Kuwait University First Online Learning Experience Imposed By COVID-19:, An Assessment Of The Usability Of The E-Learning Platforms

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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Design and Implementation of a Gesture-Aided E-Learning Platform

Sensors ◽

10.3390/s21238042 ◽

2021 ◽

Vol 21 (23) ◽

pp. 8042

Author(s):

Wolfgang Kremser ◽

Stefan Kranzinger ◽

Severin Bernhart

Keyword(s):

Learning Outcomes ◽

Field Test ◽

Learning Experience ◽

Learning Content ◽

Learning Platform ◽

System Usability Scale ◽

E Learning ◽

Learning Platforms ◽

Reference Implementation ◽

Generic System

In gesture-aided learning (GAL), learners perform specific body gestures while rehearsing the associated learning content. Although this form of embodiment has been shown to benefit learning outcomes, it has not yet been incorporated into e-learning. This work presents a generic system design for an online GAL platform. It is comprised of five modules for planning, administering, and monitoring remote GAL lessons. To validate the proposed design, a reference implementation for word learning was demonstrated in a field test. 19 participants independently took a predefined online GAL lesson and rated their experience on the System Usability Scale and a supplemental questionnaire. To monitor the correct gesture execution, the reference implementation recorded the participants’ webcam feeds and uploaded them to the instructor for review. The results from the field test show that the reference implementation is capable of delivering an e-learning experience with GAL elements. Designers of e-learning platforms may use the proposed design to include GAL in their applications. Beyond its original purpose in education, the platform is also useful to collect and annotate gesture data.

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A snapshot of online learners: e-Readiness, e-Satisfaction and expectations

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i2.2117 ◽

2015 ◽

Vol 16 (2) ◽

Cited By ~ 21

Author(s):

Hale Ilgaz ◽

Yasemin Gülbahar

Keyword(s):

Online Learning ◽

Adult Learners ◽

Qualitative Data ◽

Learning Experience ◽

Online Learners ◽

Satisfaction Scale ◽

Online Programs ◽

Program Administrators ◽

Learning Programs ◽

E Learning

The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An e-readiness scale and an e-satisfaction scale was administered as quantitative measures, with open-ended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.

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Educational Platforms for Online Learning in a Cloud Environment

Mathematics, Computer Science and Education ◽

10.54664/rzyb2769 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Neli Kiskinova ◽

◽

Keyword(s):

Online Learning ◽

Distance Learning ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Cloud Environment ◽

Advantages And Disadvantages ◽

Information And Communication ◽

E Learning ◽

Learning Platforms ◽

Cloud Technologies

This paper presents the types of distance learning platforms with the use of information and communication technologies. It analyses their main functionalities and outlines the advantages and disadvantages of using cloud technologies in e-learning.

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Harnessing the Tiger of Emerging E-Learning Platforms

Handbook of Research on Program Development and Assessment Methodologies in K-20 Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3132-6.ch008 ◽

2018 ◽

pp. 147-170

Author(s):

Theresa Neimann ◽

Victor X. Wang

Keyword(s):

Online Learning ◽

Adult Learners ◽

Online Education ◽

New Technology ◽

Program Completion ◽

Future Technology ◽

E Learning ◽

Learning Platforms ◽

Key Drivers ◽

The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

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Harnessing the Tiger of Emerging E-Learning Platforms

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch003 ◽

2021 ◽

pp. 29-52

Author(s):

Theresa Neimann ◽

Victor X. Wang

Keyword(s):

Online Learning ◽

Adult Learners ◽

Online Education ◽

New Technology ◽

Program Completion ◽

Future Technology ◽

E Learning ◽

Learning Platforms ◽

Key Drivers ◽

The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

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Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

Sustainability ◽

10.3390/su122410367 ◽

2020 ◽

Vol 12 (24) ◽

pp. 10367

Author(s):

Claudiu Coman ◽

Laurențiu Gabriel Țîru ◽

Luiza Meseșan-Schmitz ◽

Carmen Stanciu ◽

Maria Cristina Bularca

Keyword(s):

Higher Education ◽

Online Learning ◽

Online Teaching ◽

Teaching And Learning ◽

Online Survey ◽

Teaching Style ◽

Educational Process ◽

Online Teaching And Learning ◽

E Learning ◽

Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

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Early Childhood Development Trainee Teachers’ Perceptions on E-learning Implementation during the COVID-19 era in Harare Metropolitan District, Zimbabwe

Middle Eastern Journal of Research in Education and Social Sciences ◽

10.47631/mejress.v2i3.301 ◽

2021 ◽

Vol 2 (3) ◽

pp. 97-110

Author(s):

Melody Matsvange ◽

Jonah Mugomba ◽

Silas Sithole ◽

Address Murumbi

Keyword(s):

