A Hierarchical Model to Evaluate the Quality of Web-Based E-Learning Systems

The study aimed to identify the current status of applying e-learning quality standards at the Arab American University from the point of view of faculty members, and to what extent average means differ according to the different demographic variables. To achieve this, the descriptive analytical method was used, and (211) members were randomly selected, who represented (45.4%) of the study population (465) faculty members working at the Arab American university. A questionnaire consisting of (39) items covering (3) dimensions (the lecturer’s role in using e-learning system, the quality of e-learning system, the role of the university administration in the quality of e-learning system) was used after testing its validity and reliability. After the descriptive statistical analysis, the results showed that the average means of the study sample towards the current status of applying the quality standards of e-learning at the university received a high degree. There were also statistically significant differences in the gender variable in favor of females; in qualification in favor of PhD holders; and in experience in favor of (more than 10 years). The study concluded with a number of recommendations, including developing and innovating new methods of evaluation suitable for the e-learning system, providing all kinds of support to faculty members, and relieving the psychological stress faced during the e-learning process.

The advancement of information technology drives transformation in education, including at SMK Fadilatul Ilmi Serang City. However, the learning process at this school remains conventional with limited digital media usage, necessitating a web-based e-learning system to enhance flexibility and efficiency. This study aims to design and develop a web-based e-learning information system to support distance learning, material management, assignments, automated exams, and assessments. The research method employs a qualitative descriptive approach and software engineering with the Waterfall model. Data collection was conducted through interviews, observation, literature studies, and documentation. The system was developed using PHP programming language, MySQL database, and HTML/CSS for the interface. The result is an e-learning system with three user levels (admin, teacher, student), featuring account management, learning materials, online exams, instant grading, and score reports. Implementation at SMK Fadilatul Ilmi demonstrated increased efficiency in teaching-learning processes, accessibility of materials beyond spatial/temporal constraints, and ease in evaluating learning outcomes. This system is expected to be a sustainable solution for digitizing vocational education.

