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21 – 30 of over 5000Shipra Pathak and Navjit Singh
The purpose of this paper is to explore future directions in E-learning research by analysing data from Scopus indexed publications in order to have a comprehensive overview of…
Abstract
Purpose
The purpose of this paper is to explore future directions in E-learning research by analysing data from Scopus indexed publications in order to have a comprehensive overview of the trends and thematic focus post COVID-19 in Asian context.
Design/methodology/approach
The paper uses Vos viewer and Biblioshiny software packages to analyse the bibliometric data. This software helped in identifying the anatomy of E-learning and their themes which were instrumental in forecasting future trends.
Findings
The paper depicts the trends in post COVID-19 E-learning research in Asian context. It identifies key publications, authors and journals in the field, with a focus on numerous networks of collaboration between writers and nations, identifying keyword clusters and co-citation analysis clusters. This study also explored that China and the USA are having maximum number of collaborations, whereas, countries like India, the United Kingdom, Singapore and New Zealand have comparatively weaker collaboration networks. So there is lot of potential for these countries for such collaborations. India is the most cited country globally and China is having maximum number of scientific productions per year.
Research limitations/implications
The paper has been written by exclusively referring to Scopus database papers. Collecting data from different databases would significantly improve the study. Future researchers can also focus on papers from psychology, computer science and engineering fields as current work is based on open access articles on social business, business and arts and humanities.
Practical implications
This research will be useful to educational institutions that use these platforms to offer E-learning content and match future trends. This study will help researchers in understanding the new dimensions in the field of E-learning.
Originality/value
The current study uses bibliometric analysis to examine the association between E-learning, higher education and COVID-19. It aids in the identification of new difficulties within the complex and expanding study fields in the world of E-learning. Newly published studies on E-learning trends can improve understanding and bridge the knowledge gap. As a result, recommendations can be made to improve and implement newer strategies in field of education.
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Shahid Farid, Rodina Ahmad, Mujahid Alam, Atif Akbar and Victor Chang
The purpose of this study is to propose a sustainable quality assessment approach (model) for the e-learning systems keeping software perspective under consideration. E-learning…
Abstract
Purpose
The purpose of this study is to propose a sustainable quality assessment approach (model) for the e-learning systems keeping software perspective under consideration. E-learning is becoming mainstream due to its accessibility, state-of-the-art learning, training ease and cost effectiveness. However, the poor quality of e-learning systems is one of the major causes of several failures reported. Moreover, this arena lacks well-defined quality assessment measures. Hence, it is quite difficult to measure the overall quality of an e-learning system effectively.
Design/methodology/approach
A pragmatic mixed-model philosophy was adopted for this study. A systematic literature review was performed to identify existing e-learning quality models and frameworks. Semi-structured interviews were conducted with e-learning experts following empirical investigations to identify the crucial quality characteristics of e-learning systems. Various statistical tests like principal component analysis, logistic regression, chi-square and analysis of means were applied to analyze the empirical data. These led to an adequate set of quality indicators that can be used by higher education institutions to assure the quality of e-learning systems.
Findings
A sustainable quality assessment model for the information delivery in e-learning systems in software perspective has been proposed by exploring the state-of-the-art quality assessment/evaluation models and frameworks proposed for the e-learning systems. The proposed model can be used to assess and improve the process of information discovery and delivery of e-learning.
Originality/value
The results obtained led to conclude that very limited attention is given to the quality of e-learning tools despite the importance of quality and its effect on e-learning system adoption and promotion. Moreover, the identified models and frameworks do not adequately address quality of e-learning systems from a software perspective.
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To determine the perceived self-efficacy of South African LIS academics in e-teaching as a co-requisite to imparting relevant ICT knowledge and skills to LIS students.
Abstract
Purpose
To determine the perceived self-efficacy of South African LIS academics in e-teaching as a co-requisite to imparting relevant ICT knowledge and skills to LIS students.
Design/methodology/approach
The study was underpinned by the pragmatic world view, which allows a researcher to choose a combination of methods, techniques and procedures that best meets the needs and purposes of the study. Based on the purpose and objectives of the study, and the type of data needed, a quantitative approach, employing the descriptive survey design was used. An online questionnaire with both structured and unstructured questions was distributed to 79 LIS academics in 8 universities and attracted a 68.4% response rate. Structured responses were computed directly as quantitative data, while the unstructured answers were aggregated under themes and analysed quantitatively.
