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.
Mokslines Leidybos Deimantas (Diamond Scientific Publication)
Getting Back to Basics: Highlighting the Need for Research on Technology Exposure in Children’s Language Classrooms
The COVID-19 pandemic has significantly accelerated technology use in education, particularly in young language learners’ classrooms. This shift has raised concerns among primary school educators regarding how increased screen time and digital distractions affect cognitive development and Additional Language Learning (L2 learning). Preliminary conversations with primary school teachers suggest growing apprehension about over-reliance on technology in children’s classrooms. While digital tools support personalized learning, excessive use may limit meaningful interaction, potentially hindering L2 acquisition. This study highlights the urgent need for targeted research to examine the effects of classroom technology on young L2 learners and to develop pedagogical strategies that ensure a balanced approach to technology integration. Based on insights from educators in Madrid, Spain, this study contributes to ongoing discussions on post-pandemic technology integration, offering practical implications for language classrooms worldwide.
Copyright (c) 2025 Máirín Kelly, Eva García Ortiz, William Schutz, Patrick Doherty https://creativecommons.org/licenses/by/4.0
A.I. & Adult Education in Greek Second Chance Schools: A Blessing or a Curse?
Artificial Intelligence (AI) has begun to integrate into educational institutions globally and has garnered significant attention, shown by the Second Chance Schools (SCS) in Greece. Second, Chance Schools (SCS) play a vital role in providing individuals the opportunity to get their primary educational qualifications, therefore enhancing their technical and professional abilities to improve their work prospects. The AI offers potential prospects, including customized learning experiences, enhanced access to educational materials, and streamlined administrative procedures. These technologies address the diverse requirements of adult learners in SCS, who possess differing degrees of technical proficiency and encounter socio-economic challenges. The use of AI raises numerous significant concerns. Ethical issues, the digital divide, and data protection exemplify its effective implementation. Moreover, excessive reliance on AI and the eradication of human presence in the educational system may pose problems, since the human element is essential for providing emotional support and direction to adult learners. This research thoroughly examines the dual impact of AI on Greece's Second Chance Schools (SCS). It examines its potential as a transformational instrument and source of challenges. It underscores the need of meticulous implementation techniques that prioritize ethical principles, equality, and a harmonious balance between human interaction and technology, ensuring that AI serves as a beneficial tool rather than a detriment to adult education.
Copyright (c) 2025 Avraam Sachpatzidis https://creativecommons.org/licenses/by/4.0
An Examination of Faculty and Students Perspectives on the Role of Generative Artificial Intelligence in Enhancing or Hindering Educational Experience in eLearning
The study explored student and faculty perspectives on using Generative Artificial Intelligence (GenAI) tools, like ChatGPT, in eLearning. Understanding stakeholder views is essential for the effective integration of these technologies in education. The research highlighted opportunities and challenges, with faculty expressing concerns about GenAI's impact on critical thinking, problem-solving, and academic integrity, including plagiarism. Despite this, faculty acknowledged its potential to enhance personalized learning and instructional practices, noting the need for formal training. Students viewed GenAI as a valuable tool for simplifying concepts, generating ideas, and improving learning experiences, reporting higher adoption rates for assignments and research. Ethical concerns, like overreliance on AI and reduced independent learning, were shared by both groups. The study emphasized the importance of clear guidelines, responsible usage, and training programs to address these challenges. By fostering ethical integration, educational institutions can harness GenAI's potential to enhance engagement and learning while preserving educational integrity.
Copyright (c) 2025 Sylvia Tuikong, Anthony Wambua Wambua https://creativecommons.org/licenses/by/4.0
The Virtual Academic Adviser: A Generative AI-based Chatbot for Course Selection in Open and Distance Learning
This Research Examines The Challenges Learners Face During Course Selection In Open And Distance Learning Frameworks And Evaluates The Effectiveness Of AI-Powered Virtual Academic Advisers In Addressing These Issues. While Distance Education Offers Flexibility, The Absence Of Personalized Guidance Often Complicates Decision-Making. This Study Aims To Develop A Virtual Academic Adviser Aligned With Anadolu University's Registration And Course Selection Regulations And Analyze Its Responses To Learner Inquiries. Using Openai's Mygpt Application, Virtual Advisers Were Trained To Interact With Learners Based On Their Academic Performance. A Qualitative Holistic Single-Case Design Was Applied To Compare Responses From Virtual Advisers With Those Of Chatgpt 3.5 And Chatgpt 4. Findings Suggest That Integrating Virtual Advisers, Accounting For Academic Risks Like Repeated Course Performance, Can Enhance Learner Experiences. The Study Underscores The Potential Of AI-Based Virtual Advisers To Improve Academic Performance And Decision-Making In Course Selection, Advocating Further Research Into AI’s Role In Distance Education.
