E-Learning in Education

The COVID-19 pandemic necessitated a shift in educational approaches, compelling institutions to adopt e-learning systems for remote teaching. This study evaluates the effectiveness of these systems in undergraduate courses, focusing on factors such as student preferences, experiences, and the role of prior exposure to e-learning. The theoretical framework highlights the evolution of e-learning and its increased importance during the pandemic. Efficiency was analyzed based on variables like prior experience and convenience, with hypotheses formulated to assess their impact on improving efficiency. The research was conducted as a cross-sectional study involving students from the Appalachian region (Eastern Kentucky, USA) and utilized an online survey. Regression analysis was employed to examine the relationship between the independent variables (prior experience and convenience) and the dependent variable (efficiency improvement). The results revealed a statistically significant model, with "convenience" emerging as a strong predictor of efficiency enhancement. "Prior experience with e-learning systems" also showed significance, though to a lesser extent. The study recommends prioritizing user convenience and encouraging early exposure to e-learning systems to optimize efficiency. It suggests implementing continuous improvement initiatives, training programs, and further research into additional influencing factors. These strategies aim to create a more effective e-learning environment, ensuring a seamless and efficient educational experience for students as the landscape of education continues to evolve.

Aim/Purpose: This study focuses on the learners’ success toward learning management systems in higher education in Morocco and also proposes a theoretical model to better understand the determinants of learners’ satisfaction, self-regulation and continuance intention to use these systems. For this purpose, variables which may have a positive or negative influence in our model are examined. Background: The latest version of the technology acceptance model, expectation–confirmation model, DeLone and McLean Information systems success model and self-regulated learning theory, have been used. This study proposes a causal model named e-learner success assessment model or e-LSAM. Methodology: In this study, a structural equation model (SEM) approach was used for the empirical validation and testing of correlation hypotheses between e-LSAM constructions. Contribution: This research extends previous literature on the factors that can contribute to learners’ use, engagement, satisfaction and success in an e-learning system, we also propose a causal model named e-learner success assessment model (e-LSAM). Findings: The results indicate that, learner’s success in an e-learning system could be explained by self-regulation and learners’ intention to continue using LMS, which is explained by learners’ satisfaction. The results also show that the system quality, course and information quality, course flexibility, diversity in assessments and social interactions can improve learners’ satisfaction with LMS platforms Impact on Society: This study will enable the university and higher school in Morocco to better understand the critical factors to be undertaken to improve student performance and educational levels. Future Research: This document is a general overview of factors that help to understand learner’s success in an eLearning system; it is not without limitations. Our research did not take into account the effects of demographic attributes such as gender, age, level of education and others. More specifically, Morocco, like any other country, has its own traditions and culture, future research should explore how these aspects influence the success of learners in an e-learning system.

mobile technologies have impacted people’s lives by enhancing the way activities are performed in industries in different sectors including the education sector. The use of mobile devices by teachers and students in Higher Education Institutions (HEIs) have brought up online sharing and exchange of educational materials. This mode of educational communication has influenced (or impacted) the performance of students and teachers specifically in the academic field through innovative teaching and learning. However, in Tanzania little is known on the extent of the use of mobile education tools (METs) for enhancing innovative teaching and learning. This study, therefore, applied the modified technology acceptance model (TAM) to assess the use of METs for innovative teaching and learning in Four HEIs in Tanzania. The study was mainly quantitatively combined with an initial qualitative study whereby nine (9) teachers and twenty-one (21) students were purposefully selected for semi-structured interviews. In total 600 participants from the four HEIs in Dar es Salaam participated in the study. The qualitative data were thematically analyzed and the quantitative data were analyzed using IBM Statistical Package for Social Sciences (SPSS) version 23 descriptive analysis based on means and standard deviations. Findings revealed that electronic learning (e-learning) systems are generally operative in all of the four HEIs as well as learning management systems which have some educational tools embedded for the improvement of exchange and sharing of educational materials between teachers and students. Apart from e-learning systems, the use of METs is not formal so that teachers can use their own educational tools for teaching purposes.

In higher education learning, e-learning systems have become renowned tools worldwide. The evident importance of e-learning in higher education has resulted in a prenominal increase in the number of e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak. Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful implementation. By relying on the related literature review, an extensive model is developed by integrating the information system success model (ISSM) and the technology acceptance model (TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in Jordan. The findings demonstrate that quality factors, including instructor, technical system, support service, educational systems, and course content quality, have a direct positive influence on students’ satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively affects students’ satisfaction, perceived usefulness, and system use. Students’ satisfaction, perceived usefulness, and system use are key predictors of their academic performance. These findings provide e-learning stakeholders with important implications that guarantee the effective, successful use of e-learning that positively affects students’ learning.

