Kushnara Suriyawansa, N. Kodagoda, L. Ranathunga, N. Abdullah
: E-learning provides a more suitable learning environment for educators and learners. Hence, the e-learning community has rapidly increased over the years. At present, e-learning environments use several materials to transfer knowledge to learners. Out of various types of materials, instructional videos have become the prominent source of information in popular e-learning environments. Instructional videos in e-learning can be categorised into many types based on the content presentation method. Voice-over slides are popular instructional videos at present. Since the instructional materials are a key component of an e-learning environment, maintaining the required quality of these materials is vital. Using proper pedagogy in instructional materials mainly enhances the quality. There are many pedagogical principles proposed over the years, and these principles address different features of all instructional materials. Therefore, it is necessary to derive the applicable pedagogical principles based on the features available in the instructional video to analyse the pedagogy in an instructional video. The investigation related to this paper aims to derive an approach to analysing and quantifying the pedagogy in slides with voice-over type instructional videos. In this study, a thorough literature review first identified the pedagogical principles applicable to slides with voice-over type instructional videos. Next, the prominence of the identified pedagogical principles was derived from a Likert-scale survey conducted by several Information Technology undergraduates. The survey response assigned a rank to each identified pedagogical principle. The rank was derived by the mean score obtained for each pedagogical principle. Next, one-way ANOVA tests were performed for the mean score of pedagogical principles to derive their prominence levels. The ANOVA tests were conducted by adding adjacent pedagogical principles with a non-identical rank until the ANOVA results claimed a significant difference in variances. A new level was defined when the ANOVA results showed a significant difference. This study proposed a pedagogical score calculation formula using these levels (derived from the statistical analysis) to derive a qualitative measure of the use of pedagogy in slides with voice-over type instructional videos. The pedagogical evaluators and content developers can use the proposed scoring method to quantify and compare the pedagogy in slides with voice-over instructional videos.
{"title":"An Approach to Measure the Pedagogy in Slides with Voice-Over Type Instructional Videos","authors":"Kushnara Suriyawansa, N. Kodagoda, L. Ranathunga, N. Abdullah","doi":"10.34190/ejel.20.4.2314","DOIUrl":"https://doi.org/10.34190/ejel.20.4.2314","url":null,"abstract":": E-learning provides a more suitable learning environment for educators and learners. Hence, the e-learning community has rapidly increased over the years. At present, e-learning environments use several materials to transfer knowledge to learners. Out of various types of materials, instructional videos have become the prominent source of information in popular e-learning environments. Instructional videos in e-learning can be categorised into many types based on the content presentation method. Voice-over slides are popular instructional videos at present. Since the instructional materials are a key component of an e-learning environment, maintaining the required quality of these materials is vital. Using proper pedagogy in instructional materials mainly enhances the quality. There are many pedagogical principles proposed over the years, and these principles address different features of all instructional materials. Therefore, it is necessary to derive the applicable pedagogical principles based on the features available in the instructional video to analyse the pedagogy in an instructional video. The investigation related to this paper aims to derive an approach to analysing and quantifying the pedagogy in slides with voice-over type instructional videos. In this study, a thorough literature review first identified the pedagogical principles applicable to slides with voice-over type instructional videos. Next, the prominence of the identified pedagogical principles was derived from a Likert-scale survey conducted by several Information Technology undergraduates. The survey response assigned a rank to each identified pedagogical principle. The rank was derived by the mean score obtained for each pedagogical principle. Next, one-way ANOVA tests were performed for the mean score of pedagogical principles to derive their prominence levels. The ANOVA tests were conducted by adding adjacent pedagogical principles with a non-identical rank until the ANOVA results claimed a significant difference in variances. A new level was defined when the ANOVA results showed a significant difference. This study proposed a pedagogical score calculation formula using these levels (derived from the statistical analysis) to derive a qualitative measure of the use of pedagogy in slides with voice-over type instructional videos. The pedagogical evaluators and content developers can use the proposed scoring method to quantify and compare the pedagogy in slides with voice-over instructional videos.