Copyright (c) 2025 Sefa Emre Oncu https://creativecommons.org/licenses/by/4.0
DECLAME’FLE Project: Advancing Inclusion and Understanding through Literature on Migration and Exile in French Language Education
The DECLAME’FLE project, an interdisciplinary initiative focused on Migration and Exile Literature (MELit), integrates literature with digital learning to foster empathy, inclusion, and cross-cultural understanding. Developed as part of the European Erasmus+ strategic partnership (2019–2021), the project has produced a Massive Open Online Course (MOOC) dedicated to the didactics of French as a Foreign Language (FFL), with a particular emphasis on migration narratives. This MOOC supplies French and FFL instructors with Open Educational Resources (OER), empowering them to address migration themes in their classrooms through innovative, literature-based approaches. This article explores the design, methodology, and impact of the DECLAME’FLE resources, focusing on their influence on Master’s students in Language Didactics at Rennes 2 University, who were actively involved in the MOOC’s creation, as well as on a diverse group of international testers. The study outlines two main phases: the MOOC’s development (September–January 2022) and the subsequent testing phase (February 2022–November 2024), which built on prior didactic work by two FFL educators. Utilizing both quantitative (pre- and post-tests) and qualitative data (class recordings, interviews, and surveys) gathered during these phases, the findings indicate that the DECLAME’FLE MOOC provides a scalable and adaptable model for integrating migration themes into foreign language education. This model holds promise for broader applications across various languages and thematic areas, enhancing engagement with literature in multicultural educational settings.
Copyright (c) 2025 Christine Evain, Clara Millan Destais, Elisabeth Richard https://creativecommons.org/licenses/by/4.0
Exploring Teachers’ Experiences with Technology-Integrated Flipped Learning: A Qualitative Case Study from Gilgit-Baltistan and Chitral
During the COVID-19 pandemic, schools in Pakistan faced prolonged closures over various phases, leading educational institutions to seek alternative methods to ensure students’ continued learning. Embracing technology as a viable solution, private schools started digital learning programs (DLP) by creating digital resources distributed to students for home viewing. In the post-COVID-19 scenario, teachers changed traditional classrooms into flipped learning using the already prepared video materials. This technology-integrated flipped classroom was a new experience for teachers in the rural mountainous region of northern Pakistan. This paper highlights the perceptions and experiences of 20 purposefully selected teachers from Gilgit-Baltistan and Chitral (GBC), Pakistan. The teachers were selected based on their active involvement in developing digital learning materials and their utilization to transition from traditional to flipped classrooms in various private schools. By focusing on these specific regions, the study provides valuable local insights into the (un)successful integration of technology in teaching and learning practices in rural settings. The findings of this study can serve as a valuable resource for teachers, school leaders, and policymakers, facilitating a deeper understanding of the impact and potential of technology-integrated flipped classrooms in the post-COVID-19 educational landscape of GBC. Moreover, by investigating the local context, this research bridges the gap between theoretical concepts of technology integration and the practical realities faced by teachers and students in Northern Pakistan. This study provides evidence-based recommendations and strategies for future initiatives to enhance teaching and learning practices through technology-integrated flipped classrooms.
Copyright (c) 2025 Noor Shamsuddin, Abdul Wali Khan https://creativecommons.org/licenses/by/4.0
Enhancing Seventh Graders Reading Proficiency with Achieve3000
Reading in middle school is vital since students must build comprehension and critical thinking skills and positively impact academic performance. In this quantitative longitudinal research, the reading performance of seventh-grade students attending Title I schools was investigated using the Achieve3000 program. Eighty-nine seventh-grade students were involved who underwent intensive reading programs. Achieve3000 Level Sets, the results of the Florida state reading exams, and in-classroom grades measured reading performance. Demographic parameters, such as gender, ethnicity, English proficiency, absenteeism, exceptional status, and activities performed, were used as independent variables to analyze their impact on the program’s effect. Constant real-time monitoring of data conducted by Achieve3000 enabled a deeper examination of students’ development. The program had a high impact on reading abilities, which started with 15% progress in comprehension and 10% in total academic achievement, considered a program effect. Technology in reading has shown its high efficiency concerning literacy improvement and equal reading opportunities for all students.
