Search results

The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.

A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights.

The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE.

The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education.

The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.

This paper aims to shed light on how the composition of future blended learning (BL) courses can be changed to provide students with quality academic learning experiences. The model suggested in this study will guide instructors on how to design their course learning outcomes to ensure effective delivery.

The new model has been developed by combining Bloom's taxonomy and Carman's model. Later, a new framework entitled “PATHCO” based on an extensive literature review is applied to enhance the quality of all five components of Carman's model.

The PATHCO conceptual framework has been developed to ensure quality in the five main teaching and learning factors. This framework covers criteria like pedagogical, assessments, technical, health care and organizational. Further research is required to broaden the main elements of the suggested framework and to validate this research through a case study.

The COVID-19 pandemic has transformed the landscape of the education sector by encouraging an extensive acceptance of technology-enhanced learning and teaching. Blended learning (BL) has become the most appropriate medium to deliver online learning (OL). However, educators and students have reported dissatisfaction with the BL mode of delivery. To address this dissatisfaction, this study outlines, using the PATHCO model, all the essential building blocks which are required to find the right blend of both face-to-face and online components.

Despite the well-known positive effects of fruits and vegetables, their consumption in many countries is lower than those recommended. This study aims to systematically examine the effects of community-based interventions on fruits and vegetables consumption in adults.

To collect relevant publications, the authors searched electronic databases including PubMed/MEDLINE, Scopus and Web of Science from January 2000 to July 2021. Considering random models, this study analyzed the data using weighted mean differences (WMD) and 95% confidence intervals (CI).

Among 1,621 retrieved publications, 21 articles met the inclusion criteria. The overall effect size demonstrated that, at the end of the trials, the educational interventions increased the consumption of aggregated fruits and vegetables (WMD: 0.55 serving/day, 95%CI: 0.34, 0.77), and vegetables (WMD: 0.15, 95%CI: 0.09, 0.21, I2: 33.2%; p = 0.103) in the intervention groups, compared to the control groups.

The subgroup analyses that were based on the type of interventions (face-to-face education compared to online interventions), location (home-based compared to the other types of interventions) and duration (24 weeks and higher) of interventions, and accompanied financial support reduced between-group heterogeneity. An efficient interventional program on increasing fruits and vegetables consumption should be part of a multi-component project.

To the best of the authors’ knowledge, no systematic review and meta-analysis has provided a summary of the effects of community-based interventions on fruits and vegetables consumption in adult populations, and there is no fixed conclusion that could be drawn in this regard.

The study aimed to assess the digital literacy skills of the students of Sacred Heart College, Chalakudy, to know whether they possess the digital literacy skills to perform well in the digital environment. The study also analyzed how digital literacy skills were affected by various factors.

The study used stratified random sampling technique, and data were collected through a self-assessment survey using an online questionnaire designed based on DigComp 2.1: The Digital Competence Framework by the European Commission.

The results indicated that the college students needed training on digital literacy skills, as the majority students had only moderate to low digital literacy skills. It was proven that exposure to technology and the Internet will not necessarily yield skills to perform well in the digital environment. Also, digital literacy skills were not affected by various factors like age, level of study, etc.

The study helped to identify the digital literacy deficiencies in the students of Sacred Heart College, and it can serve as a valuable model for conducting similar investigations in diverse educational institutions. Conducting such studies offers institutions valuable insights, enabling them to create and implement personalized digital literacy training programs that can enhance students' abilities to navigate the digital landscape with proficiency and effectiveness. The study results can be insightful for educators, policymakers and the Kerala Government to reassess the current approaches and design an effective curriculum for integrating technology in education.

Although there are several studies that evaluated college students’ digital literacy in India and other countries, there are very few studies in the context of Kerala. Therefore, this study is distinctive and will serve as an example for all such studies in the future.