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44123454","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 technically analyses one of the online exam supervision technologies, namely the Artificial Intelligence-based Auto Proctoring (AiAP). This technology has been heavily presented to the academic sectors around the globe. Proctoring technologies are developed to provide oversight and analysis of students’ behavior in online exams using AI, and sometimes with the supervision of human proctors to maintain academic integrity in a blended format. Manual Testing methodology was used to do a software testing on AiAP for verification of any possible incorrect red flags or detections. The study took place in a Middle Eastern university by conducting online exams for 14 different courses, with a total of 244 students. Afterward, five human proctors were assigned to verify the data obtained by the AiAP software. The results were then compared in terms of monitoring measurements: screen violation, sound of speech, different faces, multiple faces, and eyes movement detection. The proctoring decision was computed by averaging all monitoring measurements and then compared between the human proctors’ and the AiAP decisions, to ultimately set the AiAP against a benchmark (human proctoring) and hence to be viable for use. The decision represented the number of violations to the exam conditions, and the result showed a significant difference between Human Decision (average 25.95%) and AiAP Decision (average 35.61%), and the total number of incorrect decisions made by AiAP was 74 out of 244 exam attempts, concluding that AiAP needed some improvements and updates to meet the human level. The researchers provided some technical limitations, privacy concerns, and recommendations to carefully review before deploying and governing such proctoring technologies at institutional level. This paper contributes to the field of educational technology by providing an evidence-based accuracy test on an automatic proctoring software, and the results demand institutional provision to better establish an appropriate online exam experience for higher educational institutions.
{"title":"The Accuracy of AI-Based Automatic Proctoring in Online Exams","authors":"Adiy Tweissi, Wael Al Etaiwi, Dalia Al Eisawi","doi":"10.34190/ejel.20.4.2600","DOIUrl":"https://doi.org/10.34190/ejel.20.4.2600","url":null,"abstract":"This study technically analyses one of the online exam supervision technologies, namely the Artificial Intelligence-based Auto Proctoring (AiAP). This technology has been heavily presented to the academic sectors around the globe. Proctoring technologies are developed to provide oversight and analysis of students’ behavior in online exams using AI, and sometimes with the supervision of human proctors to maintain academic integrity in a blended format. Manual Testing methodology was used to do a software testing on AiAP for verification of any possible incorrect red flags or detections. The study took place in a Middle Eastern university by conducting online exams for 14 different courses, with a total of 244 students. Afterward, five human proctors were assigned to verify the data obtained by the AiAP software. The results were then compared in terms of monitoring measurements: screen violation, sound of speech, different faces, multiple faces, and eyes movement detection. The proctoring decision was computed by averaging all monitoring measurements and then compared between the human proctors’ and the AiAP decisions, to ultimately set the AiAP against a benchmark (human proctoring) and hence to be viable for use. The decision represented the number of violations to the exam conditions, and the result showed a significant difference between Human Decision (average 25.95%) and AiAP Decision (average 35.61%), and the total number of incorrect decisions made by AiAP was 74 out of 244 exam attempts, concluding that AiAP needed some improvements and updates to meet the human level. The researchers provided some technical limitations, privacy concerns, and recommendations to carefully review before deploying and governing such proctoring technologies at institutional level. This paper contributes to the field of educational technology by providing an evidence-based accuracy test on an automatic proctoring software, and the results demand institutional provision to better establish an appropriate online exam experience for higher educational institutions.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44406985","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 current article investigates tertiary level learners' satisfaction with a novel synchronous hybrid learning method (SHLM) that combines face-to-face and virtual teaching simultaneously using real-time audio and video technology to facilitate interaction between two groups. The originality of this approach stems from teaching two groups simultaneously (one group face-to-face and the other online) and rotating them consecutively in order to offer them 50% of the classes face-to-face and 50% virtually. This approach gave students equal learning opportunities by studying at home on specific days whilst not depriving them of face-to-face communication with their tutors, as well as establishing contact with their peers. We believe that this learning model has not been implemented in this fashion before and that the study has not been conducted elsewhere. For the most part, it was introduced as a solution to provide face-to-face teaching during the COVID-19 pandemic. This study aimed at examining