Copyright (c) 2025 Olga Samsonova https://creativecommons.org/licenses/by/4.0
Ethics and Health Informatics in Contemporary Healthcare Delivery: Evaluating Collaborative Student Engagement Through Virtual Learning
Background: Contemporary learning has changed the dynamic of how students acquire new knowledge, and the prevalent use of social media has influenced the way in which students develop insight and learn new theoretical knowledge. Graduate students obtaining degrees in the field of healthcare, health sciences, and related allied health professions, are academically and professionally prepared to address complex challenging scenarios in varied healthcare settings using diverse learning strategies. The aim of this project was to explore student engagement when using a virtual discussion forum to discuss the principles of ethics and health informatics in contemporary healthcare delivery. Methods: This was a retrospective process evaluation on student engagement when using a virtual discussion forum to discuss ethics and health informatics in contemporary healthcare delivery. Results: Two main themes emerged from this process evaluation. Critical reflective dialogue on ethics and health informatics was evident through student interaction and the ability to reflect on personal experiences relating to the concepts explored. Interactive peer learning using critical reflection techniques supported the process of academic critical reasoning within the discussions. The critical reflection technique was student-led and independently facilitated to promote an engaging virtual learning environment. Conclusion: The critical reflective dialogue promoted a peer learning, student-led experience that was supported by Socratic questioning. Interactive peer learning was evident as the critical reflective technique enabled students to receive real-time feedback from their peers relating to ethics and health informatics through virtual learning.
Copyright (c) 2025 Linda Collins, Susan Tufts, Georgia Livieri, Chrysi Leliopoulou, Theodora Stroumpouki https://creativecommons.org/licenses/by/4.0
Pedagogical Approaches Integrated with Technologies in Foreign Language Education Pre- and Post-COVID-19
This qualitative research aims to delve into the impact of these disruptions, such as COVID-19 and advances in Artificial Intelligence, on foreign language teaching and learning, with a specific focus on English. The methodology involved analysing 5,000 research articles published pre- and post-COVID-19 from 2015 to 2024, including 132 empirical and case studies and 20 review papers. The key findings were: 1) Information and communication have significantly contributed to changes in English education through applications of popular digital tools such as Web 2.0, interactive whiteboards, mobile devices, virtual reality, digital games, social media, and generative AI. These tools support the acquisition of English skills; 2) There have been shifts in the relationship between teachers, pedagogy, and learners due to technological interventions in both formal and informal settings; 3) The COVID-19 pandemic transformed the research on the EFL landscape and led to the emergent remote teaching, with profound implications for technology-integrated teaching and learning strategies. The conclusions drawn were that digital tools play an integral role in English language pedagogy, and their use has reshaped the relationships between teachers and learners. The pandemic accelerated this digital transformation and remote teaching is likely to be an important part of English language education going forward.
Information and Communication Technologies (ICT)
Copyright (c) 2025 Yao Tang https://creativecommons.org/licenses/by/4.0
Enhancing Vocabulary Acquisition and Reading Comprehension in Intermediate Chinese: A Corpus-Driven Approach for International Students
This study investigates the effectiveness of corpus-driven thematic vocabulary teaching methods for intermediate Chinese reading, focusing on enhancing learning outcomes for international students. Utilizing the BCC corpus and Wordless software, a quasi-experimental design with 60 participants was employed. The study combined qualitative analysis of corpus data with quantitative assessment of learning outcomes. Results indicate significant improvements in vocabulary acquisition (p < .001, d = 1.34) and reading comprehension (p < .001, d = 1.13). Qualitative data revealed enhanced learner autonomy and engagement. This research contributes to the field of e-learning by showcasing how corpus technology can be effectively integrated into language instruction, particularly in cross-cultural contexts.
Copyright (c) 2024 Yijia Zhang https://creativecommons.org/licenses/by/4.0
Exploring Bibliometric Trends in Augmented Reality Research for Vocabulary Enhancement
The integration of Augmented Reality (AR) in educational contexts has become an increasingly prominent area of research, particularly in the domain of vocabulary enhancement. As AR applications in education grow, a gap emerges, necessitating a thorough bibliometric examination of the scholarly landscape dedicated to vocabulary enhancement. This study aims to fill this void by systematically exploring existing literature, identifying publication trends, collaborative networks, and emerging themes. Employing Scopus, we will conduct a systematic bibliometric analysis. The search will concentrate on articles related to AR and vocabulary enhancement. Using bibliometric software, we will extract and analyse data from 2003 to 2023, encompassing publication trends, citation patterns, co-authorship networks, and keyword analyses to discern the intellectual structure of the field. Collaborative networks and interdisciplinary trends will be elucidated, providing a nuanced understanding of the global research landscape. Keyword analysis will shed light on emerging themes and technological nuances within AR applications for vocabulary learning. This bibliometric exploration aspires to contribute a comprehensive understanding of the state of AR research in vocabulary enhancement. By mapping bibliometric patterns, the study intends to guide future research, inform educators and researchers about key trends, and foster interdisciplinary collaboration. The anticipated findings promise valuable insights into the intellectual fabric of AR-enhanced vocabulary learning, ultimately contributing to the advancement of educational technology and pedagogical practices.
