The sudden change in the learning process during the Covid-19 pandemic has brought schools at all levels to adopt e-learning. In this study, we analyze user acceptance of NUADU platform in private ...schools in Balikpapan, Indonesia. The extended Technology Acceptance Model is used as a reference model. The study results indicate that facilitating conditions have a significant effect on perceived usefulness. All core constructs of TAM have a significant effect except the relationship between perceived ease of use and attitude and perceived usefulness and behavior. Based on these findings, recommendations are then made to strengthen the acceptance of NUADU platform.
Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among ...e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed.
Summary
Creating quality online content requires a great deal of effort from teachers. In addition to issues specific to the design and creation of the elements of a course, teachers must face ...technical hurdles so as to perform common tasks, such as deploying the same content on different e‐learning platforms and integrating content into external tools, or acquiring the ability to analyze tracking data generated during learner interactions. These problems principally arise owing to the very limited level of interoperability provided by content creation tools. In order to facilitate the creation of interoperable contents, the Digital Content Production Center at the Polytechnic University of Cartagena (Spain) has developed the UPCTforma tool, whose main architectural driver has been interoperability. More specifically, the tool takes advantage of the Learning Tools Interoperability and Caliper interoperability specifications to provide several types of quality regarding three key aspects of content production: tool interoperability, learning analytics, and motivation. In this paper, we provide a detailed description of the component‐based architecture proposed and present a validation of the requirements elicited through the use of a UPCTforma gamification activity created for a real project involving approximately 4000 students. One of the novel aspects of this architecture is the transformation of tracking data into “learning analysis models” that represent the information in the tracked learning activities at a higher level of ion. These models are used to provide activity‐specific learning analytics and motivation. Platform independency with respect to data analytics technologies, messaging systems, and communication protocols is achieved by using adapters.
•The approach interprets the facial expressions to provide adaptive e-learning system.•The approach take the variances of learners’ emotional states into consideration.•The approach proposed a ...methodology to summarize the detected emotional states.•The approach uses fuzzy logic to create fuzzy learning flow adapted with each learner.•We introduce two real corpora to evaluate the performance of the proposed approach.
The integration of two or more intelligent systems, such as deep neural networks and fuzzy techniques, results in so-called hybrid intelligent systems. These have recently attracted considerable attention owing to their broad success in several complex real-world applications. An interesting example is the development of adaptive computer-based learning environments, in which learner responses to certain questions are considered so that the next level of the learning process may be determined. However, these methods fail to capture the behavior and emotional expressions of the learner during the learning process. Capturing these could make the learning flow more adaptive, and could allow the learning environment to redirect learners to different learning paths based on their capabilities and interaction levels. In this regard, the contribution of the present study is threefold. First, it proposes an approach for modeling an intelligent adaptive e-learning environment by considering the integration of the learner responses to questions and their emotional states. In the proposed approach, a loosely coupled integration between a convolutional neural network (CNN) and a fuzzy system is adopted. The CNN is used to detect a learner’s facial expressions, and outperforms other CNN models on the same training benchmark. The fuzzy system is used to determine the next learning level based on the extracted facial expression states from the CNN and several response factors by the learner. Second, the study introduces methods whereby a group of facial expressions is aggregated into a single representative. Third, it introduces corpora for evaluating the performance of the proposed approach. The corpora of 12 learners contain 72 learning activities and 1735 data points of distinct emotional states. The experimental results using these corpora demonstrate that the proposed approach provides adaptive learning flows that match the learning capabilities of all learners in a group. Moreover, the approach allows decision makers to monitor the learning performance for each learner.
There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for ...blended learning environments. This study proposes a conceptual e-learning assessment model, hexagonal e-learning assessment model (HELAM) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 84 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners’ satisfaction. The explanatory factor analysis showed that each of the six dimensions of the proposed model had a significant effect on the learners’ perceived satisfaction. Findings of this research will be valuable for both academics and practitioners of e-learning systems.
