are numerous studies in categories C1-4 that focus on the design, development, and impact assessment of ALP's LA and LAD, there are only a few studies in categories C5 and C6. For the category of C5), very few studies applied any evaluation methods assessing the multimodal features of LA and LADs on ALPs. Especially for C6), evaluating the pedagogical implementation of ALP's LA and LAD, the three dimensions of signature pedagogy are used to assess the level of pedagogy evaluation. Findings showed that no studies focus on evaluating the deep or implicit structure of ALP's LA. All studies examine the structural surface dimension of learning activities and interactions between students, teachers, and ALP's LA and LAD, as examined in categories C2-C5. No studies were exclusively categorized as a C6 category, indicating that all studies evaluate ALP's LA and LAD on the surface structure dimension of signature pedagogy. This review highlights the lack of pedagogical methodology and theory in ALP's LA and LAD, which are recommended to be emphasized in future research and ALP development and implementation.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961455","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}
Prince Chukwuneme Enwereji, Annelien Van Rooyen, Alet Terblanche
Online or e-tutoring is a component of e-learning that involves teaching in an online setting where the e-tutor provides support to a small group of students, which can increase confidence, improve topic comprehension and develop critical learning skills. To enhance e-tutoring in the Department of Financial Accounting at the University of South Africa, this study examined student perspectives or evaluations on the effectiveness of e-tutoring in a distance learning environment, as well as the challenges encountered during its implementation. The study adopted a quantitative design where online questionnaires were used as data collecting instruments. A total of 3,837 questionnaires were completed by students who indicated their willingness to participate in the study. Statistical Package for Social Sciences (SPSS) was used to analyse the data. The major findings revealed that e-tutoring has enhanced students’ learning options in financial accounting modules, through the provision of assistance and the promotion of interactive classrooms. The study revealed that students expressed a need for increased training for e-tutors to enhance their abilities in supporting academic goals, while technological challenges such as bad internet and internet cost were identified as significant barriers to successful e-tutoring. Recommendations include promoting e-tutoring in higher education institutions to support students’ academic endeavours, providing regular training for e-tutors to handle technical content and overcome technological challenges, and establishing effective communication channels to facilitate student-tutor interactions. These measures aim to improve teaching and learning in the online environment, fostering a supportive and engaging experience for students.
在线或电子辅导是电子学习的一个组成部分，涉及在在线环境中进行教学，电子导师为一小群学生提供支持，这可以增加信心，提高主题理解能力并培养关键的学习技能。为了加强南非大学财务会计系的电子辅导，本研究调查了学生对远程学习环境中电子辅导有效性的看法或评价，以及在实施过程中遇到的挑战。本研究采用定量设计，使用在线问卷作为数据收集工具。共有3837份问卷由表示愿意参与研究的学生完成。采用SPSS (Statistical Package for Social Sciences)软件分析数据。主要研究结果显示，透过提供协助和推广互动课堂，电子辅导增加了学生在财务会计模块的学习选择。研究显示，学生表示需要增加对电子导师的培训，以提高他们支持学术目标的能力，而技术挑战，如糟糕的互联网和互联网成本，被认为是成功的电子辅导的重大障碍。建议包括在高等教育机构推广网上辅导，以支持学生的学业;定期为网上导师提供培训，以处理技术内容和克服技术挑战;以及建立有效的沟通渠道，促进学生与导师的互动。这些措施旨在改善在线环境中的教学和学习，为学生提供支持性和参与性的体验。
{"title":"Exploring Students’ Perceptions on Effective Online Tutoring at a Distance Education Institution","authors":"Prince Chukwuneme Enwereji, Annelien Van Rooyen, Alet Terblanche","doi":"10.34190/ejel.21.4.3131","DOIUrl":"https://doi.org/10.34190/ejel.21.4.3131","url":null,"abstract":"Online or e-tutoring is a component of e-learning that involves teaching in an online setting where the e-tutor provides support to a small group of students, which can increase confidence, improve topic comprehension and develop critical learning skills. To enhance e-tutoring in the Department of Financial Accounting at the University of South Africa, this study examined student perspectives or evaluations on the effectiveness of e-tutoring in a distance learning environment, as well as the challenges encountered during its implementation. The study adopted a quantitative design where online questionnaires were used as data collecting instruments. A total of 3,837 questionnaires were completed by students who indicated their willingness to participate in the study. Statistical Package for Social Sciences (SPSS) was used to analyse the data. The major findings revealed that e-tutoring has enhanced students’ learning options in financial accounting modules, through the provision of assistance and the promotion of interactive classrooms. The study revealed that students expressed a need for increased training for e-tutors to enhance their abilities in supporting academic goals, while technological challenges such as bad internet and internet cost were identified as significant barriers to successful e-tutoring. Recommendations include promoting e-tutoring in higher education institutions to support students’ academic endeavours, providing regular training for e-tutors to handle technical content and overcome technological challenges, and establishing effective communication channels to facilitate student-tutor interactions. These measures aim to improve teaching and learning in the online environment, fostering a supportive and engaging experience for students.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340862","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}