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

The purpose of this study is to propose a research model based on the stimulus–organism–response (S–O–R) model to examine whether network externality, personalization and sociability as environmental feature antecedents to learners’ learning engagement (LE) can influence their learning persistence (LP) in massive open online courses (MOOCs).

Sample data for this study were collected from learners who had experience in taking MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 371 usable questionnaires were analyzed using structural equation modeling in this study.

This study proved that learners’ perceived network externality, personalization and sociability in MOOCs positively affected their cognitive LE, psychological LE and social LE elicited by MOOCs, which jointly led to their LP in MOOCs. The results support all proposed hypotheses, and the research model accounts for 76.2% of the variance in learners’ LP in MOOCs.

This study uses the S–O–R model as a theoretical base to construct learners’ LP in MOOCs as a series of the inner process, which is affected by network externality, personalization and sociability. It is worth noting that three psychological constructs including cognitive LE, psychological LE and social LE are used to represent learners’ organismic states of MOOCs usage. To date, hedonic/utilitarian concepts are more often adopted as organisms in previous studies using the S–O–R model, and psychological constructs have received lesser attention. Hence, this study’ contribution on the application of capturing psychological constructs for completely expounding three types of environmental features as antecedents to learners’ LP in MOOCs is well documented.

COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels.

The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science.

The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments.

To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.

As online learning is the embryonic form of education in the metaverse, it is extremely important to explore the behavioral preferences of users. The aim is to explore the impact of interactive features on continuous use in online learning and to further explore what kind of interaction mode should be constructed for different types of students to obtain the best educational experience.

The study developed an empirical model and used a real-world dataset to test hypotheses. Specifically, the interaction in online learning is analyzed from different dimensions, including the interaction intensity of multiple subjects, the immersion of interactive technology, the timeliness of interactive feedback, and the fun in interaction.

The authors found that the intensity of interaction, immersion, timeliness of feedback and fun in the interaction all had significant positive effects on continuous use. Among them, the most important is the interaction between teachers and students. With the growth of user grades, the role of parents in the interaction is getting smaller and smaller, and the fun in the interaction is gradually becoming unnecessary. For high school students, gamified interactions can even have a negative impact. In addition, from the perspective of gender, males prefer immersive interaction, while females pay more attention to themselves and have negative feedback on fees.

The authors deepened the interaction and summarized the impact of different interactive features on continuous use in online learning platforms. The authors focused on the impact of the immersive experience brought by the application of interactive technology, which can confirm the user behavior preferences of online learning in the context of the metaverse. The research also provides a reference for online learning institutions to set up course interaction modes and targeted marketing programs.

The main purpose of the study to identify the importance of computer devices in vocational studies for person with disabilities (PwDs) are as follows: This study aims to observe the role of computer training in vocational training of a PwD. This study plays an important role in the vocational training of a PwD. With the help of ICT curriculum, effective vocational training is possible to help the trainee, the parents, the professional, the employer and the community easily. It builds awareness about career and employment options for individuals with disabilities.

The present investigation is descriptive research. The study has divided in to two phases such as—in the first phase of the study, the researcher has developed the tool for demographic data of PwDs. The tool is described as depth in following: There are two tools, the first tool had 16 different items related to demographic information of PwDs and the second one had 18 different items are related to computer skills and ability. The second questionnaire was a close-ended questionnaire. It was developed based upon the VAPS, BASAL-MR questionnaire developed by NIMH have questions on disability condition, management, policies, training and services available for PwDs. There are some basic areas in the tool are related to personal, academic, communication, vocational and recreational skills. The researcher had sent the questionnaire to the seven expert members related to disability for modifications. The researcher had modified and improved the tool as per expert advice. The role of the researcher in this research was to pose the research question and create conducive atmosphere to discourse, in order to encourage the participants to give the answer correctly. The researcher had prepared findings and a conclusion on the basis of the score obtained by PwDs. For the second phase of research, the researcher conducted interview with PwDs to assist the information related to computer skill training and importance in vocational potential for PwDs Participants: The sample selected for the study was 50 PwDs participants including 36 female and 14 male participants with benchmark disability (above 17 years of age) enrolled in the vocational unit in Uttar Pradesh. Purposive sampling was used for sample selection. Procedure: At the beginning, the investigator met with the concerned authority of the respective institutions for identifying the PwDs. And researcher had also contacted to parents and PwD for the present study. The data were also gathered by interviewing PwDs with help of their parents and PwDs. The investigator interviewed them by the help of self-made tools. On the whole, 50 individuals with disability were interview for present study.