Copyright (c) 2024 Asmah Mat Saud, Mohd. Feham Md. Ghalib, Radhwa Abu Bakar https://creativecommons.org/licenses/by/4.0
Beyond Face Value: Harnessing the Intellect by Looking Past Appearances and Offering Students Multiple Modalities to Participate in Online Discussions
Covid 19 mandatory online teaching brought about insights and paradigm shifts experienced on a global level by educators and learners alike. One example of such a paradigm shift was explored at Al Akhawayn University in Ifrane, Morocco, in the English composition course. It was hypothesized that lower-level English composition freshman students may have had more cognition and confidence in whole-class discussions when offered multiple ways to participate because appearances on camera seemed to impede participation rates, performance and ideation, particularly with female students in the Muslim-majority nation. Subsequent in-class experiments examined the differences between participation rates and performances of students in whole-class discussions whilst online during Covid 19 in three response modes: audio, text and camera, and a follow-up survey collected opinions on using those modes. Findings substantiate the hypothesis that learners experience fewer inhibitions and more accurate English when responding through text compared with audio and camera, especially amongst female participants. Attitudes towards cameras also reveal inhibitions mostly stemming from concerns over appearances. Findings support Krashen’s theory on the affective filter as well as Plato’s theories on the physical senses as an impediment to the acquisition of knowledge. Specific cultural and religious beliefs, namely belief in the evil eye and guarding one’s gaze, may also have played a part in explaining students’ apprehension for using cameras. Recommendations for applications include allowing students multiple modes of participation in a blended learning approach, collecting data using automatic transcription through teleconferencing platforms such as MS Teams for language output analysis, and for educators to use this data to investigate their own implicit biases which may impede instructor performance.
Copyright (c) 2024 Monica Festa https://creativecommons.org/licenses/by/4.0
The Impact of ChatGPT on Enhancing Students' Motivation and Learning Engagement in Second Language Acquisition: Insights from Students
This study explores the influence of ChatGPT, an AI language model, on students' motivation and engagement in second language acquisition (SLA). Leveraging qualitative and quantitative methods, we gathered insights from a diverse cohort of students engaged in learning various second languages. The research aims to understand how interactive AI tools like ChatGPT can enhance the learning experience, making it more engaging and motivating. Initial findings suggest that ChatGPT significantly contributes to increased student motivation by providing instant feedback, personalized learning experiences, and diverse conversational practice. Students reported a heightened sense of engagement, attributing it to the dynamic and responsive nature of AI interactions, which offer a safe space for practicing language skills without the fear of judgment. Additionally, the study highlights the potential of ChatGPT to supplement traditional language learning methods, fostering a more holistic and immersive learning environment. These insights underscore the transformative potential of AI in SLA, paving the way for more innovative and effective educational strategies. Further research is needed to explore long-term impacts and optimize the integration of AI tools in language education.
Copyright (c) 2025 Farheen Anjum, Bareq Raad Raheem, Zanyar Nathir Ghafar https://creativecommons.org/licenses/by/4.0
Assessment of EFL Teachers' and Students' Writing Skills by Using the Grammarly Program
Lecturers and students may now use automated online tools to undertake corrective assessments when assessing their EFL writing skills for different academic purposes. Grammarly is an automated internet program and an online proofreading service that checks for plagiarism and the accuracy of grammar, spelling, punctuation, and vocabulary. This study examined the Grammarly program's usage to assess EFL teachers' and students' writing skills. The qualitative method was used to collect data by interviewing 5 lecturers and writing assessments for 10 students. The results of the study revealed several writing mistakes the students committed, both in accuracy and clarity. In writing, correctness is concerned with following the rules of mechanics, whereas clarity is concerned with using clear, succinct language. Although grammatical problems in students' papers include subject-verb disagreement, the abuse of the passive voice, and imprecise, wordy, and unfinished sentences, spelling mistakes are often seen as text consistency issues, misspelling words, and poor formatting. The study tries to answer these two questions to find out the results of using the Grammarly application. The questions are: 1. Do Kurdish EFL students' writing scores significantly differ after using Grammarly software? 2. How do the Kurdish EFL teachers feel about utilizing Grammarly in their writing classes? The study findings demonstrate that lecturers may evaluate and analyze in depth while correcting students' grammatical problems without exerting much effort. For instructors who need to edit -EFL students' work, Grammarly might be considered a helpful tool. Grammarly will automatically verify or recognize the writing as it is entered based on several relevant factors. While this happens, punctuation problems may be seen in the overuse of commas inside clauses, incorrect configuration, and inappropriate punctuation marks in compound/complex sentences.
