Electronic Journal of e-Learning最新文献

{"title":"Artificial Intelligence in Education: AIEd for Personalised Learning Pathways","authors":"O. Tapalova, N. Zhiyenbayeva, Dmitry Gura","doi":"10.34190/ejel.20.5.2597","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2597","url":null,"abstract":"Artificial intelligence is the driving force of change focusing on the needs and demands of the student. The research explores Artificial Intelligence in Education (AIEd) for building personalised learning systems for students. The research investigates and proposes a framework for AIEd: social networking sites and chatbots, expert systems for education, intelligent mentors and agents, machine learning, personalised educational systems and virtual educational environments. These technologies help educators to develop and introduce personalised approaches to master new knowledge and develop professional competencies. The research presents a case study of AIEd implementation in education. The scholars conducted the experiment in educational establishments using artificial intelligence in the curriculum. The scholars surveyed 184 second-year students of the Institute of Pedagogy and Psychology at the Abay Kazakh National Pedagogical University and the Kuban State Technological University to collect the data. The scholars considered the collective group discussions regarding the application of artificial intelligence in education to improve the effectiveness of learning. The research identified key advantages to creating personalised learning pathways such as access to training in 24/7 mode, training in virtual contexts, adaptation of educational content to personal needs of students, real-time and regular feedback, improvements in the educational process and mental stimulations. The proposed education paradigm reflects the increasing role of artificial intelligence in socio-economic life, the social and ethical concerns artificial intelligence may pose to humanity and its role in the digitalisation of education. The current article may be used as a theoretical framework for many educational institutions planning to exploit the capabilities of artificial intelligence in their adaptation to personalized learning.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44831349","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":"Mobile-Assisted Language Learning using Task-Based Approach and Gamification for Enhancing Writing Skills in EFL Students","authors":"Pawarit Pingmuang, Prakob Koraneekij","doi":"10.34190/ejel.20.5.2339","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2339","url":null,"abstract":"The purposes of this research were 1) to study the user experience and needs of EFL students and teachers in learning English writing skills; 2) t to design and develop a mobile-assisted language learning (MALL) application, teaching writing procedure, and writing activities; and 3) to implement a MALL application and, teaching writing procedure to students. The samples were 665 EFL lower secondary students in Thailand as the online survey respondents and five high school teachers as the interviewees. The experiment samples were 35 EFL lower secondary students. The research instruments consist of the MALL application, the learning process, English writing tasks, English writing tests, scoring writing rubrics, and a questionnaire on student satisfaction. The experimental period lasted for 8 weeks. The data were analysed by using frequency, mean, standard deviation, priority needs index, dependent t-test, and one-way ANOVA with repeated measure analysis. The research result indicated that 1) lower secondary students were able to use the internet on a regular basis. Students wanted to learn writing skills relevant to the student's experience through the study of writing errors, writing samples, writing styles, peer assessment, and constructive feedback from teachers. 2) The learning process of mobile-assisted language learning application using a task-based approach and gamification to enhance lower secondary students’ English writing skills consisted of 3 components: pre-task, task process, and language focus. The 7 steps are as follows: selecting themes, exploring topics, drafting ideas, editing tasks, giving feedback, reviewing submissions, and concluding findings. 3) The experiment results indicated that the samples’ English writing skills in the post-test were higher than in the pre-test at the .05 level of significance. 4) The difference in mean scores in the English writing tasks showed that there was a difference between English writing scores at the .05 level of significance (F=1579.266, sig=.000). 5) The result of satisfaction showed that the respondents were very satisfied with the learning process and MALL application.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47829479","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 Vs. In-Campus, Comparative Analysis of Intrinsic Motivation Inventory, Student Engagement and Satisfaction: A way forward for Post COVID-19 Era","authors":"Suriagiri Suriagiri, Norlaila, Albertus Wahyurudhanto, Juhriyansyah Dalle","doi":"10.34190/ejel.20.5.2618","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2618","url":null,"abstract":"The education sector was severely impacted due to the pandemic; thus, educational institutions had to shift toward an online learning system. This adaptation in the educational system posits a challenging question: which mode of learning would be best to engage and satisfy the students in the post-COVID-19 era? Therefore, drawing on the self-identity theory, this study explores the differential impact of intrinsic motivational factors (interest/enjoyment, competence, autonomy, and belongingness) on digital engagement and online class satisfaction versus on-campus psychological engagement and physical class satisfaction. Surveying 496 students from six Indonesian universities shows that digital technologies make the learning process interesting and joyful for students compared to on-campus classroom learning, thus resulting in more digitally engaged and satisfied students. Simultaneously, competence is found to be positively impacting online and on-campus students’ engagement and satisfaction at an equal level. Moreover, autonomy and belongingness show more students’ engagement and satisfaction within the campuses than in an online learning mode. These findings suggest that the post-COVID-19 era can take advantage of both these methods to incorporate a hybrid mix of blended learning to achieve the best learning outcomes in terms of engagement and students' satisfaction. Implications for higher education institutions and directions for future research are suggested.