Enhancing Education through Technology: Assessing e-Learning Effectiveness and Outcomes

BACKGROUND:Implementing educational programs such as E-learning is highly low-cost and highly effective. The aim was to design and implement a sexual health education program to enhance female students’ knowledge based on the Kirkpatrick model.MATERIAL AND METHODS:This study was a quasi-experimental intervention study conducted on 60 female students of the Medical Ethics course at Shahid Beheshti University of Medical Sciences based on the Kirkpatrick model. After needs assessment and determining the course syllabus, the teaching content was produced electronically and made available to the research population after scientific (Women’s Group) and technical (E-Learning Group) approval. Data analysis was performed based on Mann–Whitney U test and independent t-test through SPSS version 26.RESULTS:The mean (standard deviation) scores of the Kirkpatrick level 2 measurement (learning) of the participants increased from 15.34 (4.89) before the intervention to 16.88 (5.20) after intervention (P < 0.001), which was statistically significant. The participants’ satisfaction rate with the educational content was 86%, with the course duration was 94.4%, with the educational facilities and equipment was 85.4%, and with the presentation method and attractiveness of the materials was 86.3%. In total, the participants’ satisfaction rate with the electronic course was 88%.CONCLUSIONS:The results of this study indicated a positive impact of the course on students’ knowledge regarding sexual issues, and the students overall expressed satisfaction with this electronic course. Therefore, it is recommended to implement this course extensiver in other universities considering the advantages of E-learning.

Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment

Pharmacology education plays a pivotal role in enhancing medical knowledge and improving healthcare outcomes. However, traditional teaching methods often struggle to engage students deeply and foster long-term retention. This article explores the potential of museum-based learning to revolutionize pharmacology education by offering immersive and interactive experiences. Museums, with their historical artifacts, medicinal plant specimens, and old pharmaceutical tools, provide students with tangible connections to the evolution of pharmacology. Museum exhibits not only allow students to explore the history of drug discovery but also bridge the gap between traditional healing practices and modern medical advancements. By incorporating hands-on learning, museums foster critical thinking, curiosity, and collaboration, enriching students’ understanding of pharmacology in a multidisciplinary context. Furthermore, museums offer valuable insights into the ethical and regulatory aspects of drug development, allowing students to examine past challenges and the evolution of drug safety. The integration of advanced technologies, such as virtual and augmented reality and artificial intelligence (AI), further enhances the learning experience by providing interactive simulations of pharmacological concepts. Despite challenges like financial constraints and accessibility, museum-based pharmacology education has the potential to engage students more effectively and promote a deeper understanding of pharmacological sciences. Future efforts should focus on integrating museums into the curriculum, conducting research on their effectiveness, and developing innovative teaching methods to optimize learning outcomes in pharmacology education.

The study presents a comprehensive literature review exploring the role of school libraries in the use of smart classrooms in schools. It is framed around three key research objectives: the role of libraries in supporting smart classrooms, the impact of technology on student learning, and challenges in integrating library services with smart classrooms. Initially, 51 articles were gathered and downloaded, and 35 articles were selected based on inclusion criteria focusing on smart classrooms and school library engagement by articles that went through the qualitative content analysis approach to provide a comprehensive overview of current state of knowledge in the field. Another 6 articles were then selected for additional definitions and cross-references. The population for this study includes scholarly articles, conference papers, and empirical studies published between 2006 and 2024. A qualitative analysis of these articles extracted insights related to the research objectives, identifying themes and patterns. The gradually increasing domain of user behavior demands that school libraries remain agile in their approach to ensure relevance and value in an increasingly digital era. The study contributes to the ongoing discourse on this topic by synthesizing insights from various studies and suggesting a comprehensive picture for enhancing library engagement in smart classrooms. Key findings emphasized the transformative potential of technology in education and the crucial role of libraries in leveraging this potential. However, challenges in technology integration were also noted. The study concludes with a discussion synthesizing findings, implications, and suggestions for future research, aiming to advance library engagement in smart classrooms.