Background. Life expectancy is an important health status indicator based on average number of years a person at a given age may be expected to live given current mortality rates. Given this significance, it would be necessary to probe into the factors affecting the life expectancy. Ensuring that information and communication technology (ICT) services are properly used could contribute to development and achievement, as it represents an important issue for the countries moving toward knowledge-based and information-based societies. Therefore, this study explored the impact of the information and communication technology on life expectancy. Methods. This study covers annual data from 2008 to 2018 for a group of countries in the Middle East. Data were retrieved from the Annual Reports such as World Bank and International Telecommunication Union (ITU) data sets. The effects of ICT on life expectancy are estimated with the Panel model. We also used the Hausman test to investigate fixed versus random effects. The data were analyzed by Stata 14 software. Results. The core findings of this study confirm the significant impact of ICT on life expectancy in the Middle East. The calculated Coefficient of the regression was 0.551 indicating how much life expectancy changes when ICT variable increases by one unit. Moreover, the rho (intraclass correlation) was found to be 0.975 showing that 97.5% of the variance is due to differences across panels. Conclusion. Considering the effect of ICT on life expectancy, policymakers of the Middle Eastern countries should integrate the use of ICT with the existing programs and systems. Technology is not an end in itself but merely the means to reinforce the existing system and to meet the locally determined goals. It can be used as a tool to attain broader health and development goals. Background Life expectancy is an important health status indicator based on average number of years a person at a given age may be expected to live given current mortality rates. Given this significance, it would be necessary to probe into the factors affecting the life expectancy. Ensuring that information and communication technology (ICT) services are properly used could contribute to development and achievement, as it represents an important issue for the countries moving toward knowledge-based and information-based societies. As ICT affects everyday lives, it also impacts the macroeconomic growth, which in turn further affects everyday lives by allowing improvements in infrastructures and a higher standard of living. ICTs inherently entail the economic development of countries, regions and cities, while also improving social inclusion, well-being and therefore quality of life. Therefore, this study explored the impact of the information and communication technology on life expectancy. Methods This study covers annual data from 2008 to 2018 for a group of countries of in the Middle East. Data were retrieved from the Annual Reports such as World Bank dataset and International Telecommunication Union (ITU) data set. The effects of information and communication technology on life expectancy were estimated through the Panel model. First, stationary tests were performed with the Fisher’s generalized unit root test. In the Fisher test for panel data, the null hypothesis of a unit root was rejected at the 5% level of significance. The cross-section correlation test was performed with the Freeze test. The null hypothesis of no correlation was rejected at the 5% level of significance. We also used the Hausman test to investigate fixed versus random effects. The null hypothesis of no fixed effects was accepted so the random effects model was used. The Hausman test detects endogenous regressors in a regression model. Endogenous variables have values that are determined by other variables in the system. The data were analyzed by Stata 14 software. Results The core findings of this study confirm the significant impact of information and communication technology on life expectancy in the Middle East. The Coefficient of the regression was 0.551 indicating how much life expectancy changes when information technology variable increases by one unit. The coefficient of ICT shows that 1% increase in ICT variable causes 0.551 % incline in life expectancy and this result is significant at 5% level of significance. Regarding control variables, we found that all have expected statistically significant effects on life expectancy. The intra-cluster correlation coefficient (rho) is a measure of the relatedness, or similarity, of clustered data. Values of rho range from 0 to 1 in human studies, and as the rho increases, more individuals within the clusters resemble one another. The rho (intraclass correlation) was found to be 0.975 showing that 97.5% of the variance is due to differences across panels. This research recommends that human development programs need to focus on polices which foster digital inclusion. Conclusion Considering the effect of information and communication technology on life expectancy, policymakers of the Middle Eastern countries should integrate the use of information and communication technology with the existing programs and systems. The digital citizen is happier and values living in regions with technological capacity, investing in research & development, and committed to achieving sustainable growth. ICT use leads to improved assessments of the efficiency and management of the public administration by more technological users, underlining the importance of an understanding between users and public services in the virtual sphere. Technology is not an end in itself but merely an instrument to reinforce the existing system and to meet the locally determined goals. It can be used as a tool to attain broader health and development goals. The findings from this study provide key insights that explain how life expectancy may be enhanced through ICTs. Practical Implications of Research According to the influence of information and communication technology (ICT) on life expectancy, policymakers should provide ICT infrastructures and adopt strategies integrating ICT policies with human life criteria such as education, health and work to improve life expectancy. Ethical Consideration The paper reflects the author’s own research and analysis in a truthful and complete manner. Conflict of Interests This study was an independent research and the author declares no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Acknowledgement I would like to thank Dr Marzieh Ronaghi for her guidance and assistance throughout this research.

The electronic-based learning method is a learning process using Information and Communication Technology (ICT) as a tool that can overcome learning problems without being limited by space and time. Companies from small, medium to large scale begin to see the importance and benefits of E-Learning. PT. Epson Batam is a company engaged in electronics located in Batam. To support the improvement of human resource capacity at PT. Epson Batam, an E-Learning system was implemented. Companies from small, medium to large scale begin to see the importance and benefits of E-Learning. PT. Epson Batam is a company engaged in electronics located in Batam. To support the improvement of human resource capacity at PT. Epson Batam, an E-Learning system was implemented. In this research, the software quality evaluation standard used is ISO 9126. System development is using ASP.NET technology. On the aspect of functionality get a percentage of 100% with a value of X = 1, which means that all functions are running correctly, aspects of reliability get an average percentage of 100% with successful results, usability aspects get a percentage of 75.7% or in the category agree with the value Cronbach's Alpha 0.952 is in excellent category, and for the average aspect of efficiency for load time is 582.45 ms, so it can be concluded that the information system Centralize E-Learning assignment system has fulfilled the efficiency aspects of ISO 9126 software quality standards.