learners' opinions, motivation, attention, and success in this new learning environment. The study employed a mixed methods approach that included a survey and semi-structured interviews to collect quantitative and qualitative data. The overall results revealed that learners were generally in favor of SHLM. Furthermore, it found that reducing the group sizes from 40 to 20 students had a positive impact on learner satisfaction. Students also highlighted that feeling safe, the use of technology, the teachers' attention during classes, sense of equality, and collaborative efforts between students contributed to their positive learning experience as a whole. Learners also indicated that their experience during classes with various digital tools such as Padlet, Google Jamboard, and Nearpod had a positive impact on their learning. However, the findings from some of the interviews revealed that there was a variation in opinion dependent on the students’ learning style, personality traits, and linguistic ability. Some beginner and intermediate learners pointed out that at times, their proficiency level hindered their understanding when alternating to online classes. The study alluded to the fact that the implemented learning approach is subject to modifications and may remain in place for an extended period in case the pandemic still poses a problem or in the event of a shortage of physical classrooms or faculty. This model can also be applied during emergency remote instruction in educational institutions that have a suitable infrastructure. Since this study only focused on the students’ perception of this hybrid approach, it is recommended that the teachers’ experience with the approach should be examined. It is also recommended that the teaching of the four English language skills should be examined through this model to find whether all the skills can be taught effectively.
{"title":"A Novel Synchronous Hybrid Learning Method: Voices from Saudi Arabia","authors":"H. Alhusban","doi":"10.34190/ejel.20.4.2340","DOIUrl":"https://doi.org/10.34190/ejel.20.4.2340","url":null,"abstract":"The current article investigates tertiary level learners' satisfaction with a novel synchronous hybrid learning method (SHLM) that combines face-to-face and virtual teaching simultaneously using real-time audio and video technology to facilitate interaction between two groups. The originality of this approach stems from teaching two groups simultaneously (one group face-to-face and the other online) and rotating them consecutively in order to offer them 50% of the classes face-to-face and 50% virtually. This approach gave students equal learning opportunities by studying at home on specific days whilst not depriving them of face-to-face communication with their tutors, as well as establishing contact with their peers. We believe that this learning model has not been implemented in this fashion before and that the study has not been conducted elsewhere. For the most part, it was introduced as a solution to provide face-to-face teaching during the COVID-19 pandemic. This study aimed at examining learners' opinions, motivation, attention, and success in this new learning environment. The study employed a mixed methods approach that included a survey and semi-structured interviews to collect quantitative and qualitative data. The overall results revealed that learners were generally in favor of SHLM. Furthermore, it found that reducing the group sizes from 40 to 20 students had a positive impact on learner satisfaction. Students also highlighted that feeling safe, the use of technology, the teachers' attention during classes, sense of equality, and collaborative efforts between students contributed to their positive learning experience as a whole. Learners also indicated that their experience during classes with various digital tools such as Padlet, Google Jamboard, and Nearpod had a positive impact on their learning. However, the findings from some of the interviews revealed that there was a variation in opinion dependent on the students’ learning style, personality traits, and linguistic ability. Some beginner and intermediate learners pointed out that at times, their proficiency level hindered their understanding when alternating to online classes. The study alluded to the fact that the implemented learning approach is subject to modifications and may remain in place for an extended period in case the pandemic still poses a problem or in the event of a shortage of physical classrooms or faculty. This model can also be applied during emergency remote instruction in educational institutions that have a suitable infrastructure. Since this study only focused on the students’ perception of this hybrid approach, it is recommended that the teachers’ experience with the approach should be examined. It is also recommended that the teaching of the four English language skills should be examined through this model to find whether all the skills can be taught effectively.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69825771","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}
Mitchell Peters, A. Pérez-Navarro, Sergi Fàbregues