Copyright (c) 2024 Zanyar Nathir Ghafar https://creativecommons.org/licenses/by/4.0
Linguistic Immersion in the Context of Digital Transformation
Linguistic immersion has always been considered an important approach to foreign language learning. It is seen as a pedagogical approach that promotes second-language learning. This article highlights linguistic immersion in the context of digital transformation, as compared to traditional language teaching approaches. It also scrutinizes the role of linguistic acculturation in immersion and building bridges among cultures. Moreover, it tries to find out how language is used to enrich the issue of acculturation, or even cultural assimilation, and how foreign language teaching (FLT) is estimated as a focal point in this same issue. Finally, this article discusses the impact of digitalization in facilitating linguistic immersion by using digital advancement to create virtual immersion capable of emulating the traditional linguistic immersion approach. Thus, immersive technologies are considered facilitators of second-language learning. This study will examine the different technologies available for linguistic immersion and how they can be applied in second-language classrooms. This study is done in the form of focus group discussion and individual interviews (12 participants) at the level of S2 students at the Poly-disciplinary faculty of Nador, Mohamed 1st University, the choice of the participants was based on their spoken performance during the class discussion.
Copyright (c) 2023 Nisrine El Hannach https://creativecommons.org/licenses/by/4.0
Both Web 4.0 and EDU 4.0 are malleable terms, that while difficult to define, set the basis for contemporary learning environments. Within these boundaries, AI (Artificial Intelligence) and AIEd (Artificial Intelligence in Education) have further complicated modern pedagogy with an ever-increasing list of potential benefits and pitfalls. This paper argues that to utilize AI and AIEd to its fullest potential, it must first be understood before it is implemented, and that while the increased presence of AI in our daily lives may be inevitable, the path it follows is not predetermined. This paper briefly explores the history of AI and AIEd technology and assesses not only the potential benefits of AIEd and how they may be fully realized, but also three areas of concern; privacy and data use, inherent bias, and the role of the educator in the future. Through flexible, cyclical models and careful consideration, this paper argues that AIEd will not automatically lead to a phasing out of teachers in learning environments, but, if due care is made, the potential benefits of AI technology can be forged in a way that they improve the working and learning experiences for all stakeholders.
Copyright (c) 2023 Adam L. Miller https://creativecommons.org/licenses/by/4.0
Classroom Management and the Vital Role of the Classroom Teacher: Insights from Distance Teaching Experiences
A class is a group of pupils who need someone to lead them. The adult leader of such a group is called the class teacher. The class teacher's main responsibility is to manage the class effectively. This includes creating a positive and supportive learning environment in which pupils can develop both academically and socially. Classroom management involves setting clear expectations, establishing routines, and fostering a culture of respect and cooperation among pupils. In addition, classroom teachers are not only educators but also mentors who guide students towards personal growth and academic success. A qualified classroom teacher understands the individual needs of each student and adapts his or her teaching approach accordingly. The impact of a dedicated classroom teacher on students is remarkable. Through their consistency, responsibility, and commitment, they inspire students to become responsible and engaged learners themselves. This research was conducted at the Secondary Vocational and Technical School for Mechanical Engineering. A total of 23 classroom teachers took part in the survey. We found that during the distance learning all class teachers used the Zoom and MS Teams platforms, but they also used traditional approaches such as telephone calls. The biggest problem that arose in distance learning was the unresponsiveness of parents. In such cases, the school counsellor and relevant guidance centres can be consulted on the pupil's progress as they have more resources and information.
Copyright (c) 2023 Alenka Trpin https://creativecommons.org/licenses/by/4.0
Unveiling the Invisible Struggles: Exploring Psychosocial Challenges Faced by Student Nursing Mothers in Distance Education Programs and Their Impact on Academic Performance and Social Life in The Upper West Region, Ghana
Distance education serves as a valuable alternative for individuals who are unable to enrol in mainstream education due to various circumstances. However, recent reports have highlighted the considerable challenges faced by student nursing mothers within this educational framework. This study aimed to examine the psychosocial obstacles encountered by student nursing mothers by employing a descriptive phenomenological approach to explore their lived experiences. A sample of ten student nursing mothers from distance education centres in the Upper West Region was recruited, and in-depth interviews were conducted until data saturation was achieved. Thematic analysis, supported by Dedoose analysis software, was utilized to analyze the collected data. The findings revealed that student nursing mothers encountered interpersonal, environmental, and psychological challenges. They experienced social isolation as friends distanced themselves, faced unjust judgments from the community, and received harsh treatment from tutors. Furthermore, the lack of accommodation provided by educational institutions compounded their difficulties. These challenges resulted in a decline in academic performance, an increase in domestic responsibilities, and a destabilization of their psychological well-being. Based on these findings, it is concluded that the motherhood period may not be the optimal time to pursue education and should be avoided if possible. However, if attending school during this period is unavoidable, it is imperative to implement comprehensive guidance, advocacy, and policy amendments to support student nursing mothers in successfully adapting to their dual roles.
