European Conference on e-Learning最新文献

{"title":"Learning with Moodle and Google Drive: instrumental conflicts in question","authors":"Zeller Arnaud, Marquet Pascal","doi":"10.34190/ecel.22.1.1943","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1943","url":null,"abstract":"Learning management systems (LMSs) are still supporting artefacts by allowing higher education students to conduct learning activities using teaching resources. These artefacts are based on graphical interfaces that display modules and contents. The mediated contents force students to manage instrumental conflicts resulting of a poor integration between didactic, pedagogical and technical artefacts, during the learning activity (Marquet, 2005). This paper investigates the impact of using the LMS Moodle on the realisation of an activity carried out in this same environment, during a business intelligence (BI) course, according to the type of integration of the teaching resources used: resources integrated into the environment and resources external to the environment. After conducting a literature review on the information search task and on learning BI with LMSs, this empirical work (N = 69) examines the effects of the type of integration of said resources on the results obtained in the quiz. The results suggest that the implementation of external resources around an LMS and therefore not integrated into the environment paradoxically enables students to obtain better results on a score in a shorter time, thus improving their ability to act.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"146 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empowering Deaf Learners: The Promise of Sign Language MOOCs","authors":"Paula Escudeiro Maria de Sá Escudeiro, Márcia Campos","doi":"10.34190/ecel.22.1.1936","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1936","url":null,"abstract":"In the realm of education, deaf students face significant communication barriers that limit their integration and success within intellectual communities. Due to the use of distinct mother languages, a communication gap arises between deaf and non-deaf communities. This poses serious difficulties for deaf students, who communicate primarily in sign language and are unable to fluently read materials written in spoken language. As most didactic materials in higher education are available exclusively in spoken languages, this further limits the opportunities and chances for deaf students to succeed. While technological advancements have made it possible to create tools and services that translate between spoken and sign languages, they are often expensive and not widely available in educational settings. The proposal is a pedagogical model that seeks to overcome these obstacles and foster inclusivity by offering deaf students access to educational resources in their mother language – sign language. This is accomplished using Massive Online Open Courses (MOOCs) paired with automatic sign language translation technology. To demonstrate this model's effectiveness, a digital literacy course for schoolteachers was developed and evaluated within a group of users, including deaf students. The paper discusses the state-of-the-art of digital educational content available to the deaf, the process of translating digital learning materials into sign languages, the specifications needed to structure educational content for the deaf, and an example of the development methodology for creating multilingual learning objects for the deaf. The evaluation results indicate that MOOC is inclusive and positively impacts deaf students' learning outcomes. The proposed pedagogical model has significant implications for improving access to education and promoting inclusivity for deaf students worldwide. By utilizing technological advancements and creating inclusive digital educational materials, it is possible to bridge the communication gap between deaf and non-deaf individuals, thereby enabling deaf students to acquire, expand, and improve their knowledge in various subjects.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135929067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Edtech Startups: Determining the factors involved in internationalisation","authors":"Keila Malca-Ramirez, Linda Marita Cruz-Pupuche, Franklin Cordova-Buiza","doi":"10.34190/ecel.22.1.1946","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1946","url":null,"abstract":"In the last 10 years, the connectivity of the human being with technology has become evident all over the world, we are in times of high use of technology in everyday life, as evidenced by the use of an Uber to study an online class with colleagues from other countries. Technology has led to the growth of education in Peru during the Covid-19 pandemic, which has allowed entrepreneurs to have a global perspective by creating enterprises in the education sector with a vision of scaling up to the foreign market. These startups are startups known as edtech startups. In this context, this research aims to determine the factors involved in the internationalisation of startups. The qualitative approach was used with a cross-sectional design based on in-depth interviews with experts and founders of this ecosystem, and a group of founders shared a success story of two startups selected for convenience. Networking and financing. Through innovation, strategies are applied in the startup processes to retain the consumer and obtain high recognition; networking helps to have contacts in all target countries, easy access in the selected market and financing allows sustainability in the market. It is concluded that these most relevant factors cooperate in the entrepreneurial ecosystem achieving a business model with high innovation and technology focused on improving education and at the same time entering the international market.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"163 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135929234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of the factors affecting successful completion of asynchronous online learning programs","authors":"Buddhika Karunarathne, Vishaka Nanayakkara, Eshana Ranasinghe, Malik Ranasinghe, Supunmali Ahangama, Sandareka Wickramanayake, Chathuranga Hettiarachchi","doi":"10.34190/ecel.22.1.1806","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1806","url":null,"abstract":"Within a year of its launch, the University of Moratuwa's open learning platform (open.uom.lk) has over 180,000 registered participants, providing free and open access to a series of asynchronous online courses in software development. Nearly 17,000 people have completed the two foundation courses: Python for Beginners and Web Development for Beginners. Considering the low overall completion rate compared to the total number of registered users, it is important to study the factors contributing to successful completion while promoting meaningful learning. To support the learning process, there are multiple activities like lecture videos, lecture notes, coding playgrounds, lecture slides, assessments, and discussion forums. Thus, this study investigates student behaviour to understand activities that are high in cognitive load and promote active engagement. The study is carried out using learning management system (LMS) user logs and feedback from completed and ongoing students. The elaborative logs with user activities and time stamps help identify the pace of completion by students with different capabilities and learning patterns. The study's findings will be useful to educators because they will be able to design similar LMS platforms that optimise student performance and promote effective learning outcomes. Furthermore, it would be useful to evaluate how students would manage the load in asynchronous online learning programs. Understanding how the learning and assessment activities are related to the completion of the course would enable predicting completion rates and times to properly plan for the employment opportunities for the successful learners.