E-learning research is a dynamic and ever-expanding interdisciplinary field. Research in this area is often conducted at the intersection of social science, cognitive science, learning sciences, as well as engineering and computer science. Common concerns in the field include ambiguity and confusion toward how best to approach methodological design as well as tensions around whether the field is coherent or fragmented. E-learning research has been characterized as a multi-paradigmatic knowledge field with distinct theoretical foundations and a horizontal knowledge structure composed of “specialist” languages. There has been a remarkable increase in systematic literature reviews in the field, representing a burgeoning research industry. Although there is a clear division between technical and social scientific approaches, there is a scarcity of literature which attempts to synthesize the evidence on how e-learning research is conducted across disciplines and within distinctive research communities from a multi-paradigmatic perspective. The objective of the current study is to systematically map research done in the field of e-learning in higher education at the Universitat Oberta de Catalunya (UOC) within the frame of an institutional analysis. The aim is to identify key features and distinctive approaches to research across disciplines in this area from a multi-paradigmatic perspective. A systematic mapping review has been conducted, synthesizing research published between 2015-2020 by authors affiliated with the UOC. The study identified 291 articles, the majority of which use quantitative approaches following both design-based research methods as well as design and development research aims across three distinct research areas (a) educational research, (b) discipline-based education research and (c) learning engineering research. Fragmentation was identified across distinct research areas and communities of practice, particularly between research aims and the methods used to achieve these aims. By empirically examining the claims about methodological capacity and coherence in e-learning research, recommendations are offered for reorienting the field by: (a) increasing interdisciplinary collaboration through integrated research agendas; (b) supporting the expanding profession of the ‘learning engineer’; and (c) promoting methodological capacity, clarity and innovation.
{"title":"A Systematic Mapping of E-Learning Research: An Interdisciplinary and Multi-paradigmatic Perspective from the Universitat Oberta de Catalunya","authors":"Mitchell Peters, A. Pérez-Navarro, Sergi Fàbregues","doi":"10.34190/ejel.20.4.2327","DOIUrl":"https://doi.org/10.34190/ejel.20.4.2327","url":null,"abstract":"E-learning research is a dynamic and ever-expanding interdisciplinary field. Research in this area is often conducted at the intersection of social science, cognitive science, learning sciences, as well as engineering and computer science. Common concerns in the field include ambiguity and confusion toward how best to approach methodological design as well as tensions around whether the field is coherent or fragmented. E-learning research has been characterized as a multi-paradigmatic knowledge field with distinct theoretical foundations and a horizontal knowledge structure composed of “specialist” languages. There has been a remarkable increase in systematic literature reviews in the field, representing a burgeoning research industry. Although there is a clear division between technical and social scientific approaches, there is a scarcity of literature which attempts to synthesize the evidence on how e-learning research is conducted across disciplines and within distinctive research communities from a multi-paradigmatic perspective. The objective of the current study is to systematically map research done in the field of e-learning in higher education at the Universitat Oberta de Catalunya (UOC) within the frame of an institutional analysis. The aim is to identify key features and distinctive approaches to research across disciplines in this area from a multi-paradigmatic perspective. A systematic mapping review has been conducted, synthesizing research published between 2015-2020 by authors affiliated with the UOC. The study identified 291 articles, the majority of which use quantitative approaches following both design-based research methods as well as design and development research aims across three distinct research areas (a) educational research, (b) discipline-based education research and (c) learning engineering research. Fragmentation was identified across distinct research areas and communities of practice, particularly between research aims and the methods used to achieve these aims. By empirically examining the claims about methodological capacity and coherence in e-learning research, recommendations are offered for reorienting the field by: (a) increasing interdisciplinary collaboration through integrated research agendas; (b) supporting the expanding profession of the ‘learning engineer’; and (c) promoting methodological capacity, clarity and innovation. ","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47098007","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}
In the rapid switch from contact to distance learning in response to the 2020 Covid-19 pandemic lecturers had to adapt their teaching in relation to five distinct areas – place, time, class size, technology, and pedagogy. This autoethnography reflects on the implications of each of those dimensions, as well as the extent to which lecturers worked either at the extremes or the dimension, or in a way to incorporate elements of both extremes. From the narratives of how lecturers cope I derive a matrix for the selection of technologies and pedagogies in blended learning.