Nowadays in higher education it is important integration of new information and communication technologies into the learning and teaching process. Fastest development of computer technologies and the Internet as a communication platform has motivated higher education institutions to start to think about integration of e-learning system on teaching and learning process on their university. E-learning is becoming progressively more important in higher education environment. Teacher is one of the most important stockholder for integration of e-learning. The purpose of this paper is to analyze the perception of teachers' attitudes towards e-learning. In this study were analyzed 49 teachers teaching in 2 major faculties in University of Tetovo, in Macedonia. The results show that a significant number of teachers agree about the plan to blend the present teaching method with e-learning, on the other hand, a great number of teachers not agree to replace traditional teaching method with e-learning. The results show that the number that prefer using traditional teaching method is the same with those that not agree. There is no any significant correlation between teacher' attitudes towards various e-learning according to gender and faculty. Results shows that teachers' attitudes have important role towards e-learning in teaching process. These results can be a good example for creation a platform or framework for the implementation of e-learning environment in the teaching and learning process on higher education. In addition, the results of the study can serve as an important factor for the improvement and development of the educational process supported by the use of technology, thus implementing an e-learning system in order to help and facilitate the students in their studies.

PurposeThis study aims to empirically examine accounting information system (AIS) success at the organizational level during COVID-19 era.Design/methodology/approachBased on the information system success model, this paper developed its model and proposed a total of nine hypotheses. This paper gathered the required data via a questionnaire from Yemeni small and medium enterprises (SMEs) owners and managers. To test the proposed research model paths, SmartPLS software, which is known as partial least squares structural equation modeling, was used.FindingsThe results showed that the quality dimensions (information quality and system quality) positively affected the use of AIS and satisfaction; user satisfaction positively affected the use of AIS. Management support positively affected the AIS users' usage and satisfaction. Finally, the use dimensions (user satisfaction and usage) positively impacted the net benefits in terms of gaining a competitive advantage, productivity enhancement and saving time and cost. In all, this research has succeeded in providing support for DeLone and McLean's IS success model at the organizational level during the COVID-19 era.Practical implicationsAIS is becoming increasingly important for SMEs in low-income countries like Yemen, particularly in the present pandemic conditions (COVID-19 era). By using AIS, users can access the enterprise's data and conduct transactions without being limited by distance. Indeed, AIS proved its ability in enhancing the net benefits at the organizational level in the COVID-19 era in terms of gaining a competitive advantage, productivity enhancement and saving time and cost. However, AIS can only be considered useful to the enterprise if it is effective/successful.Originality/valueThis study is one of the first to have assessed the impact of AIS success at the organizational level in the era of COVID-19 pandemic, the context of Yemeni SMEs.