The advancement and the rapid growth of information and communication technologies (ICTs) have facilitated teaching and learning effectively. Practicing ICT plays a big role in the facilitation, improvement of pedagogy and content knowledge. This study investigates the influence of ICT on teaching and learning in Rwanda polytechnics a case of Rwanda Polytechnic-IPRC-Tumba. The study used mixed methods approach research design and targeted 682 respondents that included 643 students and 39 lecturers. A sample size of 88 respondents of target population was sampled using simple random sampling method. Stratified sampling technique was used to identify students and lecturers. A questionnaire instrument was used to collect data from both students and lecturers. Gathered data were coded and processed by mean of SPSS. Quantitative data was analyzed by means of descriptive statistics and regression analysis, such as percentages, Durbin-Watson, tolerance, and VIF. Qualitative data was analyzed thematically harmonized with the objectives of the study. The study findings were reported in summary form using tables. About the findings, Durbin-Watson on ICT resources availability, ICT resources usage, and users ICT support on teaching and learning was 1.731 and ICT resources scored tolerance of 0.735 and VIF of 1.360, ICT resources usage scored tolerance of 0.533 and VIF of 1.878 and users ICT support scored tolerance of 0.531and VIF of 1.883. The study finally concluded ICT had a significant influence on ICT capacity in Rwanda polytechnic- IPRC Tumba (Rulindo district-Rwanda). Therefore, the ministries of education and Rwanda Polytechnic administrators were recommended to deploy ICT in teaching and learning.   Keywords: Information Technologies (IT), Rwanda Polytechnic (RP), Education Sector, ICT (Information Communication Technology), IPRC Tumba

We developed three e-learning systems for endoscopists to acquire the necessary skills to improve the diagnosis of early gastric cancer (EGC) and demonstrated their usefulness using randomized controlled trials. The subjects of the three e-learning systems were “detec­tion”, “characterization”, and “preoperative assessment”. The contents of each e-learning system included “technique”, “knowledge”, and “obtaining experience”. All e-learning systems proved useful for endoscopists to learn how to diagnose EGC. Lecture videos describing “the technique” and “the knowledge” can be beneficial. In addition, repeating 100 self-study cases allows learners to gain “experience” and improve their diagnostic skills further. Web-based e-learning systems have more advantages than other teaching methods because the number of participants is unlimited. Histopathological diagnosis is the gold standard for the diagnosis of gastric cancer. Therefore, we developed a comprehensive diagnostic algorithm to standardize the histopathological diagnosis of gastric cancer. Once we have successfully shown that this algorithm is helpful for the accurate histopathological diagnosis of cancer, we will complete a series of e-learning systems designed to assess EGC accurately.

The purpose of this article is to analyze the introduction and use of information and communication technologies (ICT) in the special disciplines of higher education, to teach teachers how to improve the effectiveness of teaching and learning through information and communication technologies (ICT). This article discusses the issues of improving the knowledge and skills of students through the use of modern information and communication technologies in the preparation of designers, increasing students' interest in the educational process and the ability to apply their knowledge in practice in the future. The focus is on the need to develop appropriate strategies for a new educational role and, in addition, to enhance the role of learners in integrating information and communication technologies (ICT) into the educational process. The role and perspective of the teachers was very important, highlighting them as key players in the process. The data show that there is a belief that the use of information and communication technologies (ICT) in the educational process will help increase the effectiveness of education and facilitate the organization of the educational process. In particular, it shows that the contribution of information and communication technologies (ICT) to the improvement of the educational process in educational institutions, where information and communication technologies (ICT) is an innovative factor, is high. Achieving this high level means that the educational institution must not only modernize technological means, but also change the models of teaching.