The PwD mostly depends upon their family due to lack of job or livelihood skills. Anyone can obtain a job/business with help of vocational training or job training. In order to live an independent life, with social surroundings, basic vocational skills is desirable. PwDs is able to hold gainful employment or manage their daily financial activities with computer skills easily. ICT skills are very easy and useful to reading and writing, understand decision-making, logical thinking, problem-solving and so on.

The future research may guide parents and service providers, belonging from different geographical areas how to train the PwD. The study will indicate researches to guide parents to select appropriate job options for a PwD. Resources related to computer training for PwDs are very limited. In future, the research may conducted in specific disability for better output.

This study plays an important role in the vocational training of a PwD. Computer-based training model is easily implementable, cost-effective and accessible all over India. With help of new technology, the vocational training becomes systematic and structured for PwDs. Individual and group guidance is available for large and small groups all over India for PwDs. Computer-based instructions are clear and easy instructions for PwDs, and it avoids the unnecessary confusion of parents regarding the vocational training programmes of their PwDs. Computer-based vocational training is helpful for better employment options for PwD.

The attitudinal barrier will be reduced with computer training. The study will help in the training of the PwDs in different job roles. Computer training in the vocational curriculum will make the training part easy for trainers and PwDs as per his requirements. There are many organizational barriers to technology adoption are particularly problematic given the growing demands and perceived benefits among students about using technology to learn.

This paper adds new and significant information since it focuses on a specific group of persons who are disabled and the significance of using technology in learning. In conclusion, the findings in this study have valuable implications for PwDs, special educators and parents. This study creates effective in increasing positive atmosphere for PwDs in society and increases inclusion at vocational training centres. Therefore, it is important for technology base vocational training and education.

The need to enhance student support is evident in higher education (HE) curricula. In addition to the complications created by the COVID-19 pandemic, the current strategies used in academia are criticised for their lack of appropriate student support in HE. The study focused on the themes under Section 4 of the National Student Survey (NSS): availability to contact tutors, receiving good advice and guidance and availability of good advice. The study aimed to provide recommendations for enhancing academic support by developing drivers that need implementation during course delivery.

A documental analysis and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews (MMRs) from levels three to six students in the built environment (BE) discipline. Critical themes identified from the MMRs were fed forward in developing a questionnaire for academics. A sample of 23 academics, including a Head of school, a Principal lecturer, Subject leads and Lecturers, participated in the questionnaire survey. Content analysis is adopted through questionnaire data to develop drivers to enhance academic support in BE. These drivers are then modelled by interpretive structural modelling (ISM) to identify their correlation to NSS Section 4 themes. A level partition analysis establishes how influential they are in enhancing academic support.

The study identified nine drivers, where two drivers were categorised as fundamental, two as significant, four as important, and one insignificant in enhancing academic support in HE. Module leaders’/tutors’ improving awareness and detailing how academic support is provided were identified as fundamental. Differentiating roles in giving advice and the importance of one-to-one meetings were identified as significant. A level partitioning diagram was developed from the nine drivers to illustrate how these drivers need to be implemented to promote the best practices in academic support in HE.

The identified drivers and their categories can be used to set prioritised guidelines for academics and other educational institutions to improve students’ overall satisfaction.

Novelty from the study will be the developed drivers and the level partitioning diagram to assist academics and academic institutions in successfully integrating academic support into HE curricula.