{"title":"From face-to-face to Distance: Towards Flexibility in five Dimensions of Blended Learning: Lessons Learnt from the Covid-19 Pandemic","authors":"Johannes Christoffel Cronje","doi":"10.34190/ejel.20.4.2201","DOIUrl":"https://doi.org/10.34190/ejel.20.4.2201","url":null,"abstract":"In the rapid switch from contact to distance learning in response to the 2020 Covid-19 pandemic lecturers had to adapt their teaching in relation to five distinct areas – place, time, class size, technology, and pedagogy. This autoethnography reflects on the implications of each of those dimensions, as well as the extent to which lecturers worked either at the extremes or the dimension, or in a way to incorporate elements of both extremes. From the narratives of how lecturers cope I derive a matrix for the selection of technologies and pedagogies in blended learning.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45229291","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}
Using a qualitative historical research approach, this paper examines the South African (SA) e-Education (referred to as White paper 7 (WP7)) policy formulation’s contextual influences and their possible impacts on the policy implementation. A critical discourse analysis (CDA) was conducted on both the policy itself and data collected through semi-structured interviews (SSI) with purposefully selected participants. Findings of the study reveal tacit contradictions and tensions that depict a policy that is in contradiction with itself. That is from its textual, discourse and process perspectives. The study reveals that, from its textual perspective, WP7’s formulation was influenced by the post-apartheid’s government desire to make use of Education and Information and Communication Technology (ICT) as quick fixers in response to the dire socioeconomic situation of the majority of citizens. Yet, its discourse perspective points to the fact that its formulation’s motive was merely to coordinate donations in hardware, software and funding from interest groups (IGs). While the donations in question were premised by IGs’ ultimate aim of maximizing profit through an anticipated government funded massive rollout of ICT resources to schools. This resulted in the formulation of WP7 being excessively influenced by contextual factors that had little to do with the policy’s vision of transforming teaching and learning (TL) through ICT. This situation may have contributed to the policy’s failure to reach its set objectives by 2013 as envisaged, at least from the point of view of policy as text.
{"title":"The Influence of Policy Formulation Contextual Factors on Implementation: South African White Paper 7 as a Case in Point","authors":"Kabeya Tshimanika, Agnes Chigona, Osman Sadeck","doi":"10.34190/ejel.20.4.2305","DOIUrl":"https://doi.org/10.34190/ejel.20.4.2305","url":null,"abstract":"Using a qualitative historical research approach, this paper examines the South African (SA) e-Education (referred to as White paper 7 (WP7)) policy formulation’s contextual influences and their possible impacts on the policy implementation. A critical discourse analysis (CDA) was conducted on both the policy itself and data collected through semi-structured interviews (SSI) with purposefully selected participants. Findings of the study reveal tacit contradictions and tensions that depict a policy that is in contradiction with itself. That is from its textual, discourse and process perspectives. The study reveals that, from its textual perspective, WP7’s formulation was influenced by the post-apartheid’s government desire to make use of Education and Information and Communication Technology (ICT) as quick fixers in response to the dire socioeconomic situation of the majority of citizens. Yet, its discourse perspective points to the fact that its formulation’s motive was merely to coordinate donations in hardware, software and funding from interest groups (IGs). While the donations in question were premised by IGs’ ultimate aim of maximizing profit through an anticipated government funded massive rollout of ICT resources to schools. This resulted in the formulation of WP7 being excessively influenced by contextual factors that had little to do with the policy’s vision of transforming teaching and learning (TL) through ICT. This situation may have contributed to the policy’s failure to reach its set objectives by 2013 as envisaged, at least from the point of view of policy as text.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43466285","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}
M. Newsome, Anthony Piña, Mohammad Mollazehi, Khalid Al-Ali, Y. M. Alshaboul