Findings
The findings show that LIS academics in South Africa have not been left behind in the trends regarding e-teaching, and most of them feel quite confident about their self-efficacy in e-teaching. A variety of Learning Management Systems and e-tools are in use and relevant policies and technical support available. Most LIS academics, to re-/up-skill themselves, employ diverse heutagogical strategies. However, the e-teaching support in terms of resources and technical support are inadequate because some universities are deficient in their provision of ICTs and e-learning guidelines.
Research limitations/implications
The limitations of the study is that this was a time-bound study that focused merely on the basic level investigation A further in-depth probing of the real (as opposed to self) levels of e-teaching efficacy and how heutagogy can be explored or advocated is necessary.
Practical implications
The implications of the results are that (1) South African LIS academics are well fairly well prepares to face the impact of COVID-19, which has forced universities to turn to virtual/online education (2) Heutagogical approach should be explored as a method of further improving the capabilities of e-teachers, in order to (3) pass forward a positive impact on LIS graduates by preparing them to be agile for a modern work environment. (4) universities have to provide sufficient resources to support academics in their endeavour to continually improve their teaching.
Social implications
Topical in the face of the novel coronavirus.
Originality/value
Optimal
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Thomas Clarke and Antoine Hermens
The combination of the demand for access to continuous, flexible education and training, and the arrival of the increased bandwidth of more powerful information and communication…
Abstract
The combination of the demand for access to continuous, flexible education and training, and the arrival of the increased bandwidth of more powerful information and communication technologies is stimulating extensive corporate developments in the e‐learning industry. Strategic alliances of leading universities, e‐learning and technology companies are forming to provide online delivery of sophisticated, media rich, interactive education and training on a global basis. Hundreds of e‐learning companies are competing in this new marketspace with content, technology and services. Major companies are establishing their own corporate universities. The question is whether the potential for interactive online knowledge communities is achieved, or if this new technology is primarily employed in relatively routine skills training.
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Richard Boateng, Alfred Sekyere Mbrokoh, Lovia Boateng, Prince Kwame Senyo and Eric Ansong
– The purpose of this paper is to investigate the determinants of e-learning adoption (ELA) among students in the University of Ghana.
Abstract
Purpose
The purpose of this paper is to investigate the determinants of e-learning adoption (ELA) among students in the University of Ghana.
Design/methodology/approach
A quantitative research approach comprising of a survey of 337 students was adopted. Data were collected using questionnaires designed in conjunction with 13 factors (computer self-efficacy (CSE), perceived ease of use (PEOU), perceived usefulness (PU) and attitude towards use (ATTU)) in the conceptual model of the study. Data analysis was conducted using structural equation modelling.
Findings
The result revealed that PU and ATTU had a direct effect on ELA whilst, PU and PEOU also had a direct relationship on ATTU. Other variables such as CSE and PEOU had an indirect relationship on ELA though they were found to have an insignificant direct relationship on ELA.
Practical implications
The level of significance of each construct identified in the study provide practical guidance to school administrators and instructors as to which factors to pay close attention to when implementing e-learning projects within their respective institutions.
Originality/value
This study provides insight into ELA from the students’ perspective, through an extension of the TAM model in a developing country context given the existence of cultural differences and societal idiosyncrasies which exist in different contexts, particularly in Africa.
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The purpose of this paper is to articulate how the user experience (UX) approach was initiated and integrated into the centre’s scope of operations with the objective of improving…
Abstract
Purpose
The purpose of this paper is to articulate how the user experience (UX) approach was initiated and integrated into the centre’s scope of operations with the objective of improving the e-learning layout on the D2L learning management system (LMS). One of the most effective ways to collect user feedback has historically been to evaluate user interfaces using strategies from user testing. The integration of a UX approach by the Centre for ODL Experiences (COLE) at Wawasan Open University has led to a more user-oriented design of FlexLearn by conducting user testing on students as the target users of the platform and gathering course leaders’ (CLs) feedback after the presentation of the new template.
Design/methodology/approach
Since the process of design and development is a looping process, the first user testing methods employed were observation and interviews, which were conducted over the course of numerous sessions. The data collection used a mixed-methods approach, combining quantitative demographic and background data with qualitative feedback from open-ended questions and real-time interview responses. A standardized questionnaire gathered demographic information, while questions for feedback forms and interviews were adjusted based on specific tasks to explore usability and user interactions comprehensively.