Copyright (c) 2023 Rolander Bogi, Seth Badu, Esther Asebiga, David Kojo Rockson https://creativecommons.org/licenses/by/4.0
The Impact of COVID-19-induced Crisis on Rural Zimbabwe
The outbreak of the novel Corona virus disease (COVID-19) in late 2019 in Wuhan, China, had a serious impact on people’s lives, especially on students residing in rural Zimbabwe who were sitting examinations at the end of 2020. In order to curtail the spread of COVID-19, governments across the world instituted lockdowns. When positive cases rose exponentially in Zimbabwe, the government imposed a national lockdown for an indefinite period, from 30th April 2020, restricting movement within the country. Universities found themselves in a crisis as time went by without meaningful lecturer-student interaction. As a result, they resorted to using online platforms, particularly Google Classroom and WhatsApp, in order to reach out to their learners. This qualitative study was a case study in its design and twelve students were sampled using the convenience sampling technique for semi-structured interviews and twenty respondents to complete semi-structured questionnaires. The study revealed that students were so poor that they could hardly afford buying gadgets such as laptops and smart phones. Some students also bemoaned that, even if they could afford, they found it difficult to operate the gadgets. Furthermore, other students observed that they experienced Internet connectivity challenges which would require that they travelled to places far away from where they lived. The study recommends that the Government considers uplifting the lives of the rural students and the general rural populace by attending to connectivity issues and rural electrification as priorities that would culminate in bridging the digital divide between the rural and urban population.
Copyright (c) 2023 FELIX PETROS MAPAKO https://creativecommons.org/licenses/by/4.0
Administrative Challenges of Centre Workers of University of Education, Winneba
This study examined the administrative challenges faced by study centre workers of the University of Education, Winneba. The study employed a cross-sectional survey design. A structured questionnaire was administered to 84 study centre workers, selected through census. Frequencies, percentages, means and standard deviation, were used to analyse the data obtained. The study revealed that centre workers admitted to knowing and taking up their administrative responsibilities for the programme’s success. Again, the study showed that irregular payment of tutors’ claims and insufficient and unequal distribution of course materials were challenges faced by the study centre workers. Also, the centre workers employed some coping skills to run the study centres. These include: arriving on time during tutorial and examination days to put arrangements in place; delegation of authority to course representatives to execute daily routines; making available teaching and learning resources to tutors. The study recommends that the management of CODeL, UEW, should organise frequent workshops for the Centre workers to update their knowledge about their responsibilities. In addition, management should resolve the issue of irregular payment of tutors' claims and sensitize the workers on a regular basis regarding strategies they could employ to address their challenges in their administrative duties.
Copyright (c) 2023 Michael Subbey https://creativecommons.org/licenses/by/4.0
Developing a Virtual Engineering Lab Using ADDIE Model
In recent years, digital competence has become essential at the workplace. There is a growing demand for engineers with both employability and digital skills. As a result of the technological advancements, the Virtual Laboratory (VLab) concept was created to provide students with a safe environment to acquire the skills and enthusiasm to enhance the delivery of STEM (Science, Technology, Engineering, and Mathematics) subjects. This study presents a VLab developed using ADDIE model design criteria that allows users to perform VLab in engineering education. Users were able to carry out experiments individually or collectively, creating an effective, flexible learning environment for students. This was integrated smoothly into the Campus Moodle platform learning environment. The VLab design and implementation details are explained and validated through Alpha and Beta acceptance testing. A mixed-methods research design was used to collect and analyse the data. Questionnaires were used to collect quantitative data from 144 students, and 17 of them were interviewed to collect qualitative data. The findings revealed that the VLab is a collaborative, effective, and interactive learning environment that develops graduates' knowledge, soft skills, and digital skills while also improving their competencies relevant to the enhancement of digital skills at their workplace. As a result, lecturers are recommended to use VLab to enhance the quality of teaching and advance the learning experiences of their students.
