Electronic learning (e-learning) is a broader approach to learning that brings new opportunities for learning and teaching in many fields of education far from the traditional classroom environment. ...Over the past decades, research in the field indicates a proliferation of e-learning contents and discrepancies that affect interoperability patterns in education for students and teachers; however, little has been done to assess the usability of e-learning systems. From a different perspective, this study aims to provide information on the numerous findings relating to the cumulative results of e-learning in education. This systematic review uses a full protocol with the aim of standardizing and specifying all the procedures adopted to collect and code 99 academic articles from 2010 to 2018 with keywords: education and e-learning. The text analysis as conducted using the qualitative software Leximancer to extract meaning from the large number of articles retrieved. The results highlight four dominant themes, namely education systems and learning issues that in turn promote student behaviours and the use of online learning tools.
This research contributes towards providing research propositions that can be used in a cogent theoretical framework and, based on the analysis, we also propose a new definition of e-learning.
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•This systematic review provide information on the cumulative results on e-learning in education.•The study identified 99 papers with peer review from 2010 to present.•This research offers research propositions that can be conceptualized in a cogent framework.•The findings help to propose a new definition of e-learning.
Due to the current COVID-19 pandemic, colleges and universities have implemented network teaching. E-learning engagement is the most important concern of educators and parents because this will ...directly affect student academic performance. Hence, this study focuses on students' perceived family support and their e-learning engagement and analyzes the effects of e-learning normative consciousness and behaviors and self-efficacy on the relationship between family support and e-learning engagement in college students. Prior to this study, the relationship between these variables was unknown. Four structural equation models revealed the multiple mediating roles of e-learning normative consciousness and behaviors and self-efficacy in the relationship between family support and e-learning engagement. A total of 1,317 college students (mean age=19.51; 52.2% freshman) voluntarily participated in our study. The results showed that e-learning normative consciousness and behaviors and self-efficacy played significant and mediating roles between students' perceived family support and e-learning engagement. Specifically, these two individual variables fully mediated the relationship between students' perceived family support and e-learning engagement. The multiple mediation model showed that family members can increase family support of their children by creating a household environment conducive to learning, displaying positive emotions, demonstrating the capability to assist their children, advocating the significance of learning normative consciousness and behaviors, and encouraging dedicated and efficient learning. The findings complement and extend the understanding of factors influencing student e-learning engagement.
Aims
Junior doctors write most hospital prescriptions, yet are more than twice as likely to make an error in their prescriptions compared to senior doctors. A possibility to enhance pharmacotherapy ...education is through the use of e‐learning modules. The aim of this study was to determine whether P‐scribe, as the chosen e‐learning resource, helps students in passing their pharmacotherapy assessments.
Methods
This retrospective study was undertaken in the Erasmus Medical Center, the Netherlands. All 270 medical students who started their master's curriculum in the academic session of 2017–2018 were included. Data were analysed to identify the frequency of student's use per e‐learning module, total time students spent on e‐learning modules and timing of the use of e‐learning modules in relation to their assessments. The results of the assessments were analysed to identify possible correlations between the time students spent using P‐scribe, their timing of use and their assessment results.
Results
Students who passed their knowledge‐based assessment first time had a mean practice time of five more hours than students who did not pass first time (P < .05, 95% CI: 3.4–6.6). These students practised on average six e‐learning modules more (P < .05, 95% CI: 4.1–7.0) than students who failed their first attempt. Students who passed their skill‐based prescription test first time, practised on average five more e‐learning modules (P = .006, 95% CI: 1.4–8.3) than students who failed their first attempt.
Conclusion
Students who passed their pharmacotherapy assessments first time spent more time, and practised more frequently, with e‐learning modules.