Game-based learning is a well-established educational concept that has been rejuvenated through digital technology. Game-based learning leverages the interactive nature of games to promote active knowledge acquisition in students. The effectiveness of game-based learning centers on two key components: competition and engagement. This theory is rooted in the belief that engagement occurs when students actively perform tasks within a stimulating game environment, fostering active learning. Modern digital games seamlessly integrate educational content with gameplay, facilitating the transfer of information from short-term to long-term memory. Game-based learning is applicable across various educational settings, including higher education in the health professions. In higher education, digital games stimulate active engagement, supporting the development of problem-solving skills and collaboration in academic environments. Furthermore, game-based learning instills a valuable lesson in students — the ability to learn from mistakes and failures while completing the assignment. Game-based learning provides a safe space for students to learn, offering scaffolding through simulations, preparing them for course performance. Some of the most popular educational games are those that allow educators to create questions with answers, enabling students to compete for points. Most of these games can be specifically tailored for the current content, are accessible online, and multiple groups can participate simultaneously. In this study, we developed several web-based games for multiple student cohorts, incorporating them into class activities and making them available as solo-play options within the Learning Management System (LMS) as SCORM packages. In specific courses such as biochemistry and physiology, students were invited to engage in free online games developed by the instructor, employing various free platforms. The games were optional, and participation was not tied to grading. These games featured questions designed at a Bloom's Taxonomy level comparable to the summative assessments in the course. The games fostered a competitive, enjoyable atmosphere that was well-received by students. These game questions served as additional checkpoints for revisiting key concepts and essential details from the class sessions. Importantly, as these questions were not associated with grading, it ensured a stress-free learning experience. As assessment resources, students were able to access the games through the LMS, reviewing questions and playing them repeatedly to learn from their errors and reinforce their understanding. This approach allowed students to engage in self-assessment while feeling that they were studying, even outside the classroom. To investigate whether student engagement with games correlates with improved academic performance, we tracked access to the games in the LMS during the semester. We recorded the number of times each student accessed the games and correlated this data with their course grade. In addition, we distributed an end-of-semester survey to gather students' perceptions regarding the utility of game-based learning in their learning process. The feedback from students was overwhelmingly positive, highlighting the significant benefits of game-based learning in their learning journey. However, our analysis revealed that there was no statistically significant correlation between student engagement with the games and their course grade. In conclusion, our study demonstrates that the integration of game-based learning activities into the classroom environment enhances student engagement, promotes active learning, and receives strong positive feedback from students. While game-based learning offers a valuable tool for reinforcing key concepts and providing a stress-free environment for self-assessment, our findings do not suggest a direct correlation between student engagement with game-based learning and improved course grades. This intriguing result underscores the complex relationship between student engagement and academic performance, suggesting that other factors play a pivotal role in determining student outcomes in higher education. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Reason: The connection between Quality Management in e-Learning Systems and instructor execution draws a legitimate concern for specialists. It has not gotten critical consideration in the examination area of instructive administration up to this point. This paper intends to precisely examine the effect of Quality Management in e-Learning Systems on teacher execution in advanced education. Assessment and standards of value on the board and strategic exercises of e-learning frameworks. Satisfaction of criteria incorporates: 1) creative collaboration of the educational experience; 2) the e-growing experience (ELE); 3) connection innovation among educators and understudies; 4) ELE learning plan. The utilization of innovation gives a valuable chance to control understudy advancement during mentally and educationally versatile learning. It awards opportunities for learning, instructive change, and the nature of the information. It adds to the arrangement of expert abilities and fortifies acquiring direction. Discoveries express that Quality Management in e-Learning Systems in scholarly rankings altogether influences speaker execution. Portraying the association of instructors in instructive dynamic works on the exhibition of speakers and their associations. Among every segment variable, just scholastics fundamentally influence the presentation of teachers. Research suggestions expect the award framework and execution evaluation factors to impact the connection between Quality Management in e-Learning Systems and teacher execution. The exploration discoveries trust that the Indonesian government will promptly layout a Quality Management in the e-Learning System to work with better-quality execution in Indonesian advanced education. Innovation: Quality Management in e-Learning System is a device to adjust the association's vision and speaker execution objectives. The higher the degree of teacher interest in Quality Management in e-Learning Systems, the higher speakers' responsibility to the association's vision

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

E-learning involves the use of a computer or electronic device (e.g., a mobile phone) in some way to provide training, educational or learning material. E-learning can involve a greater variety of equipment than online training or education, for as the name implies, ‘online’ involves using the Internet or an Intranet. CD-ROM and DVD can be used to provide learning materials. Distance education provided the base for e-learning’s development. E-learning can be ‘on demand’. It overcomes timing, attendance and travel difficulties. Today, colleges and university students find themselves with obligations beyond that of getting a degree. Jobs and family commitments make equal demands on their time. Having the option of taking online classes and studying on their own time is critically important. At the same time, many state institutions are unable to accommodate all those who want to take classes on campus, escalating the demand for online learning. The aim of this project is the development of learning management system for all purpose and all courses. You can be as a teacher and upload your course materials to all students in our e-learning system, you can write an article to all students and teachers also. With our e-learning system you are online every time, you can get messages from all students and teacher, without e-mail, just by your username in our system. If you are a student, our e-learning system will be your school. You can study any course that is available. You can make a discussion with another student and your teacher by using comments, you can compile your code and share the result with others by social media links. You can upload any file like quizzes answers and share the link in comment with other students. This system provides you with knowledge about our e-learning system and which tools that we used. The online courses may be unfamiliar to many students and teachers;threfore,this system may be help you to try a new teaching technology with learning management system.In this e-system, we have mentioned about Teacher and student features, these features will make you more attractive to go on and create your courses and start teaching your student, or to join other teacher classes and start learning, this e-system will help you to understand how we make the e-learning system by messages or comments, also how you can compile your code with built-in online compiler. Finally, lifelong learning must now be a part of everyone’s career plans. In today’s job market, taking online courses help workers remain competitive and they don’t need to take time off from their jobs to do this. Therefore, our e-learning system provide all facilities to taking online course and be in your community to learn without boring. Keywords: Online learning, digital ocean, android studio, Paiza. IO, mobile app.