Copyright (c) 2023 Mohamed Amish, Sha Jihan https://creativecommons.org/licenses/by/4.0
Arabic Ontology: Linguistic Engineering Foundations
This scientific intervention aims to raise the issue of the automatic processing of natural languages. Especially at its levels related to ontological studies, enabling the machine to recognize information and invest it accurately, beyond the constraints of semantic ambiguity is considered a scientific challenge. This would not be possible without relying on the contextual detection process of linguistic engineering, which is based on a hybrid approach that combines both statistical and linguistic methods. It is an approach that falls within the context of platform linguistics, or what is termed "fourth-generation linguistics", a natural outgrowth of the digital revolution, based on its horizontal extension in various domains and fields of knowledge, thus establishing a new indicative model in which platforms with linguistic and computer interact. In this context, the associative aspects within the compositional linguistic perceptions are a focal point in operating research operations that fall within the automatic processing of natural language, given the nature of its theoretical and methodological architecture with an empirical inductive basis. It also enables the building of computer platforms by preparing morphological, synthetic, semantic, and pragmatic analyzers. Investing in the advanced technological tools provided by the artificial intelligence system; especially in its aspects related to machine learning, deep learning, and neural network; will enable the provision of a linguistic platform capable of developing paths of teaching the Arabic language to non-native speakers.
automatic processing of natural languages
Copyright (c) 2023 Prof. Ali Boulaalam, Prof. Nisrine El Hannach https://creativecommons.org/licenses/by/4.0
Perceived Factors That Affect the Overall Use of iBox Among Integrated Science Teachers
The study sought to determin the perceived factors that affect the overall use of the iBox among the integrated science teachers in the initial Secondary Education Improvement Project (SEIP) suppported Senior High Schools in the Upper East Region of Ghana. The study employed a cross-sectional survey research design and used mainly questionaire and interview schedules as the instrument. Out of the 162 participants sampled, 155 questionnaires were fully completed and validated. Data analysis procedures included frequencies and percentages. The availability of Information Technology facilities and other technical factors in the participating schools affected the frequency of use of the iBox. Also, the teachers who were equal to or less than 40 years used the iBox much frequently than those who were much older. It was recommended among others that the GES and the SEIP to provide regular inservice training in information technology for the integrated science teachers and that they should be provided with the necessary motivation and support. It was also recommended that the GES should develop a policy which mandates all SEIP schools to utilise and integrate the available educational technologies installed in their schools. It was suggested that future research be carried out on the overall impact of the iBox on students' academic performance in integrated science from 2015 to date.
Copyright (c) 2023 Joshua Awuni, Ezekiel Akotuko Ayimbila, Sandra Agampoka Abelomzore https://creativecommons.org/licenses/by/4.0
Students’ Experiences of E-learning During Covid-19 in a Selected State University in Zimbabwe
The outbreak of Covid-19 and its declaration as a global pandemic by the World Health Organisation (WHO) forced universities in Zimbabwe and beyond to abandon the usual face to face teaching and learning after national lockdowns were instituted by governments to curb the spread of the deadly pandemic. E-learning became the new normal. This study explored the e-learning experiences of university students from different socio-economic backgrounds during the national lockdown at a selected university in Zimbabwe. The case study research design which derives from the qualitative research approach and interpretivist paradigm was used. Data were gathered from fourteen purposively sampled Master of Education students through semi-structured interviews and focus group discussions. It was established that students could not afford data bundles for e-learning as they were very expensive. Also, a number of students from both affluent and poor backgrounds lacked meaningful knowledge on how to use Google Classroom e-learning platform as they had only received a one-day training before universities closed. Connectivity challenges also affected all students across the social divide, leading to the adoption of WhatsApp as an e-learning platform which could be accessed with limited network connectivity. Due to these and other problems, e-learning was viewed as a preserve for the rich and computer literate while those from poor backgrounds remained out of the google classes due to lack of resources. It was recommended that universities support e-learning through proper training of students and provision of data to those who cannot afford it.
Copyright (c) 2023 Admire Mhindu https://creativecommons.org/licenses/by/4.0
Effectiveness of online learning relies on the dynamic between teachers and students
Since the outbreak of covid-19 pandemic, schools around the world are forced to switch from traditional face-to-face schooling to online learning. School teachers face immense stress during the process due to lack of online teaching experience and relevant training. Different research has been conducted in reviewing the effectiveness of online learning; factors such as self-efficacy and motivation of students are the two most referenced amongst research. This research argues that the delivery of knowledge online is dynamic and it relies on the efforts of both students and teachers. By integrating the typology of interactions developed by Graham (2016) and Tang (2021), this research proposes the ‘teacher-content-students dynamic’ as a tool to comprehend how teachers and students interact in an online learning environment. Using narrative analysis, the online teaching experiences during the pandemic of three secondary school teachers are reviewed. The aim of this research is to identify how the interactions between students and teachers in the virtual classroom play an important role in effective online teaching and learning. Since there lacks unified guidance regarding the implementation of online teaching, the delivery of online teaching is different in the schools where the three informants teach. Owing to this, the difficulties and challenges faced by each individual are unique, yet their narratives have coincidentally pointed to how teacher-student relationships and interactions play an extra important role in online teaching. Symbolic interactionism is used in the analysis.