Reviewed by: Information and Communication Technology in Nigeria: Prospects and Challenges for Development Kwame D. Dakwa Akpan-Obong, Patience Idaresit. 2009. Information and Communication Technology in Nigeria: Prospects and Challenges for Development. New York: Peter Lang Publishing. 203 pp. Since the early 1980s, information and communication technology (ICT) has permitted people to participate in a world in which school, work, and other activities have been increasingly enhanced by access to varied and developing technologies. ICT tools have helped people find, explore, analyze, exchange, and present information—most importantly, without discrimination. When efficiently used, ICT can provide quick access to ideas and experiences from a wide range of people, communities, and cultures. It is this aspect of modern society that Patience Akpan-Obong's book presents in a useful report on her native country, Nigeria—a book in which she carefully presents Nigeria's efforts to use ICT to drive socioeconomic growth. Readers might wonder how ICT has been integrated into Nigerian life and how it could be used to alleviate poverty. Akpan-Obong covers Aso Rock (the Nigerian White House) and shows how ICT has permeated the seat of government. She mentions how a fringe sector of the Nigerian community has used ICT in criminal activities—what has globally been referred to as "419." To help readers understand the problems in ICT in Nigeria, she analyzes the evolution of Nigerian economic development by addressing the [End Page 95] economic plans of previous colonial governing entities and successive governments since the achievement of independence. Though the book was published in 2009, she does not mention how "Vision 2010," a plan proposed by the Abacha regime in 1996, has been realized; its impact on ICT is not heavily discussed. We are made aware that the colonial government improved communication to "facilitate the administration of the colony," and governments of independent Nigeria improved ICT "to be in line with the modernization zeitgeist." However, a whole chapter is devoted to Nigeria's National Policy on Telecommunications and other matters that have dogged Nigerian telecommunication. It brings to the fore issues pertinent to the question of how ICT is being used in national development. This is broken down into the number of telephones, fax machines, computers, printers, photocopiers, and internet usage (dial up or VSAT). This pattern of usage helps readers grasp how the government and private sectors have applied ICT. With 66 percent of Nigerians reported to be living in poverty, coupled with a literacy rate of 69.1 percent as of 2003, it would have been interesting for Akpan-Obong to have addressed how ICT has been used in Asia, particularly in India, to create job opportunities through outsourcing. Several books addressing the global phenomenon of outsourcing only mention in passing the capabilities of African countries. Thomas Friedman's The World Is Flat (2005) does not mention the potential that ICT can have in elevating poverty in Africa. In addition, ICT is present in interesting ways; for example, a small number of Nigerians and other Africans use it for fraudulent purposes. It is hoped that a future edition of the book will emphasize more strongly critical business opportunities in the ICT industry and the educational options for rural education via ICT. In fact, as Bonk (2009) has argued, "It is the opening up of education that ultimately makes a fatter or more robust economic world possible. In the twenty-first century, education trumps economy as key card to participation in the world" (2008:26). Though some chapters of Akpan-Obong's book point out how approaches in ICT do affect the Nigerian economy and serve larger political and educational purposes, there is a wish for more. Of course, there is a limit to what a book can do, especially this book, a foundational publication for anyone interested in the history of ICT in Nigeria. [End Page 96] Kwame D. Dakwa Indiana University, Bloomington Copyright © 2010 Indiana University Press

Information and communication technology (ICT) has changed and continues to change almost every aspect of our daily lives. Our personal lives, social interactions, educational systems, business atmosphere, and corporate culture-everything has changed in one way or another due to advances in the field of ICT. The construction industry is no exception. ICT provides an unprecedented opportunity as well as enormous challenges to the construction industry.

The use of Information and Communication Technology (ICT) in English language learning at the primary school level is becoming increasingly important in line with digital developments and the demands of the Merdeka Curriculum. This study aims to analyze the effectiveness of Information and Communication Technology (ICT) in improving English proficiency among primary school students through a directed literature review of three experimental studies. These studies examine the use of visual media, interactive multimedia, and game-based learning as Information and Communication Technology (ICT) based learning approaches. Data were analyzed using thematic-comparative techniques to identify patterns across findings. The analysis shows that Information and Communication Technology (ICT)consistently has a positive impact on improving vocabulary, listening skills, speaking skills, and student motivation. Visual media proves effective in supporting basic vocabulary acquisition, interactive multimedia enhances listening and speaking performance, while game-based learning significantly boosts motivation and student interaction. This study concludes that systematic Information and Communication Technology (ICT) integration has strong potential to improve the quality of English learning at the primary level. The study recommends selecting Information and Communication Technology (ICT) media appropriate to learning objectives and providing teacher training to optimize Information and Communication Technology (ICT) use in classroom settings.

The rapid transformation in information and communication technology (ICT) has influenced change in other areas of human lives, including in the teaching and learning process in higher education institutions. This study explores: a) how student perceived usefulness, perceived ease of use, attitude toward use, and behavioural intention to use an eLearning system (using the Technology Acceptance Model (TAM)); and b) validity testing of the underlying causal relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. To do so, a quantitative survey was used with 255 student participants, drawn conveniently from a local population of 745 accounting students studying at Sam Ratulangi University, Indonesia. The result of descriptive statistical analysis using the SPSS showed that all the items of perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use were highly perceived by the accounting students of Sam Ratulangi University. The result of confirmatory factor analysis using structural equation modelling in IBM’s AMOS software showed that all the constructs developed in this study are feasible to examine the relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. The findings have important implications for the successful implementation of online teaching and learning in higher education institutions. The findings could be critical for college and university leaders to investigate the merit of eLearning systems in terms of their utility in increasing students’ intention to use eLearning systems in their learning journeys.