The sudden and prolonged disruption to learning caused by the COVID-19 pandemic has exposed the vulnerabilities of traditional higher education and revealed the need for a rapid transformation. Lessons from the pandemic have made it clear that the future of higher education will rely heavily on e-learning and the agility of institutions to seamlessly transition between face-to-face, blended/hybrid, and fully online learning. As institutions begin their post-pandemic planning, the online experiences of different groups of learners during the pandemic offer valuable insight into what is working and what isn’t. Consequently, this study explored the effect of learners’ sex and discipline (STEM/non-STEM) on students’ perceptions of (1) course design, (2) assessment, (3) student behavior, (4) instructor behavior, and (5) tools and technologies during forced online learning. Additionally, the researchers investigated the effect of sex and discipline on students’ overall satisfaction with remote learning and explored the influence of students’ perceptions on satisfaction. Study participants were 1,825 undergraduates at eight universities in Qatar. Using the QLT evaluation rubric, the researchers adapted a 27-item survey to measure students’ perceptions of key aspects of quality online teaching and learning and to gauge overall satisfaction. Using a SEM approach, study results showed that (1) male students had more positive perceptions of instructor behavior, assessment, and tools and technologies compared to females, (2) males were more satisfied overall with their remote learning experiences, (3) students in STEM disciplines had significantly more negative perceptions of all the aspects of online learning explored in the study, (4) students in STEM disciplines were significantly less satisfied overall with remote learning, and (5) students’ perceptions of tools and technologies, assessment, and course design most influenced their overall satisfaction. These findings have important implications for faculty development and post-pandemic planning in higher education in general and the Gulf in particular.
{"title":"The Effect of Learners’ Sex and STEM/non-STEM Majors on Remote Learning: A National Study of Undergraduates in Qatar","authors":"M. Newsome, Anthony Piña, Mohammad Mollazehi, Khalid Al-Ali, Y. M. Alshaboul","doi":"10.34190/ejel.20.4.2262","DOIUrl":"https://doi.org/10.34190/ejel.20.4.2262","url":null,"abstract":"The sudden and prolonged disruption to learning caused by the COVID-19 pandemic has exposed the vulnerabilities of traditional higher education and revealed the need for a rapid transformation. Lessons from the pandemic have made it clear that the future of higher education will rely heavily on e-learning and the agility of institutions to seamlessly transition between face-to-face, blended/hybrid, and fully online learning. As institutions begin their post-pandemic planning, the online experiences of different groups of learners during the pandemic offer valuable insight into what is working and what isn’t. Consequently, this study explored the effect of learners’ sex and discipline (STEM/non-STEM) on students’ perceptions of (1) course design, (2) assessment, (3) student behavior, (4) instructor behavior, and (5) tools and technologies during forced online learning. Additionally, the researchers investigated the effect of sex and discipline on students’ overall satisfaction with remote learning and explored the influence of students’ perceptions on satisfaction. Study participants were 1,825 undergraduates at eight universities in Qatar. Using the QLT evaluation rubric, the researchers adapted a 27-item survey to measure students’ perceptions of key aspects of quality online teaching and learning and to gauge overall satisfaction. Using a SEM approach, study results showed that (1) male students had more positive perceptions of instructor behavior, assessment, and tools and technologies compared to females, (2) males were more satisfied overall with their remote learning experiences, (3) students in STEM disciplines had significantly more negative perceptions of all the aspects of online learning explored in the study, (4) students in STEM disciplines were significantly less satisfied overall with remote learning, and (5) students’ perceptions of tools and technologies, assessment, and course design most influenced their overall satisfaction. These findings have important implications for faculty development and post-pandemic planning in higher education in general and the Gulf in particular.