E-learning, as a direct result of the integration of technology and education, has emerged as a powerful medium of learning particularly using Internet technologies. The undeniable significance of ...e-learning in education has led to a massive growth in the number of e-learning courses and systems offering different types of services. Thus, evaluation of e-learning -systems is vital to ensure successful delivery, effective use, and positive impacts on learners. Based on an intensive review of the literature, a comprehensive model has been developed which provides a holistic picture and identifies different levels of success related to a broad range of success determinants. The model has been empirically validated by fitting the model to data collected from 563 students engaged with an e-learning system in one of the UK universities through a quantitative method of Partial Least Squares - Structural Equation Modelling (PLS-SEM). The determinants of e-learning perceived satisfaction are technical system quality, information quality, service quality, support system quality, learner quality, instructor quality, and perceived usefulness, which together explain 71.4% of the variance of perceived satisfaction. The drivers of perceived usefulness are technical system quality, information quality, support system quality, learner quality, and instructor quality, and these explain 54.2% of the variance of perceived usefulness. Four constructs were found to be the determinants of e-learning use, namely educational system quality, support system quality, learner quality, and perceived usefulness, and together they account for 34.1%. Finally, 64.7% of the variance of e-learning benefits was explained by perceived usefulness, perceived satisfaction, and use.
•Study on evaluating e-learning systems success in one of the UK universities.•Four approaches for evaluating e-learning systems success.•A comprehensive model based on DeLone & McLean IS model, TAM, e-learning satisfaction models and e-learning quality models.•Seven quality factors are success determinants: system, information, service, educational, support, learner, and instructor.•Determinants of e-learning benefits are: perceived usefulness, perceived satisfaction, and use.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The Covid-19 has led to comprehensive changes in the education sector. Physical distancing requirements have seen education programs in Denpasar city, Bali province, Indonesia move online. During the ...Covid-19 pandemic from February-May) 2020, this study was conducted to determine student e-learning satisfaction and e-learning system success. Student satisfaction was measured by e-learning attitude, e-learning quality, and e-learning flexibility. The research was conducted at two private universities in Bali, Indonesia and involved 257 respondents. Respondents were student actively engaged in e-learning during Covid-19. The results found a significant positive relationship between student e-learning attitude and e-learning quality on student e-learning satisfaction, and also student e-learning satisfaction on e-learning system success; however, the influence of e-Learning flexibility on student e-learning satisfaction was not significant. Universities can improve e-learning results by considering the technical limitation students face for e-learning and improving the flexibility of access to online teachers. Keywords: e-learning attitude, e-learning quality, e-learning flexibility, student e learning satisfaction, e-learning system success Kepuasan Siswa Mengikuti E-Learning Selama Pandemi Covid-19 di Indonesia Abstrak: Terjadinya pandemi Covid-19 mengakibatkan berbagai perubahan terjadi di seluruh dunia, termasuk di sektor pendidikan. Penerapan jarak fisik menyebabkan program pembelajaran dilakukan secara online, termasuk pada program pendidikan di kota Denpasar, Provinsi Bali, Indonesia. Penelitian ini dilakukan selama pandemi Covid-19 (Feb-Mei) 2020, bertujuan untuk mengetahui kepuasan mahasiswa mengikuti program e-Learning dan keberhasilan program e-Learning selama pandemi Covid-19. Pengukuran kepuasan mahasiswa dilakukan melalui variabel sikap mahasiswa, kualitas e-learning, dan fleksibilitas e-learning. Lokasi penelitian dilakukan di dua Universitas swasta di Bali, Indonesia, dengan populasi 718 dan 257 sampel yang diambil menggunakan formula Slovin. Responden adalah mahasiswa aktif yang mengikuti e-learning selama Covid-19. Data dianalisis menggunakan program SmartPLS 3,0. Hasil menemukan bahwa tiga hipotesis diterima dan satu hipotesis ditolak dari empat hipotesis yang diusulkan. Universitas diharapkan untuk memperhatikan waktu dan tempat pelaksanaan yang nyaman bagi mahasiswa dalam mengikuti pembelajaran e-learning demi meningkatkan kepuasan mereka terhadap program e-learning. Kata kunci: sikap e-learning, kualitas e-learning, fleksibilitas e-learning, kepuasan e-learning siswa, keberhasilan sistem e-learning
E-Learning has proven to be the only resort as a replacement of traditional face-to-face learning methods in the current global lockdown due to COVID-19 pandemic. Academic institutions across the ...globe have invested heavily into E-Learning and the majority of the courses offered in traditional classroom mode have been converted into E-Learning mode. The success of E-Learning initiatives needs to be ensured to make it a sustainable mode of learning. The objective of the current study is to propose a holistic E-Learning service framework to ensure effective delivery and use of E-Learning Services that contributes to sustainable learning and academic performance. Based on an extensive literature review, a proposed theoretical model has been developed and tested empirically. The model identifies a broad range of success determinants and relates them to different success measures, including learning and academic performance. The proposed model was validated with the response from 397 respondents involved with an E-Learning system in the top five public universities in the southern region of Saudi Arabia through the Partial Least Squares regression technique using SmartPLS software. Five main factors (Learner’s Quality, Instructor’s Quality, Information’s Quality, System’s Quality and Institutional Quality) were identified as a determinant of E-Learning service performance which together explains 48.7% of the variance of perceived usefulness of ELS, 71.2% of the variance of use of the E-Learning system. Perceived usefulness of ELS and use of ELS together explain 70.6% of learning and academic performance of students. Hence the framework will help achieve the sustainable and successful adoption of E-Learning services.