The research examines the role of pedagogical, evaluative, and technological dimensions (PET-D) in the success of e-learning platforms in higher education. Specifically, it focuses on fashion design students at Yogyakarta State University during the COVID-19 pandemic. This study explores how these dimensions contribute to the effectiveness of e-learning by enhancing the quality of information, learner control, beneficial interactions, and appropriate strategies. The study involved 472 fashion design students from Universitas Negeri Yogyakarta who responded to a 28-item questionnaire distributed via Google Forms. The data collected was statistically analyzed, and both the validity and reliability of the instruments were assessed using Confirmatory Factor Analysis (CFA) followed by model fit tests. Findings indicate that all three dimensions pedagogy, evaluation, and technology - positively impact the effectiveness of e-learning. Interesting further findings include the positive contributions of a learning community and student satisfaction with available facilities towards online learning success. Additionally, design aesthetics and technology mastery were identified as key to accessing information resources. The study highlights the importance of comprehensive evaluation of online learning implementations, digital content, and accessibility to ensure e-learning success. It underscores the need for digital competencies, tailored teaching methods, and innovative e-learning platforms to enhance educational outcomes during the pandemic. The research is limited to a specific group of students and a single discipline, suggesting the need for broader studies across various fields and institutions. Future research should investigate the long-term impacts of e-learning post-pandemic, the integration of new technologies, and the challenges of digital access to fully understand the potential of e-learning in transforming higher education comprehensively.

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

Measures of innovation can be used to better understand how innovation relates to educational outcomes. The extent of innovation may be associated with various types of educational outcome, including learning outcomes, equality and equity. It may also be related to expenditure trends. A positive association between innovation and specific outcomes might occur if the innovation led to some improvements at the classroom or school level. This could also be implied through a positive association with innovation and changes in outcomes across time. Innovation may also be positively associated with equity, particularly if innovation occurs to tackle previous inequalities or to drive improvements across the whole school. Conversely, certain outcomes my lead to more innovation at classroom or school level, either because they increase the freedom or the pressure to innovate. If no association between innovation and outcomes is observed, it may be that innovations are expected to have an impact over the longer term or that other confounding factors have prevented an improvement in outcomes. Indeed, it is possible that innovation was necessary in order to arrest a potential fall in outcomes caused by issues such as budget cuts or staff shortages. Alternatively, it is possible that these innovations were not intended to target the outcomes analysed. This chapter explores some of the complex relationships between innovation and outcomes in education and considers plausible explanations for the patterns found. More regular assessment would help to build on this knowledge to better understand the driving factors behind relationships observed.

This paper is a report on the design of Japanese writing in e-learning, based on the IDEAL model in undergraduate education. Construction of the IDEAL model involves the following steps: Identify problems and opportunities, define goals, explore possible strategies, anticipate outcomes and act, and look back and learn. We identified writing problems by 1) analyzing students' usage history of the writing center and 2) comparing freshmen's report before and after usage of the writing center in the first year. We then defined the problems based on the analyses and explored alternative solutions. To apply the solutions, an e-learning program, comprising 29 lessons, was developed to nurture Japanese writing skills at the undergraduate level. The e-learning program consisted of five categories: 1) "Before writing," 2) "Gathering information," 3) "How to write: sentence structure," 4) "How to write: sentence expressions," 5) "Reflecting on your report." These learning materials were also integrated with tutoring at writing centers and support faculty staff to teach effective writing lessons. Based on these analyses, we developed e-learning materials. This paper follows the process of developing and accessing web-based learning material for Japanese writing. According to the results of the questionnaire, the effectiveness of e-learning was revealed.

Information and Communication Technology (ICT) has emerged as a transformative tool for enhancing educational access, participation, and outcomes, particularly for marginalized groups such as girls in developing countries. This study assessed the integration of Information and Communication Technology in girl-child education in Nigeria, with a focus on Lagos State and comparative insights from other states. Employing a cross-sectional survey design, data were collected from 1,200 respondents, including female students, teachers, and ICT coordinators. Descriptive statistics, t-tests, ANOVA, and multiple regression analyses were conducted to assess relationships between ICT access, frequency of use, teacher ICT competency, and educational outcomes. Results indicate that Lagos State exhibits the highest levels of ICT access (85%), weekly usage (78%), and teacher competency (70%), which collectively contribute to superior student participation scores and academic performance. Regression analyses revealed that ICT access (β = 0.41, p &lt; 0.001) and teacher competency (β = 0.27, p &lt; 0.001) significantly predict girls’ educational participation, while frequent ICT use is associated with higher academic performance (p &lt; 0.001). Regional disparities were also observed, with northern states reporting lower access and participation, highlighting the persistence of the digital divide. The findings underscore the importance of comprehensive ICT integration strategies, including infrastructure development, teacher training, and flexible e-learning platforms, to enhance equitable access and empower girls. Lagos State serves as a model for implementing scalable ICT interventions to reduce gender gaps in education. The study contributes to policy discourse on leveraging ICT for human capital development and provides evidence-based recommendations for enhancing girl-child education in Nigeria.

