ABSTRACT
The purpose of this paper is to present the results of a study on whether or not online teaching-learning is a viable option for ensuring the quality of education in the future. The pandemic situation has brought major challenges to the educational institutions and institutions have to ensure that learning continues uninterrupted through virtual platforms using current technologies and tools. The theoretical framework for the survey is derived from secondary sources such as research papers, newspaper articles, and magazine articles on the topic. ProQuest and EBSCO were used for this. The study combines exploratory and descriptive methods. The paper shows that the future of the online education is not sustainable;it is just a situational arrangement and soon will be replaced by the old, traditional offline pattern, if the situation allows. © 2023, Rajarambapu Institute Of Technology. All rights reserved.
ABSTRACT
Under the influence of neo-liberalism and marketization, education is increasingly becoming more content-focused than character one. Ignoring the fact that money, science, and technology may take a person to the moon, these are ethical and moral values that take him/her to the even loftier heights of humanity. Recent COVID-19-driven focus on information and communication technology (ICT) and digital learning have further added to these woes by focusing more on human-machine interaction than human-human ones. Traditional models for inculcating these values through education which heavily rely on the physical presence of teachers do not seem to work in these circumstances. This demands a model for inculcating these values in learning management systems/ e-learning platforms. This study contributes in this regard by first identifying key players and factors, and then proposing a model for it. Using the Delphi model, it gathers opinions from 59 experts in two rounds. Academic institutions, society and online community members, teachers, and e-contents were identified as key factors and players. It suggests a holistic approach-based model through which all of them play their role and collaborate through an e-learning platform. That platform can be used to disseminate information, create awareness, monitor, and report the e-learners. It uses pull and push strategies to help the e-learners to develop those values. © 2023 The Author(s).
ABSTRACT
COVID-19 has forced academic organizations to migrate rapidly to distance education or online (electronic) learning (e-learning) owing to its ben-efits, mainly offering innovative teaching and transparent evaluation. However, e-learning stakeholders, faculties, staff, and students have evoked evaluation security concerns regarding authenticating takers during the electronic evalua-tion (e-evaluation) comprising electronic assessment (e-assess) and examination (e-exam). This paper presents a hybrid scheme that resolves this challenge using a dynamic authentication method for supervising e-evaluation. This approach builds an active student profile employing students' information and behavior gathered during the courses' activities and uses them for managing unethical conduct during e-evaluation. The proposed scheme ensures continuous authen-tication using active questions made using operational students' profiles with-out a need for added components and extra cost. The student answers to the set of random queries developed dynamically, in terms of time and information, to ensure real-time authentication with e-evaluation transparency and equity. A mathematical model is developed and employed utilizing students' and courses' contents to enable a dynamic authentication algorithm throughout e-evaluation. The obtained results of the simulation work show that the authentication require-ments are guaranteed at a low cost regardless of student number, e-evaluation content, anytime, and anywhere.
