Journal of e-learning Research

Using the Flipped Classroom Approach to Adapt to the Chinese Leaving Certificate in Ireland

Xizi Lei — Sun, 28 Dec 2025 00:00:00 +0000

Although Chinese was officially introduced into the Irish Leaving Certificate curriculum in 2022, current instructional practices face significant limitations, such as short class periods, insufficient lesson frequency, a lack of teachers, and challenges balancing language and culture, all hindering effective learning and exam preparation. To address these constraints, this exploratory pilot study developed and implemented a flipped classroom model explicitly tailored for Chinese teaching in Irish secondary schools. A 20-hour flipped course was conducted, and student feedback and performance were analysed through questionnaires and tests. Results indicate the flipped approach significantly enhanced student engagement, improved autonomous learning skills, and effectively addressed curriculum limitations. Despite minor implementation challenges, students reported high satisfaction, and their learning outcomes aligned closely with curriculum objectives. These findings demonstrate that this flipped classroom method is feasible and beneficial, offering Irish students and teachers a practical approach to achieving their Leaving Certificate Chinese examination goals.

How Azerbaijan’s Education Startups Are Transforming the Post-Soviet Learning Landscape

Zulfali Aliyev — Sun, 28 Dec 2025 00:00:00 +0000

While the education systems across the post-Soviet region have long relied on centralized and outdated models, Azerbaijan is shifting this paradigm. Driven by digital transformation and a tech-savvy youth population, EdTech startups are rapidly emerging across the country. These ventures offer innovative solutions that respond to local needs while aligning with global trends. Unibroad, for instance, simplifies the university application process through AI-powered guidance and multilingual support, helping students access international education opportunities. Code Academy stands out by offering practical, career-oriented training in technology. Government-backed initiatives like STEAM Azerbaijan also play a vital role in promoting creativity and problem-solving from an early age. These startups are introducing a more flexible and interactive approach to learning through personalized education, gamification, and AI-based feedback systems. In Azerbaijan, this represents not just a technological evolution but a pedagogical and cultural transformation. Nevertheless, challenges remain, including limited funding, digital inequality, and insufficient teacher readiness. Despite these hurdles, growing government support, international recognition, and increasing investment are positioning Azerbaijan as a regional hub for educational innovation. If this momentum continues, the country is well on its way to becoming a leader in the EdTech revolution.

Advancing Education in the Digital Age: Exploring the Potential and Challenges of Technology-Enhanced Learning

Shahinur Rahman, Emon Ahmed — Sun, 28 Dec 2025 00:00:00 +0000

Technology-Enhanced Learning (TEL) has revolutionized education by providing novel tools and approaches that improve teaching and learning experiences. This article examines the incorporation of emerging technologies, including mobile learning, artificial intelligence, and gamification, in various educational contexts. The study used a mixed-method approach, integrating quantitative analysis of learner performance metrics with qualitative feedback obtained from educators and students via questionnaires and focus group discussions. Importance of findings indicate TEL's effectiveness in enhancing learner engagement, customizing instructional trajectories, and promoting collaboration via interactive platforms. In this study highlights significant barriers, such as the requirement for extensive teacher training, equal access to technology, and ethical questions concerning AI application. This paper will offer practical recommendations for instructors, legislators, and technology developers by addressing those lacking. Moreover, this study highlights TEL's capacity to encourage inclusive, accessible, and future-oriented educational frameworks.

Assessing the Impact of Blended Learning and Technology-Enhanced Pronunciation Instruction: A Mixed Methods Graphic Approach Incorporating Student Feedback

Angel Yim Hung Fan — Sun, 28 Dec 2025 00:00:00 +0000

This paper investigates the effectiveness of blended learning and technology-enhanced pedagogy in improving pronunciation within a tertiary education context. This research builds on prior action research documented in "Driving Digitalization: Action Research to Innovate Pronunciation Pedagogies by Building a Virtual Voice Laboratory". The current study featured a 7-day pronunciation improvement plan utilizing the digital platform VirtualVoiceLab.com as part of an elective language course during the 2024-25 academic year. A mixed methods approach was employed, combining quantitative data from a post-course survey with qualitative feedback from student reflections in the staff-student consultation meetings. A total of 161 undergraduate students participated, with 123 completing the survey to provide insights into their experiences. Additionally, graphic comparisons of students' voice charts were analyzed to assess pronunciation improvements. The results revealed overwhelmingly positive responses, with students reporting notable enhancements in pronunciation, fluency, and overall confidence in spoken English. The incorporation of VirtualVoiceLab.com facilitated a flexible, interactive, and self-paced learning environment, complementing in-class activities and encouraging independent practice beyond traditional classroom settings. Students expressed appreciation for the visualized sound charts and audio-visual materials offered by the platform. This study underscores the potential of integrating innovative technology into language pedagogy to improve learning outcomes and student engagement. The findings contribute to the expanding body of research on blended learning in higher education and offer practical insights for educators aiming to implement technology-enhanced teaching methods. This paper will elaborate on the survey findings, discuss pedagogical implications, and provide recommendations for optimizing blended learning strategies in language education.