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44562229","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":"Modelling Students' Satisfaction with Computer-Based Assessment (CBA) Environments in Higher Education: The Roles of CBA Center Service Satisfaction and Perceived Trust","authors":"H. Bello, N. A. Abdullah","doi":"10.34190/ejel.20.5.2595","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2595","url":null,"abstract":"It has been extensively researched how satisfied students are with the vast majority of goods and services offered by educational institutions of higher learning. However, there appears to be a paucity of research on students' satisfaction with the facilities and services of computer-based assessment (CBA) centers in higher education institutions, especially when the centers are equipped and staffed by third-party vendors. The CBA centers are public and private examination centers in developing countries that administer computer-based tests for higher education and other external organizations. Although satisfaction with the services and facilities is essential, it has been asserted that having the feeling of trust when using the CBA is even more critical to the students. Trust is essential for the success of any technological advancement, especially in the field of education. Any educational technology that lacks the stakeholders' trust, regardless of how effective it may be, is doomed to fail to be adopted on a large scale. However, limited studies have investigated how students' trust in the CBA affects their satisfaction. Therefore, this study aims to model and analyze the roles of CBA center service satisfaction and perceived trust in the CBA in attaining overall satisfaction by exploring their roles in influencing student satisfaction. A research framework based on the updated information system success model (ISSM) is validated using a survey incorporating system quality, service quality, question content, the cost-effectiveness of CBA services, CBA center service satisfaction, and perceived trust. A total of 459 survey responses collected from three higher education institutions in Nigeria were analyzed using structural equation modelling. As a result, the findings confirmed that students' satisfaction with services at the CBA centers is a mediator between service quality, system quality, and overall satisfaction with CBA. The correlation between CBA centre service satisfaction and overall CBA satisfaction was also found to be the strongest, indicating that student satisfaction with the services and facilities at the CBA centre is crucial. CBA center managers and institutions can utilize the findings from this study to successfully implement the CBA. In enhancing students‘ CBA satisfaction, higher education institutions should consider focusing on the necessary steps towards improving the conditions of the CBA centers in terms of infrastructure and services rendered. Meanwhile, to increase student satisfaction besides enhancing the system and service quality and cost-effectiveness, institutions should seriously consider promoting the CBA to the students by highlighting the personal impact of the CBA in terms of trust by improving the quality and features of the CBA.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48502286","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":"Talismans of Digital Literacy: A Statistical Overview","authors":"P. Reddy, K. Chaudhary, B. Sharma, Ronil Chand","doi":"10.34190/ejel.20.5.2599","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2599","url":null,"abstract":"The individuals living in the 21st century have become the consumers of digital innovations and have to adapt, adopt and adapt to the new norm of surviving and thriving in the digital society. Familiarity with the latest technologies is not the only requirement for survival. One also needs to have relevant digital competencies to complete tasks with optimized outputs and efficiently deal with the chain of digital changes. The current study introduces the South Pacific digital literacy framework (SPDLF) driven by 6 essential literacies and sixty attributes. The study intends to provide a three-stage statistical validation for the South Pacific digital literacy framework. The three stages of validation include;(1) evaluating the strongest predictors of digital literacy from the six literacies in the SPDLF, (2) evaluating the significant predictors of each of the six literacies and (3) evaluating the significant attributes from a total of sixty attributes in the SPDLF. The results show that all attributes in the SPDLF are statistically significant, therefore, all attributes are significant contributors to digital literacy in the South Pacific digital literacy framework.