ABSTRACT
The study aims to apply the TAM model to investigate further about the opinions of students at Peking University on the e-learning platform provided by the university. The research validates the impact of the different variables on students' intention to continue using e-learning platforms during the Covid-19 epidemic, including perceived usefulness, perceived ease of use, perceived enjoyment, and perceived convenience. The research adopts a quantitative research method and measures the variables using a 5-level Likert scale. The designed questionnaires are distributed online to the targeted respondents through multiple social applications. The research collects 383 valid data and conducts a comprehensive data analysis by using SPSS analysis software. The research indicates that perceived usefulness, perceived ease of use, and perceived convenience all have a significant and positive impact on student's intention to continue using e-learning platforms. However, this research also confirms that perceived enjoyment has no significant effect on student's intention to continue using e-learning platforms. Therefore, this research validates the hypotheses proposed and achieves the research goals. Furthermore, the research provides useful information and recommendations for the government, education field, IT field and future research. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
With the covid-19 pandemic, e-learning has shown significant growth in Sri Lanka over the last few years. As a remedy to sudden school closure during the covid-19 outbreak, educational institutes have adopted e-learning to minimize the disruption of education. Even though there are benefits, teachers complained that the satisfaction of secondary level students is declining, and it has impacted the academic performance to become low. Therefore, this research is conducted to investigate the factors influencing the secondary level students' satisfaction in e-learning at an educational institute in Sri Lanka from students' perspectives. This study takes 211 students from secondary-level students in an educational institute as participants. The data were gathered through online questionnaires undertaking a Quantitative approach. Overall results indicate that flexibility is the most influencing factor. Respectively, the quality of the e-learning system/platform, Interactivity, quality of the Internet, and quality of the learning material influence students' satisfaction. As per the recommendations, the educational institute is suggested to select a suitable e-learning platform and use Learning Management System (LMS). Also, they are suggested to provide a fixed timetable for teachers. The teachers are encouraged to be more interactive and to use computer-based learning materials to deliver the content. Also, an educational institute is suggested to provide adequate teacher training in creating resource materials. The Ministry of Education is suggested to provide a free e-learning system and data package for less cost. Also, the Ministry of Education is recommended to take strategic decisions to enhance school curriculums to be interactive. E-learning system designers should be aware of the school curriculum in designing e-learning systems. And the Government is encouraged to increase the coverage and infrastructure facilities to establish a satisfying e-learning environment. © 2022 IEEE.
ABSTRACT
The purpose of this study is to evaluate various online resources available for radiology education. An online search was conducted using PubMed (National Library of Medicine, Bethesda, MD) and Google Scholar for publications discussing the applications of online learning in radiology. The search strategy employed a combination of the following terms: radiology, web-based conferencing, radiology education seminars, radiology education online, radiology education programs, online lectures, radiology residency, radiology degree, Radiology-Integrated Training Initiative (R-ITI) e-learning platform, UTAUT, Moodle, active image-based learning, Video conference platforms (VCPs), education, undergraduate, medical students, teaching, virtual learning, blended learning, e-learning, COVID-19, pandemic, OER, open education resources, online learning, course assets, accessibility, 5G Internet, game-based learning, radiology competition, and virtual world. The literature published was reviewed and consolidated. Data from the literature shows that radiology education online and radiology education seminars are undergoing a revolution due to advancements in computers, online software, and 5G Internet speed. The pace of this development has accelerated even further due to the COVID-19 pandemic and thus forced distance online education. Various technologies are available and are being implemented by residency programs across the world to improve radiology education, making it more interactive and safer in this pandemic. Online learning has become an integral part of education in radiology, with new facets being added to it.
ABSTRACT
Online internet-based education and virtual teaching and learning have been forced upon the world due to coronavirus global pandemic healthcare crisis. Various internet and communication technology-assisted virtual delivery platforms are used, such as Zoom, Microsoft Teams, Google Hangouts, Skype, etc., to conduct lectures, tutorials, workshops, and provide online support to students. The main objective of this chapter is to reflect and compare the teaching and learning strategies in normal situation in contrast with the practice during COVID-19 environment. The chapter formalises an analysis of the challenges faced by lecturers in teaching and delivering first-year economics unit to the students, at the two institutions, and its impact on their learning of the economics core unit offered at the undergraduate Bachelor of Business program.
