University Level Learning and Teaching via E-Learning Platforms

The e-learning platforms are regarded the best innovation in higher education especially in China, due to the advancement in technologies and the increase access to the internet. This study examines students’ perception of information communication channels as e-learning platforms and assesses the impact of perceived ease of use, content accessibility, and interaction quality on student engagement and learning effectiveness. The data was collected using convenience sampling technique from 1000 students of various universities in Beijing, China. For data analysis, structural equation modeling (SEM) was used in AMOS software. The findings of the study indicate that all the research hypotheses were supported. The results reveal that perceived ease of use, content accessibility, and interaction quality significantly influences student engagement and learning effectiveness. Student engagement also found to have positive impact on learning effectiveness. Additionally, student engagement mediated these independent variables (perceived ease of use, content accessibility, and interaction quality) and learning effectiveness. Educators and platform developers should focus on how to improve usability, accessibility, and interaction quality to achieve higher educational outcomes. These insights will be useful in the process of defining the further development of higher education in China in the context of modern trends.

The progress and advancement of nation is highly dependent on the merging and upgradation of modern based technology in the Higher education system. Higher education is considered as an industry, for ascertaining knowledge-based civilization. The 21st century has witnessed an extraordinary technological advancement in different areas of world, and the field of education is no exception in this context. The contemporary higher educational institution is placing utmost priority to the use of ICT in teaching learning process and access of online platforms for the learners. The entire teaching learning materials in this ICT dominated world is digitalized, and the students are exploring study materials from e resources available in different educational platforms. The effectiveness of e- learning system was witnessed during COVID-19 pandemic in all over the world. It was due to the effective uses of e-learning system the education was continuously provided to the learners even during pandemic period. The ICT-based e- learning and digital learning approaches are highly emphasize by the NEP 2020 in the field of higher education. This paper tried to explore the application of ICT- based teaching learning process and digital platforms with its importance in the field of education. The authors had gone through the various articles and studies conducted by many researchers in the field of ICT, e-learning platforms, and e-resources to draw descriptive analysis on the above-mentioned topic.

Technology has continued to advance in the various sectors of society and education has not lagged behind. Technology-enhanced learning has now become a change of paradigm more evident in the general usage in higher learning institutions where traditional classroom teaching is increasingly complemented and in some instances, replaced by digital means of teaching. Integrating Artificial Intelligence (AI), Virtual Reality (VR), or E-learning platforms can extend and enhance learning methods and approaches, thus changing the method of delivery, mode of learning, structure, and technology (Selwyn, 2016). These technologies have now become popular in various countries to facilitate students and improve their performance and; Pakistan is not left behind and is gradually and slowly implementing these facilities. However, AI in education, advanced learning, VR classes, E-learning platforms, and their applications have not been effectively adopted for effective academic learning in Pakistan's higher education effective and scalable learning (Naseer et al., 2025). Distance learning platforms such as Learning Management Systems such as Moodle, Coursera, and local VUI have provided ease by giving access to students especially those in remote areas (Ahmed et al., 2023). The central objective of this research is to determine the reliability of implementing AI learning, virtual classrooms, and e-learning solutions in Pakistan's higher learning institutions. Through evaluating the performances of technology in enhancing learning, and increasing student participation and student performance, this study will unveil the role of digital learning in the future learning environment in Pakistan (Warschauer, 2007).

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.

Purpose The results from previous studies have shown that collaborative online studies are a popular trend selected by many students. This study aims to collect students’ inputs and reflections on the impacts of personality on the use of online collaborative platforms in higher education in Vietnam. Design/methodology/approach This study used Statistical Package for Social Scientists to collect data through survey questionnaires from 458 students in Hanoi to identify the impact of extroverted personality and agreeable calculation in the Vietnamese university context. It examined how extroversion and agreeableness affect collaborative learning performance on synchronous and asynchronous online platforms. Findings Findings from this study show that students have a better experience and motivation in learning via online collaborative platforms. However, students’ preference for face-to-face learning has the most obvious impacts. Extroversion and pleasantness have a positive but heterogeneous impact on both online collaborative learning and in face-to-face forms. Practical implications The leaders in the Vietnamese public universities might select the option of synchronous online collaborative teaching and learning when physical teaching and/or learning is impossible or geographically limited. While students’ confidence increases in online collaborative learning, their preference for face-to-face learning remains positive. Originality/value The findings from this study significantly support students and public universities in Vietnam in choosing synchronous online collaborative teaching and training in conditions where face-to-face teaching and learning cannot be carried out or are limited. However, it is also important to note that individual differences related to personality traits can have a certain impact on performance during collaborative learning.