Copyright (c) 2021 Yin Yung Chiu https://creativecommons.org/licenses/by/4.0
Introducing Change to Japanese Universities: Digital vs Paper Assignments
The COVID-19 pandemic made an unprecidented impact on tertiary education in Japan, where many classes were suddenly moved to online, digital spaces. This sudden and major transition caused stress and confusion amongst both teachers and students, but this study hopes to explore the potential benefits that could be gained from continuing to use the new skills aquired by stakeholders during this turbulent time. While there is a wide range of contemporary literature on the pandemic's impact on instructional technology, this paper hopes to explore a very specific aspect of tertiary education, namely how projects were assigned, submitted, and graded both before and during the pandemic; it then goes on to examine the thoughts and experiences of both educators and students in the hope of discovering if preferences lie with traditional "paper" assignments or the "digital" methods adopted during the pandemic. The data was collected from existing studies, as well as quantitative data drawn from a small scale questionnaire of around 50 university students in Japan, as well as qualitative data from two key informants, who have decades of combined experience teaching at university level in Japan. The findings pointed to there being some noticeable benefits to continuing to use this digitial technology to assign/collect projects, for both teachers and students, however serious concerns were also raised, such as security and the importance of adequate training. This study aims to further the conversation on how instructuional technology is implimented, and how it can be used to its fullest potential in not only Japan, but around the world.
Copyright (c) 2021 Adam L. Miller https://creativecommons.org/licenses/by/4.0
Exploring Deep Learning of English Vocabulary Acquisition from Mobile Learning Environment
With the advent of the 5G era, the rapid development of communication networks has provided comparatively favorable conditions for the popularity of mobile learning. Mobile learning devices, mainly smartphones and tablets, have gradually replaced traditional computer-assisted devices as one of the important forms of learning for learners in the new era. This study summarizes the characteristics of mobile learning as: Ubiquitous; Portable; Personalized; Interactive; Updated; and Seamless. Based on the above characteristics, mobile vocabulary learning has its advantages such as convenience and efficiency, but due to its fragmented learning characteristics, however, the fragmented nature of learning makes it difficult for learners to achieve deep learning. In the content of vocabulary acquisition, deep learning refers to after a word has been learnt, it may trigger associations, images or stories on the basis of the learner's past experiences. In the field of education deep learning provides an effective solution to the problem of fragmentation in mobile learning and provides a new path and idea for effective vocabulary acquisition. This study uses a combination of questionnaires and empirical research to ask the following research questions: Question 1: To what extent do learners have an understanding of mobile learning of English vocabulary? Question 2: To what extent can deep learning-based mobile learning of English vocabulary improve students' English vocabulary? After the questionnaire survey and the empirical study, we can see that Learners have a degree of understanding of deep learning-based mobile vocabulary learning and that deep learning-based mobile learning of English vocabulary can will contribute positively to the acquisition of English vocabulary.
Copyright (c) 2021 Jingshu Guo, Sangmok Lee, Hongyan Guo, Jing Yang https://creativecommons.org/licenses/by/4.0
Effect of Mobile Learning Application of Electric Motor Winding Tutor on Students’ Self-Belief and Technology Acceptance Model (TAM)
Electrical/electronic students are unlikely to gain employment in industry after university education because of their incompetence in winding or rewinding electric motors. One of the ways for students to acquire winding/rewinding skills during their undergraduate studies is to use a mobile application tutor. This study examined the effect of the mobile learning application of electric motor winding tutors on students’ self-belief and technology acceptance model. The Mobile Learning Model (MLM) of electric motor winding was tested with a structural equation model with 308 undergraduate students from Nigerian universities via a questionnaire. The findings show that the variables from the TAM model factors (perceived ease of use, perceived usefulness, and attitude towards mobile) had a significant effect on students' self-belief (self-efficacy, self-esteem, and self-confidence). Findings also reveal that students' self-belief variables influence their success in using mobile application tutors and, as a result, they can wind electric motors without supervision.
perceived usefulness and attitude towards mobile
Copyright (c) 2022 Theresa Chinyere Ogbuanya, Opeyemi Munirudeen Arilesere https://creativecommons.org/licenses/by/4.0
MIDI in Formal Music Education: Reflections on the Application of MIDI-Oriented Tools in Traditional Teaching and Learning Processes
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.
Copyright (c) 2022 Adrian Estrela Pereira, Daria Borodina, Pedro A. Dias, Do T. Dung, Irênio C. P. Coelho, György Mészáros https://creativecommons.org/licenses/by/4.0
Challenges in Teaching Literature in EMI to EFL Speaking Students at University Level: Instructors' Perception
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. 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 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. 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. 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.
International Curriculum Middle-East and North African Regions
Copyright (c) 2022 Beth Bassima Bakkar https://creativecommons.org/licenses/by/4.0