ABSTRACT
Purpose: When a website or application is designed and deployed rapidly as a response to an urgent need, it may not satisfy users. Therefore, we decided to investigate users’ attitudes and (dis)satisfaction towards the UX of the Madrasati platform, an e-learning system that was developed by the Saudi Ministry of Education as an alternative to traditional learning during the COVID-19 crisis. Method: The study utilizes Twitter to collect a large volume of data (177,358 tweets) related to Madrasati. Two relevant hashtags #Madrasati (يتسردم#) and #Minaset Madrasati (يتسردم ةصنم#) were used to collect data within the first two months after the launch of the platform. The two-month period was split into four phases: Pre-Semester Phase, Familiarization Phase, Interaction Phase, and Use Phase. The Microsoft Product Reaction Cards (MPRC) tool was implemented to judge user satisfaction/dissatisfaction. Results: The findings show a sudden dissatisfaction about the platform upon launch, but a gradual increase in positive UX over time. Various categories of negative UX (e.g., errors, user denial, and speed issues) gradually became less and less over the observed two months. More importantly, the results show how big data from Twitter can be used for analyzing the UX of a new product. Conclusion: UX is not static;it can change positively over time as users gain more experience with the system. © 2021, Emerald Group Holdings Ltd.. All rights reserved.
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This paper aims to measure learners' preferences for a specific teaching format (online, hybrid, or face-to-face) based on their experience, usage, and interaction with e-learning platforms (Moodle/MS Teams), on their participation in e-learning courses delivered via online streaming platforms (Zoom), on teaching staff skills and teaching-learning abilities, as well as on the advantages and disadvantages of those forms of learning during the COVID-19 pandemic. In implementing the research question, a conceptual model was developed, which was further analyzed by means of structural equations modelling via SmartPLS 3.3.9 (SmartPLS GmbH, Boenningstedt, Germany). The data were collected via quantitative research implemented through an online questionnaire addressed to learners (students) from an emerging market during the COVID-19 pandemic. The research contributes to extending social learning theory and the social cognitive learning theory by pinpointing the learners' preference for the online educational format and by showing how a blended learning environment in universities can be developed by fructifying the gains in terms of digital skills acquisition during the COVID-19 pandemic. The paper highlights the contribution of the online educational environment in extending the use of interactive digital tools and resources, engaging the learners, and creating the opportunity for them to become accountable for their learning experiences.
Subject(s)
COVID-19 , Education, Distance , COVID-19/epidemiology , Humans , Learning , Pandemics , UniversitiesABSTRACT
Due to the COVID-19 pandemic, all Saudi universities have adopted e-learning systems to ensure that educational activities continue. Shaqra University adopted a platform called the Shaqra University e-learning platform. This study aimed to identify the factors contributing to the success of that platform in Shaqra University, based on students' responses. This research has proposed an extension of well-known DeLone and McLean's Information Systems Success (D&M ISS) model to check and validate the success factors of the Shaqra University platform. The questionnaire was adopted in this study to collect data from students currently enrolled at Shaqra University. One thousand online links to the questionnaire were randomly distributed among current students enrolled in Shaqra University. The results revealed that the instrument adopted in this study was valid and reliable. Also, the results showed that the model was a good fit for the Saudi context. The proposed factors of instructor's quality, learner quality, and perceived usefulness positively impacted the e-learning platform. On the other hand, the factors information quality, system quality and service quality had no positive impact on the use of the e-learning platform.
ABSTRACT
"Padhega India TabhitohBadhega India" To support digital India movement, it is the requirement of the hour to make digital tools available to every house at very low cost for uninterrupted education. From last two years due to pandemic of COVID 19, this requirement has converted into the 'basic need'. The aim of the study is to check the effectiveness of online education in past one and half year of pandemic. Nine schools of Sanjharia village of Jaipur district in Rajasthan state has been short listed to conduct the study. Reasons of selecting these nine school were based on (1) the strength of the students and faculty, (2) internet facility available in the form of wifi or LAN in the school campus and houses, (3) availability of the digital tools such as smart phones, tablets, laptops or desktops and, (4) preference mode of classes whether online, hybrid or deferred till the normal situation and last (5) whether teachers, students and parents were satisfied with this alternate arrangement of education.An online questionnaire was floated during the pandemic and after normalization a face to face interview session with the teachers, students and their parents was conducted for collecting the data. The findings of the study are showing that though there are many hurdles say technical, financial or knowledge based in the initial days but later on everybody has adopted and being adapted with this basic need of new era of digital education.