Working in the software development industry in the modern world cannot be imagined without integration with some code versioning platform. In addition to allowing copies of the code to be kept, these platforms provide the ability to control changes that occur in the code itself, so at any time it can be determined which member of the development team made the change. The aim of this paper is to determine the possibilities of using code versioning platforms in education, i.e. conducting teaching in the field of software development at faculties, through the analysis of data generated on one of these platforms. In order to gain insight into the dynamics of software solution development, data analysis from the GitHub platform was performed using the GitHub REST API on the example of a public GitHub organization. The results of the analysis indicate that the data generated on these platforms can be used to better understand the learning process and monitor the dynamics of project work. In this way, lecturers have a better insight into the dynamics of the development of a given software solution. It is possible to follow iteratively how much and in what way each team member contributed to the solution through the analysis of different groups of data and thus better understand the state of individual activities, but also the state of the entire project.

Artificial Intelligence (AI) assisted educational institutions extensively utilize electronic learning context to guarantee improved teaching and learning experiences accompanied by educational activities. E-learning or online learning plays a significant role in Chinese higher education. There is a challenge to implement e-learning in China’s higher education to improve course resources, student learning style prediction, teaching quality, and service support. Hence in this paper, Artificial Intelligence based Efficient E-learning Framework (AI-EELF) has been proposed to overcome the challenges faced by China’s higher education while implementing e-learning modules. The collected student data can be efficiently utilized and exploited to progress in an adaptive learning environment. The proposed AI-EELF method introduces multiple learning models to enhance teaching quality and predict the student learning style. The experimental results show that the proposed AI-EELF achieves high performance, prediction ratio in determining students’ learning style and improves teaching quality compared to other existing methods.

In the network technology increasingly popular, especially mobile platform technology and Internet of things technology rapid development of modern society, the original information platform has been a huge challenge. Their development also puts forward higher requirements and opportunities for the construction of technical assistance platform in the development of higher education. The purpose of this paper is to model the framework of the auxiliary platform of physical education based on campus network from the perspective of software architecture construction, and to provide methodological guidance for the construction of this kind of auxiliary platform. In order to facilitate the development of physical education teaching platform in higher education, this paper, relying on the campus network, applies the wireless platform and the Internet of things technology, and puts forward the idea of constructing a new auxiliary platform for higher physical education based on campus network, which provides a new model for realizing informatization and modernization of higher physical education teaching. The research structure of this paper shows that, compared with the traditional physical education teaching mode, the method proposed in this paper is oriented to the actual classroom teaching, and technically has the self-name of database and background resources, realizing dynamic framework and real-time data, which is an important innovation to the original teaching platform.

In the second decade of the 21st century, there is an ongoing discussion on the value of online classes in higher education as the implementation of new technologies in the higher education processes is on the rise. The main questions that are emerging are the level of interactions, quality of knowledge transfer, and development of critical thinking. Several previously conducted research concluded that online models of higher education teaching add more value than traditional methods, and some of the research has shown the shortcomings of online higher education programs. The pandemic of Covid-19 disease caused by a Corona Virus (SARS-CoV-2) has forced most of the higher education institutions in Europe to transfer almost the entire educational process to online platforms. In this paper, the satisfaction of the teachers and the students with the online classes’ effectiveness regarding the teacher-student communication, knowledge transfer, and development of critical thinking in the case of the School of Engineering Management in Belgrade, Serbia, is researched through a short survey and interviews. Statistical analysis has shown that there is a statistically significant difference between students' and teachers' satisfaction. Furthermore, in short interviews, it is shown that the students are more receptive to knowledge transfer, teacher-student communication, and the development of critical thinking through online classes than the professors. As the sample is small, further empirical research on the wider sample is needed in order to get more compelling conclusions.

Information and communication technologies (ICT) have intervened in all human activities and education has not been the exception. In higher education, educational platforms have proven to be very useful in virtual education, forced by the pandemic caused by covid-19. To be effective, these educational platforms must combine ICT, teaching strategies and an institutional IT support team. Therefore, both students and teachers must modify the roles to which they were accustomed and become active and participatory, self-reflective and self-regulating actors. The purpose of this work is to propose teaching strategies to generate meaningful learning in virtual distance higher education, in times of the pandemic caused by covid-19. It is research with a qualitative, phenomenological and descriptive approach. A group of teachers from the Meritorious Autonomous University of Puebla (BUAP) were interviewed about the teaching strategies applied in their academic development in this time of pandemic. Selecting those that best adapt to the virtual model and that can be developed through educational platforms in higher education. Reaching the conclusion that it is necessary to reflect on the teaching practice and question the student and the teacher of the digital age.