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge building through academic development","authors":"Kemlall Ramsaroop Ramdass","doi":"10.34190/ecel.22.1.1884","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1884","url":null,"abstract":"In order to counter-act obsolescence, an important aspect of organisational well-being in turbulent times, is the collective responsibility and capability of all workers to co-create organisational knowing -- in other words, what constitutes quality in the open distance learning (ODL) context. This implies a culture of innovation in an environment that is continuously changing. In this context where social change is the norm the organisation cannot depend on existing practices. Rather, it requires the ability to re-invent the collective understanding of the organisation; this is known as contextual knowledge building. Knowledge building is the creation of ideas and the improvement of ideas that have a life out in the world where they are subject to social processes of evaluation, revision and application. Within such an organisational culture, learning refers to ongoing reflective work which brings innovation closer to the central work of the organisation. This, in turn, leads to a shared community in which an individual contributes to the shared intellectual property of the organisation as a whole. Therefore, learning is necessitated by this process and integral to it. The resulting community knowledge is a form of new information that other community members can all build on together. There is continual movement beyond current understanding and best practice toward “lifelong innovativeness”. Thus, capacity development and knowledge building involve everyone in the institution, not only the academic staff. The paper reflects the importance of academic development in a continuously changing environment through a reflective case study analysis.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Digital Literacy on Cyberloafing and Compulsive Social Media Use Post-Kahramanmaraş Earthquake","authors":"Mehmet Ali Canbolat","doi":"10.34190/ecel.22.1.1911","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1911","url":null,"abstract":"In recent years, mass disasters have begun to occur in the world and the business world has been greatly affected by these disasters. Especially during the COVID-19 pandemic period, many processes have shifted to digitalization and people have increased their technology usage levels. It can be said that a similar situation was experienced in the Kahramanmaraş earthquake. From this point of view, within the scope of the research, the effects of digital literacy on cyberloafing and compulsory social media use were tried to be examined. The research was carried out with 244 participants aged between 18-30 working in any business line, in a quantitative research design. The data were collected using the questionnaire technique. The obtained data were subjected to descriptive statistics, correlation analysis, reliability analysis and simple regression analysis. According to the research findings, the digital literacy scale and its sub-dimensions are in a moderately and highly significant positive relationship with the cyberloafing scale and its sub-dimensions. However, the scale of compulsive social media use has a low level of positive and significant relationship with the scale of digital literacy and cyberloafing. According to the results of the regression analysis, it was determined that digital literacy has a statistically significant and positive effect on cyberloafing. In addition, it has been determined that digital literacy has a statistically significant and positive effect on compulsive social media use.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online Modules Discussion Forums: A Pedagogical Platform Facilitating Learning in DE Environments","authors":"Dumisani Godfrey Mabasa","doi":"10.34190/ecel.22.1.1743","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1743","url":null,"abstract":"Student support in an open distance e-learning (ODeL) institution takes different forms and shapes. These forms and shapes are used in defining the nature of ODeL institutions. Bridging the distance gap between students in ODeL institutions, different platforms to facilitate interaction among students, students and their instructors are developed and made available. These interactions assist students by reducing the feeling of loneliness in the learning process. Loneliness is one of the experiences associated with dropout rates that negatively impact students’ success rate. The question is, are students making use of these platforms as they were designed for, which is to facilitate the process of learning by interacting with other stakeholders such as with fellow students, students and instructors, students and content? The other question, given that students are from diverse backgrounds, is whether the platform is equally usable and accessible to all students. Are the other social challenges, such as poverty, low technological skills, inequality, network coverage, and loadshedding among factors, considered when introducing and rolling out these platforms to students? Leading the pack in these platforms is the online discussion forum, which is embedded in learning management systems (LMS), available on each online or blended or hybrid module registered for. For example, if a student has registered for two modules, each module has its own discussion forum. There is a concern whether participation in online discussion forums is related to students’ success. The study determines whether participation in online discussion forums is related to a student’s success in the module. Two modules were conveniently selected and used for meeting the purpose of study. The modules were offered using the blended or online pedagogy. The students’ posting on the discussion forum was extracted and statistically analysed to determine whether it relates to success or performance in the modules. The study reported mixed results, where either participation or non-participation is related to student success. Student success comprises a variety of activities, for which participation by posting in online discussion forums forms part, however, it is not the only solution.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Student Perspective: Assessing Technology Readiness and Acceptance for Adopting Large Language Models in Higher Education","authors":"Claudia Lemke, Kathrin Kirchner, Liadan Anandarajah, Florian Herfurth","doi":"10.34190/ecel.22.1.1828","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1828","url":null,"abstract":"Digital technologies are changing and will continue to change how we learn and teach today and in the future. With the latest developments in the field of generative artificial intelligence (AI), particularly large language models (LLMs), the question of using AI-based tools in academic education is ruling the current discussions about the transformative impact of AI in higher education (HE).