E-learning systems have witnessed a usage and research increase in the past decade. This article presents the e-learning concepts ecosystem. It summarizes the various scopes on e-learning studies. ...Here we propose an e-learning theoretical framework. This theory framework is based upon three principal dimensions: users, technology, and services related to e-learning. This article presents an in-depth literature review on those dimensions. The article first presents the related concepts of computer use in learning across time, revealing the emergence of new trends on e-learning. The theoretical framework is a contribution for guiding e-learning studies. The article classifies the stakeholder groups and their relationship with e-learning systems. The framework shows a typology of e-learning systems' services. This theoretical approach integrates learning strategies, technologies and stakeholders.
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BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are ...an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers’ demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers’ backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students’ voices.
► Technical system quality is one component of measuring the success of e-learning system. ► More user satisfaction leads to increase the success of e-learning systems. ► Educational system quality ...and service quality are interrelated with each other. ► More interests to e-learning systems usage will cause the user goals achievement.
In the era of internet, universities and higher education institutions are increasingly tend to provide e-learning. For suitable planning and more enjoying the benefits of this educational approach, a model for measuring success of e-learning systems is essential. So in this paper, we try to survey and present a model for measuring success of e-learning systems in universities. For this purpose, at first, according to literature review, a conceptual model was designed. Then, based on opinions of 33 experts, and assessing their suggestions, research indicators were finalized. After that, to examine the relationships between components and finalize the proposed model, a case study was done in 5 universities: Amir Kabir University, Tehran University, Shahid Beheshti University, Iran University of Science & Technology and Khaje Nasir Toosi University of Technology. Finally, by analyzing questionnaires completed by 369 instructors, students and alumni, which were e-learning systems user, the final model (MELSS Model1Measuring e-learning systems success.1).
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ...‘frequently’ (
Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction.
With regard to their expectations, i.e., aspects of a course they consider important, students’ achievement goals were the best predictors for success and ranked higher than other course characteristics. With regard to their experiences, students’ assessments of the instructor’s expertise in e-learning, and her/his counseling and support were the best predictors for learning achievement and course satisfaction. Furthermore, self-regulated and collaborative learning were related to learning achievements. The results of the study suggest to influence students’ motivation and goals by adapting instruction accordingly and emphasize the importance of continuing education and training for the instructors.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Even though being perceived as a novel approach, multiple authors claim that the digital transition of all sectors in society started when information and communication technologies (ICT) started to ...be an integral part of our daily lives. The education sector currently represents one of the contexts where the use of ICT is more promising and allows to reach greater benefits, mostly due to the wide range of tools, applications, and management and methodological approaches that are associated with e-learning. With the above in mind, a bibliometric analysis of the e-learning adoption topic has been performed, aiming on delivering a detailed analysis of the status of the topic. This analysis was carried out by analyzing the scientific literature indexed in the Scopus database that addressed the multiple stages of the e-learning adoption process (i.e., acceptance, adoption, and use). Our study analyzed 896 documents published between 1989 and 2021, of which 98.3% represented papers published in journals and conference proceedings.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
9.
Elearning levels Baskas, Antanas
Lietuvos matematikos rinkinys,
09/2023, Volume:
46, Issue:
spec.
Journal Article
Peer reviewed
Open access
For most institutions information technologies represent a hole of additional expense. Most campuses have simply bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of ...classroom instruction. Presented results show that all thirty institutions of course redesign online learning program reduced cost by about forty percent on average, increased course-completion rates, improved retention, better student attitudes toward the subject matter.All universities and colleges of this program have realized promise of technology by means of whole course redesign, active learning, computer-based learning resources, mastery learning, on-demand help, alternative staffing.
Straipsnyje aptariama mokymo finansavimo, mokinančiųjų vertinimo, mokymo turinio ir elektroninio mokymo reikšmingumas, mokymo kokybės veiksmingumo ir ryšio skalės. Pateikiami užsienio universitetų ir kolegijų perėjusių prie aktyvių mokymo būdų, naudojant elektroninį mokymą, sėkmės faktoriai ir rezultatai.Nurodomas Estijos ir Švedijos universitetų elektroninio mokymo lygis.
Most educational systems take into account learner features like goals/tasks, knowledge, background, hyperspace experience, preferences and interests.However, less attention has been paid to the fact ...that people have different approaches to learning, namely that the individuals perceive and process information in very different ways.Recent researches are trying to alleviate this and integrate learning styles in the design of their adaptive applications.
Kompiuterinės mokymo sistemos mokymo asmeninimą vykdo teikdamos mokymo turinį, atsižvelgiant į studento žinias, mokymosi tikslus, gebėjimus. Tokiu būdu daugelis užsienio universitetų ir kolegijų padidino pažangumą, sumažino nespėjančių išmokti skaičių ir mokymosi kainą.Straipsnyje išskiriama keturios asmens kaip mokinio ypatumų grupės ir iš to išplaukianti mokymo asmeninimo įvairovė, pateikiami naudojamų ir tiriamų kompiuterinių mokymo sistemų mokymo asmeninimo lygiai.
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