Pedagogical Development, E-learning and Teaching in Higher Education

Leadership Development for Sustainability of E-Learning

This paper describe e-learning, its benefits and challenges at higher educational institutes in India. The purpose of this paper is to present an intuition about e-learning and its use in the higher institution. Further, it elaborates the reasons for slower progress of e-learning. It also discusses the role, which librarians can play for providing effective e-learning environment in higher education. Keywords: E-learning, higher education, ICT, educational institutions Cite this Article Shivcharan. Role of E-Learning in Higher Education in India, Benefits and Challenges: A Review. Journal of Advancements in Library Sciences. 2018; 5(1): 11–16p.

Implementation of electronic learning or “e-learning” into higher education institutions has been one of the main strategic plans for many universities worldwide in the past few years. The use of e-learning technologies in higher education requires teachers to adapt their knowledge and skills, as well as develop new competences which include knowledge and skills in technical, pedagogical and organizational sense and which are defined regarding the educational context and the amount of e-learning technology used. Due to the complexity of e-learning technology usage in class, a problem of inadequate acceptance of the technology by higher education teachers emerges, and therefore it is important to determine the factors that influence the teachers' acceptance of the e-learning technology. There are many theories/models in existing publications which help determine the factors influencing the user who is accepting technology or innovation. In this paper only few of the theories/models have been singled out which were used in previous researches in the field of e-education. Teacher's motivation for accepting and using e-learning in his/her educational process is a crucial factor which is also closely connected to contextual and institutional factors, as well as personal factors of each teacher. The aim of this chapter is to give an overview of the results gained in the previous researches whose systematization serves as a basis for future empirical researches, and which helps higher education teachers and institutions in the process of adopting and using e-learning in higher education.

By the year 2030, the world countries have committed to achieve the Sustainable Development Goals (SDGs). According to the Incheon Declaration and SDG 4 – 2030 Framework for Action (2015), the Quality Education goal: SDG 4, is proposed to inclusive and equitable quality education and promote lifelong learning opportunities for all. E-learning, as a flexible learning pathway, enables the inclusion of diverse learners and improves the concept of lifelong learning. Recently, e-learning is becoming a critical strategy that increases the access opportunities for all people to higher education. Several research studies have been done on the benefits of e-learning in higher education, while others have reported many challenges affecting its successful and effective utilization, mostly related to quality assurance. Having the reported benefits, e-learning can be considered as an opportunity to achieve the sustainability of education, given the current huge shift to digital education due to the COVID-19 pandemic. Nevertheless, higher education institutions need to ensure its effective utilization with proper quality assurance processes. A review of scientific papers has been conducted to serve the goal of this study paper. This study is of significance because it highlights the benefits and challenges of e-learning in the developing countries’ higher education as well as presents examples of e-learning quality assurance models developed and implemented internationally, as solutions to overcome the challenges, all in one place which gives a holistic view of the topic. Recommendations have been given to higher education institutions based on the collected results.

In recent years, e-learning has become pivotal in higher education sectors. Researchers are correlating novel approaches with e-learning to facilitate education. However, despite the increase in e-learning research, there is still a lack of comprehensive literature analysis of e-learning in the higher education sector. Thus, this study aims to conduct a systematic literature review of the literature on e-learning in higher education. This study classifies the selected studies according to the focus of the study, utilizes a theoretical model and framework, and research methods. Also, it presents limitations and future research directions of e-learning in the higher education sector. A systematic approach is conducted, and a total of 47 relevant articles published between the year 2011 and 2019 were selected based on the inclusion and exclusion criteria. The findings on selected studies focus on the adoption, acceptance, readiness, and user insight, as well as e-learning expansion and challenges in the higher education sector. This study also classified theoretical models and frameworks based on their usage in the pre-adoption, adoption, and post-adoption stages. The findings revealed that most of the theoretical models and frameworks were used at the post-adoption stage. Nevertheless, this study revealed that most of the current studies in this domain were conducted using a quantitative research approach. Finally, this study highlighted limitations and presented possible future research directions as a guide for further enhancement in e-learning and higher education studies.

The aim of this research is to investigate the problems faced by students in adopting and accepting the use of e-learning in higher education institutions at the University of Technology (UOT). Many researchers have used the factors influencing the acceptance of technology for the perceived usefulness and the perceived ease of use of students' intention to use technology. These factors are used to determine their impact on the acceptance and use of e-learning model provided by the University of Technology. This study seeks to expand the model by suggesting a set of examining variables that can affect both perceived utility and perceived ease of use. In addition to testing the developed model on the use of adopting e-learning in higher education based on a sample of behavior intention of students in UOT. A questionnaire conducted to the students of two collages: computer science and software engineering departments with 258-returned recording 52.2% return rate. The collected data analyzed using SPSS 24 and Excel 2017. To evaluate the measurement and structure the model, the Structural Equation Modeling (SEM) used.
 