 These discussions range from banning these technologies for learning and teaching in HE to guided study support. This study avoids taking up these multifarious and partly controversial debates. Instead, we show how students perceive using AI-based tools for automated text generation for their studies. Drawing on a synthesis of two theories: the 'Technology Readiness Index' (TRI) and 'Technology Acceptance Model' (TAM). The model is validated based on survey data collected among undergraduate first-semester students (N=111) of a computer science-related study programme in Germany in winter 2022/23. The students had to evaluate their relationship to that new technology focusing on their readiness for technology adoption and acceptance. By analysing the collected data with a partial least squares model, we find that the optimism toward the new technology positively influences technology acceptance, while discomfort with the technology negatively influences perceived ease of use. The paper concludes with recommendations for action for adopting LLMs in HE. A proper investment in building AI skills in academic teaching plays a valuable role in fostering the students' positive attitude and innovativeness towards this new technology. Additionally, there is a need for more education about the risks and challenges of using this technology to reduce the impact of factors such as discomfort on ease of use. This requires a factual discourse, away from the current hype-induced exaggerated and hyperbolic statements, for instance, in developing formal guidance for universities.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ChatGPT-Proofing: Redesigning Assessment Practices for E-Learning","authors":"Tapiwa Gundu","doi":"10.34190/ecel.22.1.1888","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1888","url":null,"abstract":"The 21st century has ushered in a profound transformation in the realm of education, fueled by the widespread integration of e-learning, fueled by technological advancements and the pursuit of adaptable and accessible learning modalities. As the e-learning landscape continues to evolve, a pertinent question emerges: Do conventional assessment methods align effectively with the exigencies of the digital era and the competencies imperative for thriving in the knowledge economy? This systematic literature review undertakes a comprehensive exploration of this significant question. Through a meticulous synthesis and analysis of a diverse body of existing research, this review effectively brings to light compelling evidence that underscores the pressing need for the redesign of assessment practices within the context of e-learning. In probing this multifaceted subject, the review critically examines how traditional assessment approaches may fall short in capturing the intricacies of modern-day skillsets, critical thinking proficiencies, and adaptability demanded by the swiftly evolving digital landscape. In its conclusion, this study serves as a pivotal catalyst for change, illuminating the urgency and potential benefits of reimagining assessment practices for the dynamic realm of 21st-century e-learning. Based on the findings, it provides stakeholders with prudent and actionable recommendations, empowering them to embark on a purposeful journey of redesigning assessment strategies. By proactively embracing these recommendations, educators, policymakers, and institutions can engender a learner-centric ecosystem that optimally nurtures and empowers learners for a future defined by innovation and adaptability.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"1 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Reading Lists and Understanding Written Information for Life and Work","authors":"Dana Vicherková, Veronika Murinová, Nela Nováková","doi":"10.34190/ecel.22.1.1686","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1686","url":null,"abstract":"School reading lists are an essential factor influencing understanding the content and form of various types of texts: artistic, non-artistic, and electronic texts of an everyday nature among Czech technical secondary school pupils. The research aims to determine by analysing eight key school documents whether recommended school lists of texts for study at secondary technical schools are published electronically on schools' websites in the Moravian-Bohemian and Olomouc Regions of the Czech Republic. A partial goal is to determine whether school reading lists contain different types of texts and whether pupils at technical secondary schools understand information with a professional, artistic, media, etc., focus. A quantitatively oriented questionnaire survey through the lens of 523 pupils from 5 Czech secondary technical schools investigated what factors influence the reader's understanding of printed and electronic texts. The research results showed that Czech secondary school pupils like working with informal texts on social networks, frequently require help understanding texts of an administrative nature, and rarely work with texts from everyday life at school. The average to below-average level of reading and digital literacy among Czech 15-year-old pupils was also highlighted by the PISA 2018 international research.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}