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45815557","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 study critically examines the features of three such e-learning platforms: Blackboard, Google Classroom, and Zoom. It provides an in-depth analysis of the digital learning podium's effectiveness in a pandemic like COVID-19. It synthesizes the strengths and limitations of the selected e-learning platforms for English language teaching. The study focuses on authentic e-learning platforms' potentials to encourage EFL teachers and learners to take the challenge of adapting to a transforming world that could engage them in e-learning innovation. An electronic survey of 36 items was conducted to identify EFL teachers' perceptions of these platforms' performance. The survey comprised three questionnaires for each e-learning platform with six parts, namely, accessibility and usability, efficiency and convenience, communication and interaction, teacher's attitude, teacher's satisfaction, and E-learning experience during COVID-19. The elicited data was analysed using Minitab 16 Statistical software. The internal consistency of the survey was measured through the values of Cronbach's Alpha. Other statistical measures such as mean, standard deviation, and agreeable rate (AR) were used to portray the efficacy of each application. The results of the survey indicate that Google Classroom (Ave. AR = 72.92%, Ave. Mean = 3.887) is the most effective e-learning platform, followed by Blackboard (Ave. AR = 68.09%, Ave. Mean = 3.694), and lastly Zoom (Ave. AR = 61.85%, Ave. Mean = 3.544), according to the participants. The research findings should be an initiative for the language learners and help teachers and policymakers design e-learning environments to make the learning process feasible in and out of an international global crisis.
{"title":"Descriptive Study of EFL Teachers’ Perception toward E-learning Platforms during the Covid-19 Pandemic","authors":"Lubna Khalil, K. Alharbi","doi":"10.34190/ejel.20.4.2203","DOIUrl":"https://doi.org/10.34190/ejel.20.4.2203","url":null,"abstract":"The study critically examines the features of three such e-learning platforms: Blackboard, Google Classroom, and Zoom. It provides an in-depth analysis of the digital learning podium's effectiveness in a pandemic like COVID-19. It synthesizes the strengths and limitations of the selected e-learning platforms for English language teaching. The study focuses on authentic e-learning platforms' potentials to encourage EFL teachers and learners to take the challenge of adapting to a transforming world that could engage them in e-learning innovation. An electronic survey of 36 items was conducted to identify EFL teachers' perceptions of these platforms' performance. The survey comprised three questionnaires for each e-learning platform with six parts, namely, accessibility and usability, efficiency and convenience, communication and interaction, teacher's attitude, teacher's satisfaction, and E-learning experience during COVID-19. The elicited data was analysed using Minitab 16 Statistical software. The internal consistency of the survey was measured through the values of Cronbach's Alpha. Other statistical measures such as mean, standard deviation, and agreeable rate (AR) were used to portray the efficacy of each application. The results of the survey indicate that Google Classroom (Ave. AR = 72.92%, Ave. Mean = 3.887) is the most effective e-learning platform, followed by Blackboard (Ave. AR = 68.09%, Ave. Mean = 3.694), and lastly Zoom (Ave. AR = 61.85%, Ave. Mean = 3.544), according to the participants. The research findings should be an initiative for the language learners and help teachers and policymakers design e-learning environments to make the learning process feasible in and out of an international global crisis. \u0000 ","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42373452","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}
In the present scenario of COVID-19, the online learning capacity has been increased much more. Due to increased capacity of online learning in higher education, the quality of online learning has serious concerns. To achieve the minimum requirements of quality in online learning for sustainable development, it is important to review the quality assurance principles and strategies. A brief review of literature was conducted to define the quality, to present some quality assurance indicators for online learning and to discuss some online learning models by selecting 27 published articles through inclusion and exclusion criteria. The review showed that learner-teacher interaction, learner’s prompt feedback, learner’s support service, applying appropriate media, tools for online learning and planned documented technology application for the assurance of quality in online learning are important quality indicators. Some quality assurance models for online learning are also presented in this study.