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398282","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":"Contextualizing Lecturer Performance Indicators to Online Teaching and Learning Activities: Insights for Application during the COVID-19 Pandemic And Beyond","authors":"Amalia E. Maulana, D. Arli","doi":"10.34190/ejel.20.5.2644","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2644","url":null,"abstract":"The purpose of this research study is to explore insights to create more contextual lecturer performance indicators (LPIs); and to gain a fairer and more useful evaluation tool for lecturers in the online environment during the COVID-19 pandemic. This significant change in conditions has forced higher education to understand the new requirements, especially of lecturers, who have played a central role in creating engaging moments for students in online classes. This study adopts a qualitative approach, based on the need for a more in-depth exploration of new phenomena.  It explores students’ daily lives in class, which were expressed through social media, and gains further understanding through in-depth interviews with students and lecturers. The results indicate that most of the items taken from the Social-Task-Technology-Fit (STTF) framework remain the same; there are not many changes compared to the era before the pandemic. However, some aspects have new meanings that need to be revisited to capture the lecturers' performance in the new context. Three new themes emerged from the exploration study which have never been discussed in previous studies on LPIs for online teaching, especially in abnormal conditions such as a pandemic. The first theme concerns the variations in digital literacy of lecturers and the implications for lecturers' performance. The second theme is the dynamic ratio of social versus task activities, which implies the need to focus on academic (task-oriented) or non-academic (social) tasks. The third theme is the degree of controllability of each performance. This study provides awareness of the importance of weighting in evaluating lecturer performance, especially when not all lecturers are digitally literate, not all factors are controllable, and the ratios between social versus task requirements are not the same. These weighted evaluations have never been discussed in previous studies, which mainly used quantitative surveys.  In addition, these insights can also be applied to online learning beyond the pandemic. The study results can be used by higher education information management to design more contextual LPIs for the early detection of issues with lecturer performance.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44929270","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":"Digital Skills and Online Collaborative Learning: The Study Report","authors":"W. Kwiatkowska, Lidia Wiśniewska-Nogaj","doi":"10.34190/ejel.20.5.2412","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2412","url":null,"abstract":"This paper discusses digital skills and their role in collaborative distance learning. Collaboration is considered to be one of the most effective, yet challenging, methods of teaching and learning. Many learners avoid collaborative tasks, for different reasons. We believe that the level of digital skills may be a key to understanding their attitude. A study was conducted at Nicolaus Copernicus University in Toruń, Poland. The respondents assessed, amongst other items, the level of their own digital skills. Based on this assessment, three groups of students with different skill levels were distinguished. Further analyses showed that students with different level of digital skills vary according to their own experiences in collaborative online learning, but not in terms of views on the phenomenon, technologies used, or computer hardware. Most differences are between the low and high skill groups. However, they are also present between the low and average, and the average and high skill groups. These results contribute to the discussion on the need to individualise the teaching and learning process and highlight the roles of digital competence development for all participants in the learning process.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46801947","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":"Implications of Mobile Learning for Sustainable Inclusive Education: A Systematic Review","authors":"Mcpegala Pegalajar Palomino","doi":"10.34190/ejel.20.5.2612","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2612","url":null,"abstract":"The evolution of wireless technology and the development of mobile applications cover more and more areas of human activity. These can be used not only for communication, but also for educational purposes. This research aims to analyze implications of Mobile Learning as a didactic strategy for the development of an inclusive education that is committed to improving education for sustainable development. Following the quality standards of the PRISMA statement, a systematic review of research focused on didactic experiences that use Mobile Learning for the attention of students with educational needs in the context of education for sustainable development has been carried out. The Web of Science (WoS) and Scopus databases have been used during the period 2010-2020, obtaining a sample of 21 publications. Results reveal the growing interest of the international scientific community in this research. It is a didactic strategy that facilitates the teaching-learning process for students with functional diversity, a tool to support the teaching task and a promoter of an inclusive education that is committed to sustainable learning. Among its limitations, aspects related to the teacher, the implementation of mobile technology in the teaching-learning process or its use as a learning tool stand out. Mobile Learning has become a new educational paradigm, which establishes a binomial between technology and education to respond to the objectives of the 2030 Agenda. It has become a new educational paradigm in line with our model of society based on information and knowledge and access to Information and Communication Technologies. In this way, a binomial has been established between technology and education that aims to implement benefits for the agents involved at a quantitative and qualitative level for the implementation of an inclusive education that caters to students with functional diversity and is committed to improving education for sustainable development.