 The finding showed that the value of the social norm(α=0.83, p<0.05) highly predicted perceived usefulness(α=0.73, p<0.05) also highly predicts perceived ease of use, but, behavior intention(BI) was highly effective by the value of the social norm(SN), perceived usefulness, perceived of easy to use. The behavior intention highly predicts by BI (α=0.17, p<0.05).It was found that the percentage of variance for students in the intention to use e-learning was 38%.

The paper summarizes the research whose purpose was to identify the factors and conditions affecting the dynamics of implementing e-learning in higher education in the region. The results of the analysis on using e-learning in higher education and the basic challenges reducing the rate of using these information systems were presented. The authors identified a number of activities that enhance this process, namely: the need for organization and management of this process, the systematic training of teachers, complex training of students, pedagogically reasonable integration of electronic and traditional teaching.

The COVID-19 pandemic forced a rapid shift to online learning in higher education. To understand this evolving field better, this study employed a powerful technique called bibliometrics. Researchers analyzed scholarly publications between 2020 and 2023 in Web of Science, focusing on keywords related to e-learning, universities, and the pandemic's impact. This data-driven approach provided a more comprehensive picture than traditional reviews, revealing connections between research topics, researchers, and specific studies. Furthermore, the VOSviewer tool was employed to identify frequently co-occurring keywords, thus uncovering the major themes within the research. This analysis of keyword co-occurrence allowed the study to pinpoint key trends and areas of focus in e-learning for higher education institutions. Ultimately, this research offers valuable insights for researchers, educators, and policymakers navigating the changing educational landscape and the future of e-learning in higher education.

The vast use of the Internet and the increasingly widespread access to the latest technologies have become the main reason for the development of remote teaching services. In an effort to modernize the educational offer, higher education institutions placed, in their programs of studies, different possibilities of teaching using „distance learning”. This trend is already very common in the world’s largest universities. The Polish higher education system, keeping the pace with current trends, has created a legal foundation for the use of modern forms of teaching. The current approach to teaching is also a response to the offer of leading universities of the world and thus the search for competitive advantage in the international educational market. The aim of the article is to present main objectives of the teaching method of e­‑learning, and at the same time, to present the legal status and the rules for the use of e­‑learning in Polish higher education. The article is based on the experience of such teaching introduced at the Pontifical University of John Paul II in Krakow.

Developing leaders and leadership are key factors to improve learning and teaching in higher education. Even thoughthe formal academic leadership roles’ effect on the teaching process is covered by abundant literature, few of themtalked about the non- formal academic leadership roles’ impact. In this paper, I undertake a qualitative descriptive studyof my non-formal academic leadership roles and how they affected the process of teaching and learning in one of theBahraini private higher education institutions. I have adopted a holistic approach towards my own experience withinhigher education non-formal leadership roles in a number of areas: (1) Design and redesign of learning activities, (2)Support teaching and learning, (3) Assessment and Feedback, (4) Creating a convenient learning environments, and(5) Continuing Professional Development. This qualitative descriptive study was to investigate how academics with nonformalleadership positions understand, describe and develop their leadership in ways consistent with advancing andimproving learning and teaching in higher education. It used the reflective account of professional practice, and twocase studies to reveal importance non-formal academic leadership roles play in affecting faculty members within highereducation.

E-learning encompasses not only technology but also pedagogical and instructional strategies to configure a complete learning environment based on the Internet. E-learning is nowadays widely used in higher education as a mean for supporting learning on academic programs. Concurrently, the Open Educational Resources (OER) are becoming a valuable alternative to improve access to high-quality educational content released under open licenses by outstanding universities worldwide. The conjunction of both concepts can configure a strategy to improve the quality of the curricula in the higher education institutions, particularly in development countries, in order to equalize the learning outcomes of international academic programs and to reduce the cost associated with educational content development. This work aims to achieve a preliminary understanding of the potential of the OER availability to be used in E-learning environments. As a case study, we have conducted an exploration of the feasibility of using OER to supplement E-learning environments for Higher Education in Computer Science at Ecuador. The search of the OER suitable to be used for this purpose has been performed on all categories of OER websites, including Open Courseware projects of prestigious universities. Moreover, this paper highlights the main barriers as well as the opportunities derived from adopting OER in E-learning environments.