Asad Abbas, Guillermina Benavides Rincón, Liya Wang, Mohammad Khubeb Siddiqui
For the betterment of society, education plays a significant role in helping human beings in both tangible and intangible manner. From time to time, various transformations came to the teaching and learning pedagogy. Moreover, it has been evaluated by respective available resources. During and post-COVID-19, we have seen a considerable inclination towards hybrid learning. So, as a researcher, we also need to evaluate whether it has been progressing well. The emergence of different waves of pandemics across the globe has forced higher education institutes to develop and implement new educational models and policies that help to improve the quality of education and learning. However, we also need to examine the impact of these new modalities. For this, Tecnologico de Monterrey, Mexico, has also implemented its novel hybrid educational model, ' HyFlex+Tec,' to continue and uplift academic activities. This model has proposed access to quality education during and post-pandemic crisis and offers the possibility of providing a more environmentally friendly educational model. This study aims to explore the role of technostress in the association between a hybrid learning environment and students' academic performance and to reflect on how this new mode of blended learning could promote 'green-based' learning in an era of climate emergency. For this, we deployed a Form-based online survey among students through the convenient sampling technique. In total, we received 94 registered responses. For statistical analysis of quantitative datasets, we used a free and open statistical application, i.e., Jamovi. After the regression-based examination, it has been noted that technostress fully mediates the relationship between the perceived hybrid learning environment and the academic performance of undergraduate students. The reason for the occurrence of technostress among students is the continuous change in modalities, where the adaptation of new digital tools (software and devices) in a short time affects academic performance, thereby causing a lack of participation in course activities. This research provides guidelines to the university and government policymakers to update or introduce new flexible degree programs (in-person and hybrid) to promote digital skills and the wellbeing of students.
为了改善社会，教育在帮助人类的有形和无形方面发挥着重要作用。教与学的教学法不断发生着各种各样的变化。此外，还根据各自的现有资源对其进行了评价。在2019冠状病毒病期间和之后，我们看到了混合学习的巨大倾向。所以，作为研究人员，我们也需要评估它是否进展顺利。全球各地出现的不同流行病浪潮迫使高等教育机构制定和实施有助于提高教育和学习质量的新教育模式和政策。然而，我们也需要研究这些新模式的影响。为此，tecologico de Monterrey, Mexico也实施了其新颖的混合教育模式“HyFlex+Tec”，以继续和提升学术活动。这一模式提出了在大流行病危机期间和危机后获得优质教育的机会，并提供了提供一种更有利于环境的教育模式的可能性。本研究旨在探讨技术压力在混合学习环境与学生学习成绩之间的关系中的作用，并反思这种新的混合学习模式如何在气候紧急时期促进“绿色”学习。为此，我们通过方便的抽样技术，对学生进行了基于表格的在线调查。我们总共收到了94份注册回复。对于定量数据集的统计分析，我们使用了一个免费开放的统计应用，即Jamovi。通过回归检验，我们发现技术压力在大学生混合学习环境感知与学业成绩的关系中起着完全中介作用。学生中出现技术压力的原因是模式的不断变化，在短时间内适应新的数字工具(软件和设备)影响了学习成绩，从而导致缺乏对课程活动的参与。这项研究为大学和政府决策者提供了指导方针，以更新或引入新的灵活学位课程(面对面和混合)，以提高学生的数字技能和福祉。
{"title":"Investigate the Impact of Technostress on Perceived Hybrid Learning Environment and Academic Performance","authors":"Asad Abbas, Guillermina Benavides Rincón, Liya Wang, Mohammad Khubeb Siddiqui","doi":"10.34190/ejel.21.4.3084","DOIUrl":"https://doi.org/10.34190/ejel.21.4.3084","url":null,"abstract":"For the betterment of society, education plays a significant role in helping human beings in both tangible and intangible manner. From time to time, various transformations came to the teaching and learning pedagogy. Moreover, it has been evaluated by respective available resources. During and post-COVID-19, we have seen a considerable inclination towards hybrid learning. So, as a researcher, we also need to evaluate whether it has been progressing well. The emergence of different waves of pandemics across the globe has forced higher education institutes to develop and implement new educational models and policies that help to improve the quality of education and learning. However, we also need to examine the impact of these new modalities. For this, Tecnologico de Monterrey, Mexico, has also implemented its novel hybrid educational model, ' HyFlex+Tec,' to continue and uplift academic activities. This model has proposed access to quality education during and post-pandemic crisis and offers the possibility of providing a more environmentally friendly educational model. This study aims to explore the role of technostress in the association between a hybrid learning environment and students' academic performance and to reflect on how this new mode of blended learning could promote 'green-based' learning in an era of climate emergency. For this, we deployed a Form-based online survey among students through the convenient sampling technique. In total, we received 94 registered responses. For statistical analysis of quantitative datasets, we used a free and open statistical application, i.e., Jamovi. After the regression-based examination, it has been noted that technostress fully mediates the relationship between the perceived hybrid learning environment and the academic performance of undergraduate students. The reason for the occurrence of technostress among students is the continuous change in modalities, where the adaptation of new digital tools (software and devices) in a short time affects academic performance, thereby causing a lack of participation in course activities. This research provides guidelines to the university and government policymakers to update or introduce new flexible degree programs (in-person and hybrid) to promote digital skills and the wellbeing of students.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340856","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}