Findings
The findings revealed overall positive feedback, with some concerns highlighted by the students who claimed to have trouble navigating the courses during the initial prototype. In addition to the qualitative data from the user testing session, a quantitative method based on an online questionnaire was also utilised for the CLs after the presentation of the final layout. Positive responses were received from the CLs, and constructive suggestions were considered for FlexLearn 3.0.
Research limitations/implications
This paper is among the first that articulates the process of initiating and integrating user-centred design in an effort to improve the user experience of online and ODL platforms and LMSs. It will contribute to a dialogue on investigating and prioritising learners’ ODL experiences to ensure education equity across all levels or categories of students, which aligns with the United Nations Sustainable Development Goals.
Practical implications
The integration of UX and user testing allows us to better identify what users like, their concerns and their needs. We gain important input on how easy or difficult it is to use the system, move around it and how much they enjoy using it. This feedback helps us make changes to the design so that the final product is more in line with what users want. It also allows us to discover problems before they become major, saving time and effort later on. Finally, integrating user input improves the LMS, delivering a more fun and successful learning experience for everyone.
Social implications
User-friendly systems arise as institutions prioritise user-centred design, breaking down barriers for various learners. This develops an innovative culture, improving present learning experiences and setting a precedent for future generations. The emphasis on user demands helps to create a more accessible, adaptive and egalitarian educational landscape by connecting education with current technological trends. As education becomes more inclusive, the broader community benefits, emphasising the beneficial social impact of LMS user testing.
Originality/value
By articulating the process of integrating user testing on an LMS/e-learning prototype, helps us understand what users like, where they face problems and what needs improvement. By involving users in testing, we get valuable feedback on how easy it is to use the system, navigate around and overall, how much they enjoy using it. Case studies like this also offer universities concrete examples of real-world challenges and successes.
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Sanjay Kumar Tyagi and Raghunathan Krishankumar
The purpose of this study is to analyze the combined effect of eight factors – performance expectancy (PE), effort expectancy (EE), hedonic motivation (HM), system quality (SQ)…
Abstract
Purpose
The purpose of this study is to analyze the combined effect of eight factors – performance expectancy (PE), effort expectancy (EE), hedonic motivation (HM), system quality (SQ), information quality (IQ), service quality (SEQ), digital literacy (DL) and computer anxiety (CA) on learners’ behavioral intention (BI) toward the adoption of e-learning in higher education institutions (HEIs) in India.
Design/methodology/approach
The study used factors from two theoretical models, the extended Unified Theory of Acceptance and Use of Technology and the DeLone and McLean Information Systems Success model. The study also considered DL and CA as additional factors because they could affect a learner’s intention in a developing country like India. Data were collected from three HEIs in Southern India and analyzed using fuzzy qualitative and comparative analysis (fsQCA).
Findings
The results of the study emphasize the importance of considering both individual and technological factors in e-learning adoption and provide evidence for the significance of integrating multiple theories in understanding the complex relationship between factors and learners’ BI. Four different configurations of the eight factors: EE*HM*SQ*IQ*SEQ*DL*∼CA; PE*EE*HM*SQ*IQ*DL*CA; PE*EE*HM*IQ*SEQ*DL*CA; and PE*EE*SQ*IQ*SEQ*DL*CA found to be sufficient to cause learners’ BI to use e-learning.
Research limitations/implications
This study explores the complex relationship between different factors and learners’ intention to adopt e-learning using the fsQCA method. These findings may need further validation in HEIs across different geographical locations.
Practical implications
This study provides practical insights for HEIs in India and other developing countries on how different factors combine and interact to determine e-learning adoption in multiple contexts.
Originality/value
Using fsQCA as a novel and rigorous method, this study uncovers the complex and nonlinear causal relationships among various factors that affect e-learning adoption. This study provides a holistic and contextualized understanding of e-learning adoption in a developing country’s scenario. This study can inform educators and policymakers on how to design and implement effective e-learning strategies that suit different learner profiles and contexts.
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Bożena Bednarek‐Michalska and Anna Wołodko
This article aims to describe the important role of e‐learning in Poland and to cover experiences in transferring and localising the course, know‐how about how to find strategic…
Abstract
Purpose
This article aims to describe the important role of e‐learning in Poland and to cover experiences in transferring and localising the course, know‐how about how to find strategic partners and establishing a sound infrastructure for e‐learning, and guidelines as to how to get and use feedback from learners to continuously improve the quality of the course.