This study presents a comprehensive analytical review of diverse behavioral intervention frameworks designed to enhance educational and emotional outcomes among students experiencing learning and behavioral challenges. The purpose of the research was to examine, compare, and synthesize key theoretical models, including Applied Behavior Analysis, Cognitive Behavioral Interventions, Positive Behavior Support, and Social-Emotional Learning, while contextualizing their practical implementation across varied educational settings. Adopting a conceptual and integrative approach, the study explored peer-reviewed literature and empirical findings to identify the underlying principles, strengths, and contextual barriers influencing intervention efficacy. Findings reveal that effective behavioral interventions are grounded in structured theoretical foundations and supported by consistent implementation fidelity, teacher competence, and institutional commitment. The research underscores that sustainable success is contingent upon contextual adaptability, cultural responsiveness, and technological integration. Emerging trends such as AI-driven analytics, digital monitoring systems, and adaptive learning environments were identified as pivotal innovations in optimizing behavioral tracking and individualized support. Nonetheless, challenges persist, particularly regarding inadequate training, resource limitations, and systemic inequities in under-resourced educational systems. The study concludes that long-term effectiveness is achieved when behavioral frameworks combine data-informed precision with human-centered approaches, fostering self-regulation, emotional intelligence, and social competence. Recommendations emphasize the need for sustained teacher professional development, investment in technological infrastructure, culturally grounded policy frameworks, and cross-sector collaboration between educational institutions and communities. The research ultimately affirms that harmonizing behavioral science, digital innovation, and inclusive pedagogical practice can transform the learning environment into a space that supports equitable academic success and emotional resilience.

Problem Statement: Kirkpatrick's model for the evaluation of training programs has been a staple in institutional learning since 1959 and is easily applicable to any training program. Approach: This model, however, was developed for traditional learning environments and has been regarded as antiquated, especially when one took into consideration the fact that institutional learning has increasingly taken on the form of e-learning. This study proposed an adaptation of Kirkpatrick's model, which accommodated the nuances of the e-learning environment. This model proposed a tri-stage mode of evaluation. Results: The three stages were interaction, learning and results. The interaction stage took into consideration the special challenges posed by the environment while the learning and results stages examined the alignment between the curriculum and the needs of an organization. Conclusions/Recommendations: The research conducted supported the thesis that existing training models fail to accommodate for e-learning environments and, in establishing important guidelines and criteria for the remediation as such, addressed the initial concern. The proposed evaluation method is one that is rudimentary in nature and holds a great promise for practical application.

Objective: The research aims [P1] to identify effective learning methods to improve Programme for International Student Assessment (PISA) rankings; this study undertakes a comprehensive analysis of relevant literature. PISA results provide a benchmark for assessing students' reading, mathematics, and science literacy abilities—crucial indicators of a nation's educational success. Most countries within the OECD utilize PISA assessment results to shape their educational policies. As nations strive to enhance their educational frameworks, particularly in teaching methodologies, the pursuit of influencing PISA rankings becomes increasingly competitive. Countries with lower PISA rankings often look to adopt best practices in literacy improvement from those with higher rankings. This study aspires to deliver best practices to bolster students' literacy skills, thereby improving PISA standings. Methods: The systematic literature review (SLR) is designed by the PRISMA diagram flow, encompassing the critical stages of identification, screening, eligibility, and inclusion. The SLR draws from 14 articles sourced from the Scopus database. Findings: The findings reveal that innovative teaching approaches, such as context-based learning and the integration of digital tools, significantly enhance students' performance in reading, mathematics, and science literacy. Notably, reading literacy is improved through the Cooperative Integrated Reading and Composition (CIRC) model, which focuses on collaborative learning. Mathematics literacy benefits from STEM-themed materials that bridge abstract concepts to real-world applications and through oral questioning techniques that foster critical thinking. Science literacy skills are advanced through digital comic materials, simplifying complex concepts, while STEM learning applications enhance students' understanding and engagement. Conclusion: In conclusion, this study underscores the vital role of appropriate teaching methods in improving learning outcomes and boosting student engagement in the international PISA assessment. By strategically adopting effective educational strategies from countries with higher PISA rankings, significant advancements can be made, offering hope for the future of education. Keywords: learning, method, PISA. DOI: http://dx.doi.org/10.23960/jpp.v14.i2.2024100