Touchscreen devices provide a variety of features and engaging interaction which offer a significant incentive for them to be adopted for learning purposes. They facilitate access to educational resources at any time and broaden the study contents beyond the formal curricula of educational institutions. This is promoted by employing educational applications that stimulate learners to interact effectively with the learning material to gain motivation, influencing their accomplishments in the targeted subject. However, some applications fail to provide a variety of feedback to their stakeholders by relying on evaluating learners either negatively or positively in a simplistic manner and with a lack of reinforcement. This unsuitability and the lack of feedback can lead to a weak level of interaction and decrease students' comprehension levels. In this paper, a multi-platform touchscreen-based application has been developed by adopting gamification to support learners with limited literacy skills in acquiring the Arabic alphabet. A study was conducted on 75 native Arabic learners studying in the first and second year of elementary level in Saudi Arabia to evaluate the system's ability to increase learners’ knowledge of the Arabic alphabet. The sample was divided into three groups; experiment, and control groups (both first-year) and second-year groups. The experimental group utilized the application after taking the pre-test, while the control group interacted with the learning material traditionally with their teachers. The second-year group results assisted the study in investigating the system's ability to rapidly boost the experiment group's comprehension of the targeted subject since the second-year learners were more experienced in Arabic letters than the experiment or control groups. The results of the comparison of the pre-test and post-test showed that the experiment group overtook the control and the second-year group regarding the post-test score, which indicates the system's ability to increase learners’ knowledge level. By providing an interactive and engaging learning experience, the developed application has shown the ability to increase learners' knowledge levels significantly. These research findings have implications for educators, learners with limited literacy skills, curriculum developers, and researchers who are seeking effective tools to improve language learning outcomes.
{"title":"LAA: Learn the Arabic Alphabet: Integrating Gamification Elements with Touchscreen Based Application to Enhance the Understanding of the Arabic Letters Forms","authors":"Abdullah Al Hejaili, Paul Newbury","doi":"10.34190/ejel.21.4.3043","DOIUrl":"https://doi.org/10.34190/ejel.21.4.3043","url":null,"abstract":"Touchscreen devices provide a variety of features and engaging interaction which offer a significant incentive for them to be adopted for learning purposes. They facilitate access to educational resources at any time and broaden the study contents beyond the formal curricula of educational institutions. This is promoted by employing educational applications that stimulate learners to interact effectively with the learning material to gain motivation, influencing their accomplishments in the targeted subject. However, some applications fail to provide a variety of feedback to their stakeholders by relying on evaluating learners either negatively or positively in a simplistic manner and with a lack of reinforcement. This unsuitability and the lack of feedback can lead to a weak level of interaction and decrease students' comprehension levels. In this paper, a multi-platform touchscreen-based application has been developed by adopting gamification to support learners with limited literacy skills in acquiring the Arabic alphabet. A study was conducted on 75 native Arabic learners studying in the first and second year of elementary level in Saudi Arabia to evaluate the system's ability to increase learners’ knowledge of the Arabic alphabet. The sample was divided into three groups; experiment, and control groups (both first-year) and second-year groups. The experimental group utilized the application after taking the pre-test, while the control group interacted with the learning material traditionally with their teachers. The second-year group results assisted the study in investigating the system's ability to rapidly boost the experiment group's comprehension of the targeted subject since the second-year learners were more experienced in Arabic letters than the experiment or control groups. The results of the comparison of the pre-test and post-test showed that the experiment group overtook the control and the second-year group regarding the post-test score, which indicates the system's ability to increase learners’ knowledge level. By providing an interactive and engaging learning experience, the developed application has shown the ability to increase learners' knowledge levels significantly. These research findings have implications for educators, learners with limited literacy skills, curriculum developers, and researchers who are seeking effective tools to improve language learning outcomes.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136079600","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}