Educational reform in international perspective

Educational systems have advanced with the use of electronic learning (e-learning), which is a promising solution for long-distance learners. Students who engage in e-learning can access tests and exams online, making education more flexible and accessible. This work reports on the design of an e-learning system that makes recommendations to students to improve their learning. This artificial intelligence-based student assessment and recommendation (AISAR) system consists of score estimation, clustering, performance prediction, and recommendation. In addition, the importance of student authentication is recognised in situations in which students must authenticate themselves prior to using the e-learning system using their identity, password, and personal identification number. Individual scores are determined using a recurrent neural network (RNN) based on student engagement and examination scores. Then, a density-based spatial clustering algorithm (DBSCAN) using Mahalanobis distance clustering is implemented to group students based on their obtained score values. The constructed clusters are validated by estimating purity and entropy. Student performance is predicted using a threshold-based MapReduce (TMR) procedure from the score-based cluster. When predicting student performance, students are classified into two groups: average and poor, with the former being divided into below- and above-average students and the latter into poor and very poor students. This categorisation aims to provide useful recommendations for learning. A recommendation reinforcement learning algorithm, the rule-based state–action–reward–state–action (R-SARSA) algorithm, is incorporated for evaluation. Students were required to work on their subjects according to the provided recommendations. This e-learning recommendation system achieves better performance in terms of true-positives, false-positives, true-negatives, false-negatives, precision, recall, and accuracy.

A learning management system is a system that supports student learning with several components. Telkom University is an institution that has an LMS called CeLOE LMS (Center for e-Learning and Open Education Learning Management System). Using LMS supports students' learning process, and lecturers can monitor what activities are carried out by their students. The pattern of learning by students can affect the success of learning in certain situations. The influence of these learning patterns makes lecturers need to pay attention to differences in student learning patterns. The data that will be used in this research are Website Application Development and Enterprise Systems courses. This study uses a process mining method with fuzzy miner algorithms to overcome the "spaghetti-like" process model into a more straightforward and easier-to-understand form. The resulting process model will then be analyzed using the graph simplification process method to obtain an accurate process model that describes the event log. In the Website Application Development course, conformance for all students Event logs is 99.93%, while conformance for students with index A event log is 99.94%. In the Enterprise System course, both event logs show the best conformance of 100%. The modeling produced by the two courses shows that the resulting model has a close alignment between the fuzzy model and the event log to reflect the behavior observed in the event log.

This study aims to apply problem-based learning (PBL) by utilizing the Center for e-Learning and Open Education (CELOE) Learning Management System (LMS) and analyze the effectiveness of the implementation of PBL on the LMS CELOE media in improving students' critical thinking problem-solving skills in the Electronics course. The Classroom Action Research Method (CAR) applies the research model initiated by Kemmis and Mc Taggart. Based on the observation results, LMS-based Project Based Learning is able to improve students' critical thinking and problem-solving abilities in the Electronics course. This statement can be confirmed from the results of repeated observations, namely the first and second cycles provide an increase in the post-test scores compared to the pretest scores. The level of effectiveness of the PBL method for Electronics courses in LMS in an effort to improve critical thinking, reached a value of 78% or can be said to be effective. In addition, the existence of discussion forums makes students active in communicating during the problem-solving process.

The use of analytics in education provides researchers the opportunity to uncover student engagement habits by utilizing data generated through online platforms such as course learning management systems (LMS). Student engagement has been shown to vary based on student-instructor interaction. We examined LMS usage of first-year engineering students in a large research university in the United States to examine the following three research questions: 1) How do course grades vary based on the students' instructor and the overall number of LMS sessions per student, 2) How do course grades vary based on the students' instructor and the number of LMS sessions per student for different course tools, and 3) How does the timing and frequency of LMS tool usage relate to course grades and vary across instructors? We found a positive relationship between LMS usage and course grades; however, the relationship is dependent upon the instructor of the course, as well as for the specific type of tool used. We also found that the day of the week on which the LMS was used is a strong predictor of student course grades. The results empirically demonstrate that better engagement with a course leads to better outcomes and there are variations in how instructors use an LMS which ultimately influences student usage and performance. We also illustrate an opportunity for researchers and instructors to capture, analyze, and use LMS data to inform and improve teaching practices and policies.