https://diamondopen.com/journals/index.php/jelr/issue/feed Journal of e-learning Research 2022-07-24T06:06:58+00:00 info@diamondopen.com Open Journal Systems <p>The Journal of e-learning Research (JELR) is a peer-reviewed applied research journal that provides case studies, best practices, and perspectives on the utilization of the Internet in learning and online education studies. Distance education institutions across the world as well as experts in distance, adaptable, and technology-based forms of learning are the main subscribers of the Journal. Articles submitted from contributors worldwide are peer-reviewed by an international committee of scholars and academia in the field.</p> https://diamondopen.com/journals/index.php/jelr/article/view/17 Remote Learning of Biochemistry During the COVID-19 Pandemic: Case of Undergraduate Students in Bogota, Colombia 2021-09-30T08:42:09+00:00 Luis Ernesto Contreras lecontrarasr@unal.edu.co Adrian Sandoval agsandovalh@unal.edu.co Mielna Maya Hoyos mmayah@unal.edu.co Carlos Yesid Soto Ospina cysotoo@unal.edu.co <p>The COVID-19 pandemic forced the implementation of global emergency measures based on social distancing. In Colombia, remote classes in universities have avoided the spread of the disease; however, the implementation of remote classes demands virtual pedagogical strategies that are not traditionally used for teaching basic sciences in the Colombian public education system. Currently, there are no data about possible effects of remote learning in basic sciences in Colombia. In order to assess the perception of students about remote learning of biochemistry during the COVID 19 pandemic at Universidad Nacional de Colombia (Bogota), a virtual survey was applied to undergraduate students at the end of one-semester course. The perception showed by the students is an overall acceptance of the remote learning, highlighting that classes facilitated the understanding of the topics, increased assessment performance, and promoted self-learning. In addition, most students stated that they would like remotely continue classes of biochemistry. This pilot study shows that remote learning is a very useful resource to strengthen Colombian public education in the post-pandemic future, which generally have problems related to student desertion and failure due to economic problems.</p> 2022-07-24T00:00:00+00:00 Copyright (c) 2022 Luis Ernesto Contreras, Adrian Sandoval, Mielna Maya Hoyos, Carlos Yesid Soto Ospina https://diamondopen.com/journals/index.php/jelr/article/view/85 Switching to Virtual Classes Due to Covid-19: Correlation and Panel Data Analyses for Modeling Students’ Academic Performance 2022-05-21T09:46:42+00:00 Ivette Cruzado ivette.cruzado@upr.edu <p>Due to the Covid-19 pandemic, the education institutions were required to transform their traditional teaching methods (face-to-face classes) to online courses. In Puerto Rico, news outlets expressed a national concern regarding this teaching style as there was an increase in the percentage of students who failed their academic semester. Based on a previous research, this study aimed to identify if students’ attitudes towards a course was correlated to their grades, rather than the fact that the class was taught in a virtual setting. Information about number of times the students viewed the material as well as the day they decided to work on the course were retrieved from students enrolled in a Statistics course during the Spring 2021 semester at the University of Puerto Rico at Mayagüez. Correlation analyses, as well as panel data models, suggested that the only variable that influences students’ performance is the amount of time that has elapsed for them to work on the course. The results were then validated with a Transportation Engineering related course. Although it may be the case that students were not ready for the transition from the traditional classroom to virtual classes, there is no evidence that online education is linked to poor student performance.</p> 2022-07-24T00:00:00+00:00 Copyright (c) 2022 Ivette Cruzado https://diamondopen.com/journals/index.php/jelr/article/view/138 Challenges in Teaching Literature in EMI to EFL Speaking Students at University Level: Instructors' Perception 2022-06-26T07:36:25+00:00 Beth Bassima Bakkar bethbakkar@gmail.com <p>The study's objective was to explore the achieved challenges in the applied pedagogy practices of the English literature majors that are delivered in the English Medium of Instruction (EMI) in the context of the English foreign language (EFL) students at various Lebanese Universities.&nbsp; Understanding the challenges instructors are experiencing through the implementation of the English literature course work is the central focus of the study. The study aimed to highlight the practiced delivery of the academic literature course &nbsp;framework in the EMI and the setbacks this was having on the university instructors attempting to successfully achieve the specified disciplinary objectives within the designated time frame and in students acquiring the course content in its entirety as is experienced when applied in the English language.&nbsp; The study highlights students' language proficiency needed to achieve the internationalized course contents objectives. Supplementary findings from the study's questionnaire reveal that university admission can not assume students have the required skills needed to study the academic literature course work upon registration. The data further suggests that students need to have an A-level proficiency in the English language academic to ensure the taught literature course content is received in its totality, par with other internationalized literature programs.&nbsp; Moreover, the study encourages the need to explore current global universities in non-Anglo countries to examine how they may have successfully reformed their major literature courses delivered in EMI to EFL students.</p> 2022-07-24T00:00:00+00:00 Copyright (c) 2022 Beth Bassima Bakkar https://diamondopen.com/journals/index.php/jelr/article/view/87 MIDI in Formal Music Education: Reflections on the Application of MIDI-Oriented Tools in Traditional Teaching and Learning Processes 2022-07-11T10:29:22+00:00 Adrian Estrela Pereira adrian.estrela@gmail.com Daria Borodina unknown@gmail.com Pedro A. Dias unknown@gmail.com Do T. Dung unknown@gmail.com Irênio C. P. Coelho unknown@gmail.com György Mészáros unknown@gmail.com <p>Since 1983, with the release of the MIDI protocol, new resources have been developed for musical editing, composition, arrangement and performance. Due to the growing expansion of computers’ storage and processing capacities, it has also been possible to increase the quality and specificity of sample libraries. In this context, the following work reflects on possible educational impacts of the research which investigate different audiences’ perceptions regarding audios recorded by drummers’ performances and by MIDI tools. Supported by the respondents’ perceptions, the general aim of this paper is to reflect on the challenges for the application of MIDI-oriented approaches in formal teaching and learning music processes. Excerpted from this, four specific aims can be drawn: 1) to present the basic elements of sampling and MIDI protocol; 2) to systematically and pedagogically describe the procedures employed in the process of sequencing the selected drummers’ performances; 3) to apply quality-assessment questionnaires for the sequencing-generated audios; 4) to reflect on the connections between the questionnaires’ results and the use of MIDI in formal music education contexts. Pursuing these aims, the current investigation employs qualitative and quantitative methods to gather the data, to analyze the materials and to develop the knowledge that will guide the proposed discussions. It is defended that the employment of MIDI resources in music education can be beneficial not only for the development of knowledge connected with digital and modern technologies but also for the improvement of traditionally pursued music competences.</p> 2022-07-24T00:00:00+00:00 Copyright (c) 2022 Adrian Estrela Pereira, Daria Borodina, Pedro A. Dias, Do T. Dung, Irênio C. P. Coelho, György Mészáros