{"title":"Quality Indicators and Models for Online Learning Quality Assurance in Higher Education","authors":"Muhammad Hafeez, Shazia Naureen, Sohaib Sultan","doi":"10.34190/ejel.20.4.2553","DOIUrl":"https://doi.org/10.34190/ejel.20.4.2553","url":null,"abstract":"In the present scenario of COVID-19, the online learning capacity has been increased much more. Due to increased capacity of online learning in higher education, the quality of online learning has serious concerns. To achieve the minimum requirements of quality in online learning for sustainable development, it is important to review the quality assurance principles and strategies. A brief review of literature was conducted to define the quality, to present some quality assurance indicators for online learning and to discuss some online learning models by selecting 27 published articles through inclusion and exclusion criteria. The review showed that learner-teacher interaction, learner’s prompt feedback, learner’s support service, applying appropriate media, tools for online learning and planned documented technology application for the assurance of quality in online learning are important quality indicators. Some quality assurance models for online learning are also presented in this study. ","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47852882","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}
Serious games are the focus of the current research agenda. They show promise for allowing students to learn and practice skills. In fewer studies, they are used for the development of academic competencies. Therefore, it is of interest to deepen the research on the benefits of serious games in academic education and training. This article presents a study using serious games aimed at higher education academics’ training for the development of digital competencies. The study was carried out with 56 academics, using the serious game called AstroCódigo. The study analyzed the level of acceptance of serious games using the TAM model and what factors the academics believe affect this acceptance. It is important to know possible barriers that affect the development of actions oriented to the formation of academic competencies through serious games, which can also affect the adoption of games as a resource for teaching situations. None of prior studies have focused on analyzing the technological acceptance of serious games used for the development of academic competencies. The results of this research indicate that participants believe that using serious games can be beneficial to drive digital competencies. However, there are aspects such as the highest academic qualification, work experience, professional development, perceived usefulness, ease of use, and fear of change associated with age rank which can play a negative role in the use and acceptance of digital technologies by academics, particularly serious games. These results may be a clue to the barriers linked to the fact that most of the participants in this study do not use serious games in their classes or for their digital skills training. Additionally, the possibility to try and fail and the increased level of challenges proposed in the serious games, related to enjoyment, were valued by academics, during the sessions with AstroCódigo. These findings open the door to organize strategies for academic training in digital competencies within higher education institutions. They can also impact the design decisions of new serious games.
{"title":"Acceptance of Serious Games to Develop Digital Competencies in Higher Education Professors","authors":"Juan Carlos Sandí-Delgado, C. Sanz, Edith Lovos","doi":"10.34190/ejel.20.3.2181","DOIUrl":"https://doi.org/10.34190/ejel.20.3.2181","url":null,"abstract":"Serious games are the focus of the current research agenda. They show promise for allowing students to learn and practice skills. In fewer studies, they are used for the development of academic competencies. Therefore, it is of interest to deepen the research on the benefits of serious games in academic education and training. This article presents a study using serious games aimed at higher education academics’ training for the development of digital competencies. The study was carried out with 56 academics, using the serious game called AstroCódigo. The study analyzed the level of acceptance of serious games using the TAM model and what factors the academics believe affect this acceptance. It is important to know possible barriers that affect the development of actions oriented to the formation of academic competencies through serious games, which can also affect the adoption of games as a resource for teaching situations. None of prior studies have focused on analyzing the technological acceptance of serious games used for the development of academic competencies. The results of this research indicate that participants believe that using serious games can be beneficial to drive digital competencies. However, there are aspects such as the highest academic qualification, work experience, professional development, perceived usefulness, ease of use, and fear of change associated with age rank which can play a negative role in the use and acceptance of digital technologies by academics, particularly serious games. These results may be a clue to the barriers linked to the fact that most of the participants in this study do not use serious games in their classes or for their digital skills training. Additionally, the possibility to try and fail and the increased level of challenges proposed in the serious games, related to enjoyment, were valued by academics, during the sessions with AstroCódigo. These findings open the door to organize strategies for academic training in digital competencies within higher education institutions. They can also impact the design decisions of new serious games.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48233786","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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