ABSTRACT
There are various reasons why vaccine fear has resulted in public rejection. Students have raised concerns about vaccine effectiveness, leading to hesitation when it comes to vaccination. Vaccination apprehension impacts students' perceptions, which has an impact on the acceptability of an e-learning platform. As a result, the goal of this study is to look at the post-acceptance of an e-learning platform using a conceptual model with several factors. Every variable makes a unique contribution to the e-learning platform's post-acceptance. In the current study, TAM variables were combined with additional external factors such as fear of vaccination, perceived routine use, perceived enjoyment, perceived critical mass, and self-efficacy, all of which are directly associated with post-acceptance of an e-learning platform. Here, a hybrid conceptual model was used to evaluate the newly widespread use of e-learning platforms in this area in this study in the UAE. In the past, empirical investigations primarily used Structural Equation Modeling (SEM) analysis;however, this study used a developing hybrid analysis approach that combines SEM with deep learning–based Artificial Neural Networks (ANN). This study also employed the Importance–Performance Map Analysis (IPMA) to determine the significance and performance of each element. Through the findings, it was found that fear of vaccination, perceived ease of use, perceived usefulness, perceived routine use, perceived enjoyment, perceived critical mass, and self-efficiency all had a significant impact on stu-dents' behavioral intention to use the e-learning platform for educational purposes. It was also shown in the analysis of ANN as well as IPMA that the perceived ease of use of the e-learning platform is the most important indicator of post-acceptance. The proposed model, in theory, provides appropriate explanations for the elements that influence post-acceptance of the e-learning platform in terms of internet service factors at the individual level. In the practical sense, these findings will help de-cision-makers and practitioners in higher education institutions identify the factors that should be given extra care and plan their policies accordingly. The ability of the deep ANN architecture to identify the non-linear relationships between the factors involved in the theoretical model has been determined in this research. The implication offers extensive information about taking effective steps to decrease the fear of vaccination among people and increase vaccination confidence among teachers and educators and students, consequently impacting society. © 2022, Growing Science. All rights reserved.
ABSTRACT
I never thought that a virus could disturb the lives of people everywhere, almost to the point of paralysis. Even after the appearance of the first signs given by this killer virus, at the end of 2019 and the beginning of 2020, in China, we did not suspect what harm it can cause to humanity. People began to see the reality when China, the country with the largest population in the world, said it was facing great difficulties with the killer virus. Alarming information then began to appear in Spain, Italy and other countries not only in Europe but also on other continents of the world. Spain has been brought to its knees by the virus, as has Italy, with thousands of people dying every day. The economic and social life of these countries, and not only, had begun to be paralyzed. One by one, schools were closed, the educational process started to be carried out online. For Spaniards, Italians, French, Germans, etc., there were no problems with teleworking, as they had everything they needed to continue highperformance, online education. I was thinking then what we Romanians will do if the virus brings us to our knees, because only with some exceptions we had what we needed for telework, and the hygiene and personal protection materials „were sublime, but they were completely missing”. I was shocked when it was announced on television that in Romania the first case of infection with Covid-19 was registered. Then the number of those infected increased daily, many Romanians in the diaspora contributing to this performance, who, against the recommendations of the national authorities not to return to Romania during that period, did not take them into account and we were faced with the result: the number of people infected and hospitalized multiplied with each passing day. In those difficult conditions, the online education started to be carried out in Romania as well. As a professor in a military higher education institution, I had to comply with this situation, but the beginning was difficult for me. I would like to talk further about the difficulties I have encountered in conducting online education, as well as how I have managed to overcome them, with the hope that in the future such phenomena will no longer represent an issue for some of the teaching staff. © 2021, National Defence University - Carol I Printing House. All rights reserved.
