ABSTRACT
Due to advances in information and communication technology, e-teaching has become increasingly popular and is in high demand by educational organizations. During the lockdown period of COVID-19 especially, e-teaching provided prior solutions to address the pressing need for monitoring students' learning progress. However, in many developing countries, it is apparent that a wide variety of issues are related to e-teaching adoption. Although the implementation issues associated with e-teaching have been addressed in the existing research literature and in practice for many years, from the available research, the evaluation of e-teaching adoption criteria and ranking using fuzzy theory has been ignored. Therefore, the present research aims to evaluate and rank the criteria for e-teaching adoption through Fuzzy Delphi and Fuzzy TOPSIS. A total of four criteria and twelve sub-criteria for e-teaching adoption were determined based on a systematic literature review and professors' opinions in India. In addition, the Fuzzy Delphi method was employed to finalize the criteria, and the Fuzzy TOPSIS method was employed for ranking the alternatives. The assessment results showed that among the identified alternatives, the 'share the technology with other organizations';and 'course integration with technology';were the top-ranked alternatives for improving e-teaching adoption. An understanding of these conceptual alternatives can encourage the adoption of e-teaching in educational organizations.
ABSTRACT
With the advancement of technology and the spread of the COVID19 epidemic, learning can no longer only be done through face-to-face teaching. Numerous digital learning materials have appeared in large numbers, changing people's learning mode. In the era of information explosion, how to capture the learners' attention to teaching videos and improve learning effectiveness is the common goal of every designer of e-leaning teaching content. Previous researches focused on the analysis of learning effectiveness and satisfaction. Instructional designers only provided design elements with high learning effectiveness or high satisfaction, and lacked in-depth analysis of the learners' perspectives. The opinions of these e-learning users are often the key to the success of online teaching videos. Therefore, this study aims at the design elements that will be used in the teaching film. The operation mode of the piano mechanism will be employed as the content of the teaching film. Based on eight elements including arrow cueing, dynamic arrow cueing, spreading-color cueing, contrary to cueing, font style, color application, anthropomorphic, and audiovisual complementarity, we use Refined Kano Model to analyze learners' needs of categorization of each element, and discover learners' expectations for teaching videos. In addition, this study also conducts in-depth data analysis through decision trees algorithm, and stratification analyses using different variables (such as design expertise, using frequency, and usage experience, etc.) to find out the key design factors that affect learners' learning. Depending on the learner's background, the use of e-learning experience, using frequency, and the length of the learning video, our results could provide for reference when designing teaching videos. Instructional designers can better understand how to effectively use design elements, so that the teaching videos can achieve the best learning effect.