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44191889","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":"Future Proposals for E-Learning at Conventional Tertiary Institutions as they Move on Past the COVID Experience","authors":"R. Sa'di, T. Sharadgah, Ahmad Abdelraziq, Maha S. Yaseen","doi":"10.34190/ejel.20.5.2565","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2565","url":null,"abstract":"As the COVID-19 pandemic was spreading rapidly throughout the world, the most widespread reaction in many countries to curtail the disease was lockdown. As a result, educational institutions had to find an alternative to face-to-face learning. The most obvious solution was e-learning. Conventional tertiary institutions with little virtual learning experience had to deal with an unprecedented challenge. This study delineates practices that can be suggested for conventional institutions of tertiary education that may be planning to acquire more e-learning experience in the post-COVID era so that they may be better prepared to move on beyond traditional classroom teaching. The qualitative research method was utilized to carry out this study. The data collected for the study comprised mainly two sources: the existing literature that tackles the issue of how tertiary institutions around the world shifted to e-learning during the pandemic, and an analysis by the researchers of COVID-related circulars that were issued by the Saudi Ministry of Education and by Prince Sattam bin Abdulaziz University. The review of related literature and the analysis of the circulars enabled the researchers to produce a number of suggestions aimed at improving the e-learning experience of conventional tertiary institutions. The researchers followed five steps in their literature review: (1) pinpointing search terms and then creating a search strategy and implementing it, (2) sorting the studies gathered, excluding duplicates and studies deemed irrelevant, and decreeing standards for deciding what to keep and what to rule out, (3) evaluating the studies in the light of those standards, (4) obtaining data, and (5) analysing data. This study does not recommend that conventional tertiary institutions become 100% online, but it does suggest that those institutions should make some learning content digitally accessible, build community partnerships, encourage self-study skills among students, help students change their learning style from passive to active, and revisit their e-assessment practices. This paper also stresses the importance of giving further support to teaching staff, sheds light on how institution buildings can reopen smoothly as the restrictions ease, discusses what factors influence the outcomes of e-learning, and tackles the issue of student dropouts during the pandemic. This study concludes by outlining the important notion of adopting blended learning and developing e-learning programs on an international scale.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48202549","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":"Motivation to Study During COVID-19 as a Function of Parent Marital Status","authors":"N. Davidovitch","doi":"10.34190/ejel.20.5.2534","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2534","url":null,"abstract":"The COVID-19 pandemic brought the learning process into the home and family space, such that parent marital status can affect the student’s studies. These circumstances might pose a challenge for students in general and in particular for those coping, in addition to COVID-19, with family difficulties such as their parents’ divorce. Hence, it is necessary to examine how family situations affect students’ functioning and motivation to study. The current study seeks to address the issue of motivation to study among children of divorced parents versus children of married parents, particularly following the effects of distance learning during COVID-19. This is a pilot study that explores the association between motivation to study in a time of crisis (COVID), which requires a new (digital) study skill, and familial status, family support. In order to relate to this issue, we conducted a study among 148 respondents, school children aged 12-18. Forty-three percent of the respondents were children of divorced parents, while 52.7% were the children of married parents. Through questionnaires, these respondents addressed their parents’ marital status and their attitude to distance versus face-to-face learning. The study also addressed the motivation of these teenagers to study and the association between the different learning methods and parent marital status. The research findings indicate that children of divorced parents have lower intrinsic motivation than children of married parents. It was also found that the variable most influencing motivation to study is learning in the face-to-face method, at 17.1%. A decline in motivation in general, and higher extrinsic motivation among children of divorced parents, derive mainly from parent marital status and the complexities stemming from parents’ divorce. The unstable psychological state of children of divorced parents, both in general and during COVID-19 in particular, affect the level of motivation to study. The findings of the current study indicate the complexities experienced by students during distance learning, their preferences for a certain study method, whether face-to-face or online, and their motivating factors, whether extrinsic or intrinsic. In addition, the study indicated the significance of family support, with its complexities. The research findings may have considerable consequences for the coping of students from different types of families, in normal times in general and in times of crisis in particular.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41960003","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}