English-medium instruction classes in higher education are increasing in countries where English is not the first language. Though these courses offer advantages, they also offer concerns and challenges. One of these challenges is creating a rapport between a teacher and students who are working in a language that is not their own. Rapport is important because it has been linked to academic performance. This study explored possible differences in rapport between two groups of students who were taking a class on Communications Research at a Mexican university. One group took the class in their native language, Spanish, and the other one took the class in English. The teacher, the programme, and the materials were identical in both cases; they only differed in the language of instruction. The study is qualitative in the ethnographic tradition. Videos of classroom interactions were used as a data source, which were analysed and coded. Codes were based on rapport-building activities. The teacher’s log and the nine-item Student-Instructor Rapport scale complemented the study. The videos showed evidence of rapport-building activities in both the Spanish and English groups. The results of the scale showed that the students in the English group perceived a stronger rapport between the instructor and the students, than those in the Spanish group.

The ISCED classification used in education is the most important step in designing and constructing forecasts and prevision models. The very basis of the classification is applicable both on the formal education and on the non-formal education. While the education process nowadays is conducted in universities, there are many categories of education providers that choose e-learning platforms. To better understand how their trajectory can be correct, the present article sustains the idea that the ISCED classification points e-learning platforms in the right direction. This direction is meant to compress the education idea to basic competencies, skills and learning outcomes that the graduate can acquire during the education process. Using variables collected on the base of the ISCED classification and statistical distributions, we present the e-learning concept in Romania. The article is divided into two main sections. The first section focuses on e-learning platforms and the percentage of the population that used such platforms for education. The second section presents the inclusion of the ISCED classification in e-learning platforms. Using the ISCED classification, we can conclude that people with higher levels of education have a higher chance of using e-learning instruments.

The multitude of innovations which assault us in all areas of life made necessary "the education for change". Through education, people must ensure the ability to develop the capacity to understand and respond appropriately to various challenges from society, to become agents of their own training, to organize and structure their own knowledge. As time goes by, it becomes more and more obvious the need for diversification and institutional personalization in Romanian education system, diversification of types of study programs, the need to promote lifelong learning and reform the existing legislation in this area. From the perspective of the education system, the evolution towards the knowledge society is a revolution in how people think the whole process of education - both as management as well as structure. In higher education is a tendency to an "education of the masses" - undergraduate studies, followed by higher cycles - master's degree, doctoral studies. It also tends to lifelong learning, appreciating the return in the educational process should be at least every five years to ensure competence in a particular field. In the knowledge society, the very paradigm of education has changed, the role of ICT has become more and more important and present in an increasingly wide range of activities. Nowadays the use of an e-learning system is a must for any university that wants to align to the existing trends and have a high quality of educational process. More than that, computer-assisted instruction systems (commonly called today "e-learning platforms") are also used for lifelong learning - regardless of whether it is done in universities, specialized organizations or at job. This paper aims to deal with some aspects of the design and architecture of computer-assisted instruction systems, so that choosing, implementing and developing such a system could have a well-documented starting point.

Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adoption rates of VAR technology for teaching have not been well described across a higher education institution. Further, there is an absence of information on the optimal VAR laboratory designs and cost per student. In this study, a purpose designed virtual reality laboratory was formed in 2017 at The University of Sydney, housing 26 Oculus Rift headset units. An evaluation was conducted on the design, costs, rates of teaching adoption and student experiences over five teaching periods (2.5 years). Over this period, 4833 students were taught in the laboratory across 7952 student visits. The laboratory was used most by the Faculty of Engineering (53%), followed by the Faculty of Arts & Social Science (23.8%) and Faculty of Science (23.2%). For engineering, the units of study using the laboratory represented only 1.4% of annual faculty subjects offered. This confirms that adoption was in the initial stage of innovation diffusion. The laboratory saw a 250% increase in student numbers over the period of evaluation and 71.5% of students surveyed (n = 295) reported enhanced learning outcomes. The cost per visit was only AU$ 19.50. These findings give confidence to higher education institutions that the right VAR technology infrastructure is a sound educational investment for the future.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10639-021-10653-6.

Digital platforms have a high potential for supporting learning processes, especially in higher education. However, there appears to be a limited systematic review of research on the application of digital platforms in higher education. Using a systematic approach, this study analyzes previous research on digital platforms and how these technologies assist university students in their studies and the challenges involved. Examining 76 relevant articles from Scopus, Emerald Insight, and ProQuest databases, the findings demonstrate that students' personal development could be accelerated by the practical application of technology through digital learning platforms. Furthermore, by utilizing digital channels, the COVID-19 epidemic has highlighted how crucial strategic management and flexibility are to the higher education sector. The study identified two main themes: digital platforms that support students’ learning and challenges associated with the deployment of digital platforms. Various unexplored areas on the use of digital platforms among university students are highlighted in the study. The review further recommends that higher education institutions offer digital literacy programs that educate students and faculty on using digital platforms, online privacy, and data protection.