Purpose– The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of the study is on the examination of how the organisation's diffusion structures, systems or processes influence the individual adoption of eLearning. The findings from this literature review contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies.Design/methodology/approach– An extensive search of the literature was conducted. The selected references were analysed into a number of categories; macro-level studies examining HE context of eLearning, micro-level studies focusing on individual and social factors and articles focusing on management issues of adoption and diffusion of technological innovations. Finally, over 300 articles were used to compile the findings of this paper.Findings– The paper argues that future research studies should not model the adoption and diffusion of eLearning based primarily on either an individualist (Micro) or structuralist (Macro) perspective, but by using a more interactive approach to examine the complexity and multiple levels and dimensions of social reality.Research limitations/implications– A significant exclusion and one which clearly calls for further research, is the aspect of institutional structures such as library systems, virtual learning environments, administrative support systems and other technical systems such as enrolment, registration, assessment and students, with respect to the adoption of eLearning. Future studies may want to explore the interplay between these structures and agency.Practical implications– The study findings contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Considering the slow and often disappointing adoption of eLearning within higher education institutions (HEIs), the study reveals the nature of adoption that may inform the development of institutional eLearning diffusion structures.Social implications– The paper identifies that the importance of individual factors influencing the adoption of eLearning has been acknowledged by the above studies, and the underlying message has emerged that levels of eLearning adoption would be higher if strategic managers recognised the social dimensions of eLearning innovation and diffusion, such as: academic and professional goals, interests and needs; technology interests; patterns of work; sources of support; and social networks. The argument is that currently eLearning is geared towards technically “literate” and innovative staff, and this strategy reduces the likelihood of mainstream faculty actually adopting instructional technology for their own teaching.Originality/value– A review of the eLearning literature shows that there only a few substantive theoretical accounts which adequately integrate multiple levels of analysis and explain adoption and diffusion of eLearning in terms of the interplay between structural influences and individual action. The paper argues for future research to be integrated in a general analytical framework.

<strong>Purpose: </strong><em>In this developed world education plays an important role at all stages of an individual. From last one decade the education has been grown and advanced in the form of E-learnings process. The advancement and usage of e-learnings is varied from developing to developed countries. Today in this internet generation, the individuals including teachers and students are connected with various e-learning modes via worldwide internet connection, which makes e-learning process necessary in the field of learning and education. E-learning provides the formal and informal learning atmosphere which encourages the students and learners with live interaction. The recent studies also shows that the e-learning improves the self-assessment, teaching performance and participation of the students. This paper provides the descriptive review of different-learning methodology used in various applications. </em> <strong>Methodology</strong><strong>:</strong> <em>This comprehensive literature analysis includes more than 50 high-quality review articles, research papers, and case studies on e-learning and online education systems. The study takes into account both the teacher's and students' perspectives on the use of e-learning techniques.</em> <strong>Findings/Result: </strong><em>The idea behind empirical methods in e-learning was to better comprehend the complicated approach that is employed when it comes to teaching methodology over the internet. Many ways have been created to make this process competent, including on-the-job learning, in-class assignments, and team-based learning.</em> <strong>Originality:</strong> <em>The e-learning process is still a multi-dimensional and sophisticated technique in terms of study. Although technical advancements have seized this field, research and regular case studies are still in short supply. It is necessary to comprehend topics such as the infrastructure utilised to produce technology, pedagogy, admirative supports, and social usage in order to implement the e-learning process.</em> <strong>Paper Type: </strong><em>Literature Review.</em>

Both academic and non-academic institutions, such as businesses, have increasingly been interested in the use of information and communications technology (ICT) to support learning, otherwise termed e-learning. This interest has been fuelled by the new developments in ICT, such as multimedia and the Internet with its World Wide Web. Other incentives have been the associated (expected) reduction of the cost of education and the easier expansion of education to the increasing market that cannot be reached by traditional delivery. Especially with higher education, the issue of quality is raised, leading to both anecdotal and empirical evidence of ways to maintain quality while deriving the benefits of e-learning. This article discusses the issue of quality in higher education and examines how it can be maintained in online learning. Key current research is used to develop a conceptual framework of nine factors, which include content, delivery, technical provision (referred to as tangibles) and globalisation. Areas for further studies (including primary study to validate the framework) are highlighted.

The shift towards e-learning in higher education has significantly transformed the learning landscape, especially in regions like District Bahawalpur. This article investigates the factors that enhance the use and experience of e-learning and their influence on learner satisfaction. Focusing on key factors such as content quality, computer literacy, technological infrastructure, and faculty support, the study provides insights into how higher education institutions in Bahawalpur can optimize e-learning outcomes and improve student satisfaction.