In higher education learning, e-learning systems have become renowned tools worldwide. The evident importance of e-learning in higher education has resulted in a prenominal increase in the number of ...e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak. Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful implementation. By relying on the related literature review, an extensive model is developed by integrating the information system success model (ISSM) and the technology acceptance model (TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in Jordan. The findings demonstrate that quality factors, including instructor, technical system, support service, educational systems, and course content quality, have a direct positive influence on students’ satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively affects students’ satisfaction, perceived usefulness, and system use. Students’ satisfaction, perceived usefulness, and system use are key predictors of their academic performance. These findings provide e-learning stakeholders with important implications that guarantee the effective, successful use of e-learning that positively affects students’ learning.
The paper presents the results of the research on the advantages and disadvantages of innovative e-learning during the COVID-19 pandemic in higher education. In the first stage, an internet ...questionnaire was used for the study. The research was carried out in Poland on a sample of 621 students. The results allowed the researchers to determine variables that are important for the proper implementation of innovative e-learning, and the emergent perspectives for this form of education after the end of the COVID-19 pandemic. Among the most significant disadvantages, there was a lack of direct contact with colleagues, difficulties with teaching practical subjects, lack of direct contact with the teacher, and too much time spent in front of a computer/telephone or other mobile device. The most important correlations included the following: students satisfied with e-learning assess the advantages highly and the disadvantages lower; all the advantages of innovative e-learning are positively correlated with the student’s assessment of the ease of acquiring content in e-learning, and negatively correlated with the student’s assessment of the ease of acquiring content in traditional education; the easier the student assimilates innovative e-learning content, the higher the student’s evaluation of the advantages of e-learning; students who perceive e-learning content as difficult to absorb have low motivation to learn remotely; the better the student knows information technology, the more highly the student evaluates the advantages of innovative e-learning; the better resources to participate in e-learning activities the student has, the higher the student’s evaluation of the advantages of e-learning; the more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.
eLearning systems have become a very important part of teaching, both as web-based systems for online education and as auxiliary tools for face-to-face study, where they provide an additional ...learning support for on-campus learners. To insure the sustainability of an eLearning system on both individual and social levels, we have to cover many aspects of sustainability requirements: human, technical, economic, and environmental. This paper provides a systematic literature review of the sustainability meta-requirements for eLearning systems to identify open problems and to present the state of the art of this research area. We analysed 124 papers, so we identified 18 high-level sustainability requirements for eLearning systems.
Tujuan penelitian ini adalah untuk mengetahui peran Persepsi Pendidik pada E-Learning dan Penerapan E-Learning Terhadap Kinerja Pendidik Di Universitas ‘Aisyiyah Yogyakarta. Penelitian ini ...menggunakan pendekatan kuantitatif dengan metode korelasional. Populasinya adalah Sejumlah 123 orang. Sampel penelitian sebanyak 51 orang dengan metode purposive sampling. Alat ukur yang digunakan berupa skala persepsi pendidik, penerapan e-learning, dan kinerja pendidik. Pengujian Instrumen dilakukan spss 23 dengan dua macam Uji yaitu Uji Validitas dengan Product Moment dan Reliabilitas dengan Alpha Cronbach’s. Pada hipotesis mayor diketahui nilai signifikasi dalam uji F sebesar 0,000 lebih kecil dari 0,05. Koefisien Determinasi atau R Square Sebesar 0,639 yang artinya Persepsi Pendidik pada E-learning dan Penerapan E-learning secara simultan atau bersama-sama berpengaruh terhadap Kinerja Pendidik sebesar 63,9%. Pada hipotesis minor diketahui nilai signifikasi dalam uji F sebesar 0,000 lebih kecil dari 0,05. Koefisien Determinasi atau R Square Sebesar 0,276 yang artinya pengaruh persepsi pendidik pada E-learning terhadap kinerja pendidik sebesar 27,6%. Kesimpulan persepsi pendidik pada E-learning (X1) dan penerapan E-Learning (X2) secara simultan atau bersama-sama berpengaruh terhadap Kinerja Pendidik. Kesimpulan berikutnya bahwa persepsi pendidik pada E-Learning (X1) berpengaruh terhadap kinerja pendidik (Y). Kata Kunci: Kinerja Pendidik; Penerapan E-Learning; Persepsi Pendidik pada E-Learning
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