Design/methodology/approach
The article describes the situation in the Polish library world and the process of implementation and conducting the BIBWEB online course for librarians. It also relates to how the course improves information literacy.
Findings
Libraries in Poland can considerably strengthen their role as an element of the information and knowledge society by expanding their offers regarding internet access and e‐learning. The situation in Germany in 1999 was comparable with the current situation in Poland. As a reaction to this, the Bertelsmann Foundation initiated an online course offer comprising three modules: “BIBWEB – internet training for libraries” (see www.bibweb.de), which met with great acceptance in Germany. For this reason, it made sense to translate the existing successful course product and adapt it to the special requirements of libraries in Poland. The Bertelsmann Foundation and its two project partners, the Warsaw University Library and the “Elektroniczna Biblioteka” (EBIB) library information service, have jointly developed such a Polish‐language online course (see www.bibweb.pl) and have offered it on the internet to the specialist target group since 2003.
Originality/value
This paper shows the benefits of an international educational project. Polish experiences concerning e‐learning may be useful for other nations.
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The purpose of this theoretical paper is to introduce a conceptual model to investigate e-learning persuasion through gamification elements using the social psychology theory of…
Abstract
Purpose
The purpose of this theoretical paper is to introduce a conceptual model to investigate e-learning persuasion through gamification elements using the social psychology theory of elaboration likelihood model (ELM).
Design/methodology/approach
The author systematically reviewed several theoretical and empirical papers which applied the ELM in various settings. Based on the literature, the author identified six research prepositions which facilitate to investigate e-learning persuasion through gamification.
Findings
This study contributes to the existing literature by identifying an ELM-based conceptual model which can be used to empirically investigate the e-learning persuasion using gamification elements. Accordingly, the central route persuasion could be conducted through argument quality, demographic differences and technology context facilitated through gamification elements. The peripheral route persuasion could be conducted through variables such as source credibility, social presence and message content.
Practical implications
This study contributes important findings to the e-learning research by introducing a conceptual model–based on the social psychology theory of ELM. Thereby, this study introduces a method for the future researchers, to investigate the e-learning persuasion using gamification elements. Further, future researchers can use this model to investigate the e-learning persuasion through gamification in different contexts including primary, secondary and tertiary educational levels.
Originality/value
To the best of the author’s knowledge, this study can be considered as the first theoretical paper which developed an ELM-based conceptual model to investigate the e-learning persuasion through gamification in education context.
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Sukanlaya Sawang, Cameron Newton and Kieren Jamieson
E‐learning is an organizationally risky investment given the cost and poor levels of adoption by users. In order to gain a better understanding of this problem, the aim of this…
Abstract
Purpose
E‐learning is an organizationally risky investment given the cost and poor levels of adoption by users. In order to gain a better understanding of this problem, the aim of this paper is to conduct a study into the use of e‐learning in a rail organization.
Design/methodology/approach
Using an online survey, employees of a rail‐sector organization were questioned about their use and likelihood of adoption of e‐learning. This study explores the factors that affect the way in which learners experience and perceive such systems. Using statistical analysis, 12 hypotheses are tested and explored. Relationships between learning satisfaction, intention to adopt, and the characteristics of e‐learning systems were established.
Findings
The study found that e‐learning characteristics can buffer the relationship between learner characteristics and intention to adopt further e‐learning in the future. Further, the paper found that high levels of support can compensate individuals who are low in technological efficacy to adopt e‐learning.
Research limitations/implications
The cross‐sectional design of the study and its focus on measuring intention to adopt as opposed to actual adoption are both limitations. Future research using longitudinal design and research employing a time lag design measuring actual adoption as well as intention are recommended.
Practical implications
From a practical perspective, organizations can focus on the actual content and authenticity of the learning experience delivered by the e‐learning system to significantly impact how employees will perceive and use e‐learning in the future. Low technological efficacy individuals tend not to adopt new technology. Instead of changing individuals’ personalities, organizations can implement supportive policies and practices which would lead to higher e‐learning adoption rate among low efficacy individuals.
Originality/value
The study integrates technology adoption and learning literatures in developing enablers for e‐learning in organizations. Further, this study collects data from rail employees, and therefore the findings are practical to an industry.
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