Nadine Bisswang, Dimitri Petrik, Erich Heumüller, Sebastian Richter
Virtual reality has emerged as an influential technology in the educational landscape, offering learners and teachers immersive and interactive experiences that enhance traditional teaching methods. However, despite the increasing importance of virtual reality in education, a systematic description and classification of virtual reality use cases in education is still lacking. This limits the understanding and comparability of virtual reality use cases and highlights the need for a structured approach. This study asks the research question: How can virtual reality educational use cases, identified in the literature, be described, and classified? To classify these use cases, this study develops a state-of-the-art taxonomy. The taxonomy was developed in a combination of a conceptual-to-empirical and empirical-to-conceptual approach. The first stage to develop the taxonomy was based on a conceptual-to-empirical approach. Here, the concepts of virtual reality, use case and education serve as meta-characteristics and theoretical structure. To further detail the dimensions and characteristics, a systematic literature review was conducted by following a PRISMA-guided search and selection process. Therefore, the scientific databases Science Direct, AISel and Springer Link were used to search for studies between 2018 and 2023, obtaining a sample of 39 publications. As the conceptual-to-empirical approach did not richly describe the analysed virtual reality use cases from the studies, additional dimensions and characteristics were identified inductively. Therefore, a second iteration was conducted relating to the empirical-to-conceptual approach. This process explored the practical aspects of virtual reality scenarios and added applicable and practical characteristics to the initial theoretical foundation. The result is a comprehensive taxonomy of virtual reality use cases in education that contributes significantly to existing knowledge and provides a solid foundation for future research. The final taxonomy includes 17 dimensions and 37 characteristics. These findings can support educators to understand the nature of virtual reality use cases, enabling them to describe and implement such use cases effectively within educational settings.
{"title":"What is Your VR use Case for Educational Like: A State-Of-The-Art Taxonomy","authors":"Nadine Bisswang, Dimitri Petrik, Erich Heumüller, Sebastian Richter","doi":"10.34190/ejel.21.6.3215","DOIUrl":"https://doi.org/10.34190/ejel.21.6.3215","url":null,"abstract":"Virtual reality has emerged as an influential technology in the educational landscape, offering learners and teachers immersive and interactive experiences that enhance traditional teaching methods. However, despite the increasing importance of virtual reality in education, a systematic description and classification of virtual reality use cases in education is still lacking. This limits the understanding and comparability of virtual reality use cases and highlights the need for a structured approach. This study asks the research question: How can virtual reality educational use cases, identified in the literature, be described, and classified? To classify these use cases, this study develops a state-of-the-art taxonomy. The taxonomy was developed in a combination of a conceptual-to-empirical and empirical-to-conceptual approach. The first stage to develop the taxonomy was based on a conceptual-to-empirical approach. Here, the concepts of virtual reality, use case and education serve as meta-characteristics and theoretical structure. To further detail the dimensions and characteristics, a systematic literature review was conducted by following a PRISMA-guided search and selection process. Therefore, the scientific databases Science Direct, AISel and Springer Link were used to search for studies between 2018 and 2023, obtaining a sample of 39 publications. As the conceptual-to-empirical approach did not richly describe the analysed virtual reality use cases from the studies, additional dimensions and characteristics were identified inductively. Therefore, a second iteration was conducted relating to the empirical-to-conceptual approach. This process explored the practical aspects of virtual reality scenarios and added applicable and practical characteristics to the initial theoretical foundation. The result is a comprehensive taxonomy of virtual reality use cases in education that contributes significantly to existing knowledge and provides a solid foundation for future research. The final taxonomy includes 17 dimensions and 37 characteristics. These findings can support educators to understand the nature of virtual reality use cases, enabling them to describe and implement such use cases effectively within educational settings.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294290","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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