Grit in the path to e-learning success Aparicio, Manuela; Bacao, Fernando; Oliveira, Tiago
Computers in human behavior,
January 2017, 2017-01-00, 20170101, Letnik:
66
Journal Article
Recenzirano
E-learning systems are emerging in many settings of our society. Schools, universities, and several other organizations use these systems. E-learning systems allow learning anytime and anywhere. This ...medium may seem to be the answer to all learning barriers, but the effect of non-cognitive skills on the success of e-learning systems is yet to be explored. Latest studies demonstrate that students with high grit levels, stamina in pursuing long term objectives, achieve better results in learning. In our study we propose a theoretical model studying grit as a determinant of e-learning systems success. The study was conducted on a sample of university students' sample, and a theoretical model was validated using structural equation modeling (SEM). Results indicate that grit has positive effects on satisfaction and in students' individual performance. The results help to improve e-learning strategies and to understand e-learning success, explained by students’ skills and systems characteristics.
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•Study about Grit impact on the use and satisfaction of e-learning systems.•Study supports Grit as a second-order construct of perseverance and consistency.•Non-cognitive student's characteristic determines information systems' success.•E-learning success determined by Grit, information, system, and service quality.
This paper investigates the outcomes of e-learning systems adoption and use by conceptualizing three e-learning systems adoption outcome constructs namely perceived learning assistance, perceived ...community building assistance and perceived academic performance. Utilizing these constructs, the paper proposes a research model for assessing the possible outcomes of e-learning systems adoption and use. The study collected longitudinal survey data from 249 university students participating in hybrid courses using a popular learning management system, Moodle. Partial least squares (PLS) approach was then used to test the research model.
The findings suggest that beliefs about perceived usefulness and perceived ease of use, and how an e-learning system is used influence students' perceived learning assistance and perceived community building assistance. In turn, perceived learning assistance and perceived community building assistance influence the students' perceived academic performance.
•We propose a model to investigate the outcomes of e-learning system usage.•We collect longitudinal survey data from 249 students.•The proposed model has been tested using PLS analysis.•Analysis shows that e-learning assists students in learning and community building.•Such assistance improves students' academic performance.
Using multimedia for e‐learning Mayer, R.E.
Journal of computer assisted learning,
October 2017, Letnik:
33, Številka:
5
Journal Article
Recenzirano
This paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a ...median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d = 0.70), signalling (d = 0.46), redundancy (d = 0.87), spatial contiguity (d = 0.79) and temporal contiguity (d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d = 0.70), pre‐training (d = 0.46) and modality (d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d = 0.79), voice (d = 0.74) and embodiment (d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.
Lay Description
Coherence principle: Eliminate extraneous material.
Signaling principle: Highlight essential material.
Redundancy principle: Do not add on‐screen text to narrated graphics.
Spatial contiguity principle: Please printed words next to corresponding graphics.
Temporal contiguity: Present narration simultaneously with corresponding graphics.
Segmenting principle: Break lesson into to self‐paced parts.
Pre‐training principle: Provide pre‐training in key terms.
Modality principle: Use spoken text rather than printed text with graphics.
Personalization principle: Use conversational language.
Voice principle: Use appealing human voice.
Embodiment: Show on‐screen agents that use human‐like gestures.
Due to COVID-19 global crisis, schools and universities worldwide were closed to contain its spread (UNESCO, 2020). E-learning systems have been massively adopted to facilitate the continuity of ...education. Accordingly, investigating the key determinants of e-learning systems success is vital to deliver effective education service to mitigate the negative lockdown impacts. Seventeen hypotheses were formulated. The findings showed positive relationships among system quality, system features, content quality, and perceived usefulness. Additionally, system features, computer experience, self-efficacy, and college support positively affect the perceived ease of use. Perceived enjoyment has strong influences on perceived usefulness, perceived ease of use, and attitude towards the e-learning system. Furthermore, attitude towards e-learning was proved to be positively influenced by perceived usefulness, perceived ease of use, perceived enjoyment, instructor quality, and college support. Finally, attitude towards e-learning has a strong effect on behavioural intention to use the e-learning system. Conclusion and practical implications were developed.
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