ABSTRACT
The rapid changes caused by the pandemic worldwide has affected every sphere of our lives and accelerated the digitalization process. With the constant increase in the computing power of tablets and smartphones, new opportunities for their use in trade, industry, medicine, and education have emerged. Our current transition to Industrialization 4.0, supported mainly by mobile technologies, has helped preserve this condition. The authors have researched this area to implement the project, studied various approaches and experiences during COVID-19. The authors attempted to observe relevant world experience and hypothesize that mobile devices have a high potential for forming a new effective learning model when adequately integrated. The experience of researchers from different countries is highlighted, in which the authors share their observations and discoveries made after the world moved to distance learning in spring 2020. This article focuses on the experience of developing a mobile application for distance physics learning in higher and secondary educational institutions using augmented reality technology. The article consistently describes how the authors have made through the development process, including the background research and testing the product among users. The paper gives paper the project implementation process, the rationale for the used tools, and a description of the various stages of development. A student survey supports the proposed hypothesis, and the article also includes an analysis of the responses. The paper highlights the advantage of using digital educational tools, which have shown significant importance during the unplanned closure of schools and universities due to the coronavirus. Our future work lies in the improvements of research design and application optimization. © 2022. All Rights Reserved.
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COVID-19 pandemic had transformed traditional learning in schools and universities into online classrooms. Monitoring students’ attendance and interaction during live online classes is a challenge for educators. During the lockdown, many factors had influenced attendance and participation in online classes. In this paper, the course Introduction to web programming lab is considered a case study to investigate the participation of students in programming labs at Hashemite University. This descriptive and quantitative research included 212 students in the academic year (2020/2021). Students’ participation had been observed and collected based on records of attendance sheets, in-class interaction, assignment delivery, and utilization of e-learning platforms. Data were also collected through a survey to measure student satisfaction of delivering course learning outcomes (CLOs). Qualitative interviews were conducted to emphasize factors that affected participation and interaction in online class;such factors include Hardwar/Software issues, psychological/ environmental issues, and financial issues. Findings also showed that online education was successfully implemented. However, the interaction of students during meeting class is considered below average. Attendance and performance data were analyzed using correlation analysis and showed a weak positive relationship © 2022,International Journal of Interactive Mobile Technologies. All Rights Reserved.
ABSTRACT
The possible effect of a pandemic on education is conceptually addressed in this paper. The arrival of Corona virus (CoVid 19) as one form of such a pandemic in South Africa has exposed and accelerated the trend of growing disparities in basic education system between private and the vast majority of public schools. The advent of lockdown regulations brought by various governments in the world and South African government in particular has accelerated development of e-learning and e-content creation by private education providers. Whereas Face-to -face offerings are still preferred, blended education has increased dramatically with more e-content likely to be the game changer and enabler of the long awaited 4IR relevant education outcome in SA in particular as addressed in this paper. Whilst this development is positive for basic education, the advent of lockdown brought by CoVid 19 pandemic, has also highlighted that the difference in access to technology between poor and rich schools could translate at a basic level to a huge gap in available classroom instruction times which is a fundamental element of the required learning environment. In 2020, South African schooling calendar experienced major disruption due to lockdown regulations however, rich schools were able to mitigate this impact through e-learning platforms, something not possible currently for poor schools. This paper seeks to conceptually establish the unique impact of technology application on the outcome of basic education in South Africa. We make a comparison to the trends of the past 9 years and contrast this with the results of the 2020 school year under CoVid 19 pandemic restrictions. We argue in this paper, that though not the only element of advantage, access to e-learning and e-content can be a big contributor to the difference in performance of high school pupils in basic education. The paper demonstrates that the ability to use technology and e-content creates the major difference between poor and exceptional/resilient education system. We believe that as was demonstrated during lockdown by business and higher learning institutions, creating more access to e-learning platforms material and virtual classrooms for children in remote areas can mitigate against any disruptions due to the macro environment and enhance the ability of the system to transform education from passive learning (teach and absorb type) to an active learning (stimulation based and research type) that is most relevant to the 4IR era. Copyright © 2021 by Naudé Scribante. Permission granted to IAMOT to publish and use.