Actuality of the conducted research is practically oriented character. Without the use of information and communication technologies (ICTs) in the field of higher education, it is impossible to carry out qualitative training of specialists in engineering, the results of which are necessary for the implementation of a national strategy for modernizing the economy and forming a progressive state of European type. Formulation of the task - the specificity of the use of ICT in the system of higher education has not been studied sufficiently. ICT form a complex environment, which includes a lot of information objects and the links between them. It can be argued that the structural and functional analysis of the use of ICT in higher education is the basis of the theoretical justification in the formation of technical professionalism of future engineers. ICTs form a complex system, which includes not only technical and software-hardware capabilities, but also psycho-pedagogical, organizational, methodological. Without taking into account all of these components, as well as the needs of the subjects of the educational process, the use of ICT tools (especially centralized) may be accompanied by risks and negatively affect the quality of high education. An analysis of recent research and publications-is actively exploring the experience of using ICT in high school, it is possible to distinguish the work of foreign specialists D. Stevenson, G. Reinhold, E. Wenger, S. Papierta, I. Zakharova, E. Patarakina, A. Khutorskogo, E. Polat The founders of this scientific direction in our country were M. I. Zhaldak, Y. I.Mashbits. The recent significant increase in the number of studies, the subject of which was the use of information and communication technologies in the educational process. Tsitemi in Ukraine is dedicated to the study of such scholars as V. Yu. Bykov, Ya.V. Bulakhova, O.M. Bondarenko, V.F. Zabolotny, G.O. Kozlakova, O. Moiko, O. Naumenko, Yu.Burovitskaya, I. Stavyts'ka, O.P. Pinchuk, O.V. Shestopal and others. Selection of unexplored parts of the general problem. The use of information technologies in the educational process is the foundation of innovative development of the educational system. The rapid development of ICT provides not only significant pace of innovative progress, but also requires the definition (limitation) of information resources that guarantee the quality of learning, the choice of techniques that are in line with the general strategy for the formation of professional competences. Therefore, the problem of choosing an approach to the process of learning with the use of ICTs remains one of the main tasks of education. Research methods. In theory and practice, the study of the application of information and communication technologies (ICT) in high school uses empirical methods of collecting and analyzing information based on the results of the survey of 120 students. Presenting main material. The essence of professionalism of future specialists of the technical direction is revealed. The scientific point of view on the professionalism of the engineer is presented. The peculiarities of formation of the basis of technical professionalism of future engineers in the process of studying at a higher school are theoretically grounded. The quantitative and qualitative analysis of the results of empirical researches of this problem is presented. The practical significance of the research topic is that the innovative approaches to the training of specialists in engineering specialties are differentiated, which differentiate in the educational concepts of teaching in higher educational institutions of European countries

The experience in Ethiopia rapid development of Information and Communication Technologies, which facilitates the flow of data and information, has tremendously enhanced the knowledge management practice in agriculture. The objective of this paper is to review the impact of information and communication technologies to improve agricultural productivity and rural income in Ethiopian and review the recently developed agricultural knowledge and information systems in Ethiopia and others related documents. The study is based on a systematic review of existing literature of agricultural information communication and knowledge management system work in the country and supported documents of others countries. The review paper is organized in four sections. Section I focuses on importance of Information and Communication Technologies to the Ethiopian agricultural extension system. The second section discusses types of Information and Communication Technologies used by the farmers in Ethiopia. The third section to review the challenges and opportunities of Information and Communication Technologies ICT in provision of information services for the developments of agricultural production and generates rural income in Ethiopia. The findings of this study reveal that the various forms of Information and Communication technology have been used in agricultural service delivery and were more in tune with the circumstances and requirements of smallholder farmers. Therefore, the emergence of Information and Communication Technologies (ICT) in this era has opened new opportunities in agricultural knowledge management that could play an important role in meeting the prevailing challenges related to innovation, sharing, exchanging and disseminating agricultural information, knowledge and technologies to the intended smallholder farmers. Keywords: Information communication technology; Agricultural Information ; productivity; Rural Income; knowledge management system; Ethiopia DOI: 10.7176/IKM/10-5-01 Publication date: August 31 st 2020