In an increasingly digitally connected environment, the right use of technology can open doors for innovation, collaboration, and improved results. However, to succeed in applying technology, informed decision-making is required. This study aims to explore decision-making strategies for technology integration in educational management during the digital era. The research employs a qualitative descriptive analysis approach, a method used to discover knowledge or research theory at a specific time. Primary data, collected directly from the source, is central to this case study. Focusing on "TechEd University," an institution known for its innovative educational approaches, the study examines the challenges of technology integration, including catering to diverse technological needs within limited resources. TechEd University's strategies include thorough needs assessments, active stakeholder involvement, reliance on data-driven insights, pilot projects, professional development opportunities, and flexible policies. The implementation process involves identifying technology needs, evaluating potential solutions, pilot testing, review, iteration, and continuous monitoring and evaluation. Data collection involved a comprehensive literature review and documentation analysis, revealing critical insights into education management and decision-making strategies. The results of this study show that overall, decision-making in technology integration is not just about technology adoption; It reflects strategic efforts to harness the potential of technological transformation to achieve significant results. By leveraging technology integration models, carefully evaluating technology needs, and implementing effective decision-making practices, educational organizations, and institutions can navigate the complexities of technology integration with confidence. As we embark on this journey, it is important to remember that effective decision-making is not just a goal but an ongoing journey of adaptation and innovation from an ever-evolving technological perspective.

Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncover their relation with generic learning outcomes. Methodology/Approach: Using a scoping review study, 22 studies were subjected to qualitative analysis. Findings/Conclusions: The design elements were related to authenticity, structure, and agency, and learning outcomes in the cognitive, affective, metacognitive, and socio-communicative domain. Confidence and communication skills were the most often included learning outcomes, followed by teamwork and problem-solving. The design elements that were most prominently present across learning outcomes were related to individual agency within group work during the activity and authenticity represented in interactions with peers. Further, we identified seven patterns about how design elements relate to generic learning outcomes. Implications: Addressing the design of experiential learning environments on a more fine-grained level is needed to increase insights of which generic learning outcomes are being fostered, and to enhance comparability of research findings within and between types of experiential learning environments.

This study explores the complex interplay between teacher attributes, learner instructional approaches, and the integration of Information and Communication Technologies (ICTs) in mathematics education, highlighting their collective impact on educational outcomes. Through a comprehensive survey of 196 teachers and 315 learners, the research delves into the relationships between teacher experience, educational qualifications, and the frequency and manner of technology use in the classroom. The analysis reveals that younger educators and those possessing advanced academic credentials are more inclined to actively incorporate ICTs into their teaching practices, demonstrating a higher level of comfort and enthusiasm for leveraging these tools to enhance student learning. Conversely, the study finds that more experienced teachers, particularly those with lower qualifications, tend to utilize technology less frequently, possibly due to a preference for traditional teaching methods or a lack of confidence in their ability to effectively integrate new technologies. Additionally, the study investigates the strategies employed by learners, with a particular focus on web-based self-learning approaches, such as the use of online educational videos and interactive platforms. The data indicates a significant positive correlation between these strategies and improved academic performance in mathematics, suggesting that learner-centered approaches that emphasize self-directed, technology-mediated learning can lead to better educational outcomes. These findings underscore the critical importance of considering both teacher characteristics and learner-centered instructional methods when developing strategies for the effective integration of technology in mathematics education. By tailoring these strategies to meet the diverse needs and preferences of educators, while simultaneously promoting effective self-learning techniques among students, educational institutions can better harness the potential of ICTs to improve learning outcomes in mathematics and beyond.