BackgroundThe unprecedented access to information in the 21st century entails a deep understanding of information and communication technology (ICT)‐related factors in education and their impacts on learning and teaching. The role of attitudes towards ICT is a proven factor in student achievement. However, there is no consensus about the direction of this impact.ObjectivesThis study aimed to explore the relationship between student attitudes towards ICT including interest in ICT (INTICT), perceived ICT competence (COMPICT), perceived autonomy related to ICT use (AUTICT) and ICT in social interaction (SOIAICT), and their achievement scores for mathematics, reading, and science by analysing student‐, school‐, and country‐level factors hierarchically in the quartiles of performance.MethodsThe study group was determined as 300,279 15‐year‐old students from 21,903 schools in 53 countries. Descriptive and correlational analyses were carried out in addition to the hierarchical linear modelling (HLM) employed to reveal the relationship between attitudes towards ICT and academic achievement in mathematics, reading, and science through the investigation of student‐, school‐, and country‐level factors hierarchically in the quartiles of performance.Results and ConclusionsThe results detected moderate to weak relationships among the constructs of INTICT, COMPICT, AUTICT and SOIAICT. Based on the HLM findings, complex interactions between ICT attitudes and academic performance were identified with a tendency towards positive associations between specific attitude components and high achievement levels, particularly in mathematics and science. The research identified the significance of considering student‐, school‐, and country‐level factors for high, above‐average, below‐average, and low achievers to comprehensively understand the role of ICT attitudes in shaping educational outcomes.TakeawaysPolicymakers should design educational policies, subject‐specific strategies and ICT‐related interventions by considering the multifaceted factors influencing student performance across different subjects and achievement quartiles. Particularly at the school and country levels, contextual factors should be evaluated when designing interventions to support low achievers.

One of the areas in which these technological advances are dramatically influencing people’s lives is information technology and telecommunications hence the claim that we are in the midst of a ‘digital revolution’ that is driving us towards an ‘information society’. The development of human learning abilities has been changed over the past 60 years of technological innovation starting from the widespread use of the radio, through television, and finally to the mass implementation of computers and information and communication technologies (ICT). With information revolution on the go, shift towards knowledge-based economy is the prime target of all nations of the world. Also, there is a growing concern about the current trends in ICT adoption and use. Throughout the world communities are grappling with the concept of knowledge based development. Education is considered, as the most important contributing factor to nations development and achievement of knowledge economy in the era of information revolution. Education especially the primary and secondary education is important; as it is here the foundations of knowledge are led. The literature on educational technology lacks empirical research on the social practice of information and communication technology (ICT) that would enable us to extend our understanding of the barriers to adoption and integration of ICT in the educational context. The present field study was undertaken with teachers, students, parents and staff of a government primary educational institute in a disadvantaged rural area of India. Research was initiated with the investigation by adapting participatory appraisal methods suitable to a rural context. The anthropological approach used in the present research focuses on the influences of culture and society on the individual adoption behavior; it emphasizes participant observation and academic analysis of behavior through both management and consumer perspectives. The cultural capital in question includes knowledge about ICT product features and qualities, ICT skills, digital literacy, the level of education of family elders, and proficiency in English. Economic capital includes access to electricity, lack of knowledge of the ICT market, a transportation system, and ownership of ICT equipment. Social capital includes distrust of rural and semi-urban sources of ICT purchases, lack of motivation, and access to ICT. In addition to finding ways to facilitate the work of teachers and educational institutions in both formal and non-formal learning environments, the informal learning environment has to be considered. The paper explores that every culture, organizational or national, is different, and not all technologies are equally acceptable in all cultures. It brings forward the ground realities including policy concerns, failures in governmental efforts and community’s role in facilitating ICT adoption. It also highlights the role of teacher’s in promoting ICT adoption and use in education. The better we understand culture, the better we can maximize the usefulness of new information technology in the workplace. Keywords: ICT4d, educational technology, digital literacy, developing countries, barriers to technology, diffusion of innovations.