Early Childhood ◽

Online Learning ◽

Early Childhood Development ◽

Childhood Development ◽

Smart Devices ◽

Due Dates ◽

Internet Applications ◽

Trainee Teachers ◽

E Learning ◽

Learning Platforms

Purpose: The study aimed at finding out the extent to which Early Childhood Development (ECD) trainee teachers perceive the feasibility and challenges of online learning platforms and generate strategies for effective implementation. Approach/Methodology/Design: A case study design for which fifteen ECD trainee teachers from two Higher Learning Institutions in Harare were purposively selected in this qualitative study through online structured questionnaires and telephone interviews expressed in English. Data gathered was expanded in thick rich descriptions to form themes. Findings: Innumerable benefits of e-learning were established. E-learning facilitates the continuation of learning, motivates, improves student-to-student interaction, is a convenient way of submitting assignments, reduces commutation and material costs and is an easy way of storing documents. However various setbacks were elucidated. Erratic power cuts and internet failures, exorbitant costs of data bundles and lack of smart devices deter the full embracing of e-learning. Practical Implications: Zimbabwean HLIs have adjusted to the new normal and embraced online learning to ensure the continuation of learning in the midst of the pandemic. Online learning overcomes educational obstacles and students will not only follow courses using the traditional method. Originality/value: The findings suggest trainee teachers require the provision of cheap data bundles, free internet applications and extension of due dates. The use of blended approach/hybrid learning to assist those in remote communities, training workshops and seminars on effective use of e-learning platforms were deemed essential.

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Promoting Students’ Global Perspectives Through a Gamified e-Learning Platform

Frontiers in Education ◽

10.3389/feduc.2021.617680 ◽

2021 ◽

Vol 6 ◽

Author(s):

Frankie Y. W. Leung ◽

Martin Lau ◽

Kelvin Wan ◽

Lisa Law ◽

Theresa Kwong ◽

...

Keyword(s):

Learning Experience ◽

Global Perspectives ◽

Global Issues ◽

Learning Platform ◽

Before And After ◽

E Learning ◽

Learning Platforms ◽

Cognitive Knowledge ◽

Survey Responses ◽

Development Of Students

With the rapid growth of internationalization in tertiary institutions worldwide, the development of students’ global perspectives has attracted the attention of many universities. However, this development is a challenging one due to the complicated nature of global issues and their incompatibility with traditional subject-specific boundaries of classroom teaching. Through two eTournaments organized on a proprietary gamified e-learning platform named “PaGamO,” this study examined participating students’ learning experience and their change of global perspectives due to their participation in the eTournaments. Data were collected before and after the two eTournaments, and 217 survey responses were considered to be valid and were further analyzed. The findings showed that participating students achieved the satisfaction level of enjoyment (M = 3.62) and their awareness of the United Nations Sustainable Development Goals (SDGs) (M = 3.96) had been improved. In addition, the findings also revealed that 1) students enjoyed and perceived a better understanding of the SDGs in terms of perceptual dimensions like value-oriented and partnership-oriented, rather than the global issues about substantial threats or environmental issues; 2) the “intrapersonal effect” of students had been significantly reduced after the eTournaments; 3) positive significant correlations were found between the level of enjoyment and frequency of question-attempt in relation to the change of cognitive knowledge and interpersonal social interaction. The findings of this study offered some possible insights into students’ gameplay experience concerning dimensions of global perspectives and also support the findings of prior research on how gamified e-learning platforms could contribute to the development of students’ global perspectives.

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EFL Students Affective Attitudes towards Distance E-Learning Based on Moodle Platform during the Covid-19the Pandemic: Perspectives from Dr. MoulayTahar University of Saida, Algeria

10.31235/osf.io/4xepz ◽

2021 ◽

Author(s):

Djamel BENADLA ◽

Mohamed Hadji

Keyword(s):

Online Learning ◽

Learning Experience ◽

Social Situation ◽

Learning System ◽

Negative Attitudes ◽

Affective Attitudes ◽

Teachers And Students ◽

E Learning ◽

Efl Students ◽

The University

The practice of the online learning system in Algeria is novel. However, with the spread of Covid 19, Algerian universities have been compelled to undertake remote and digital teaching. The University of Dr. MoulayTahar in Saida has arbitrarily hastened in implementing E-learning as an alternative teaching measure to maintain both positive educational outcomes and keep students safe and healthy. This research purports to examine how the University of Dr. MoulayTahar in Saida has used Moodle platform to facilitate the teaching process during the Covid 19. This paper, therefore, stresses the issues of distance e-learning that challenge both teachers and students alike. The researchers attempt to answer the following question: What are the affective attitudes of EFL students towards distance learning assisted with Moodle Platform during the Coronavirus? To supply an adequate answer to the raised question, the researchers have selected a sample of 157 participants. The researchers collected data through a questionnaire and delivered copies to the participants. The findings revealed that both the teachers and the learners were not well prepared for an online learning experience. That there are more disadvantages than advantages. The results of the research conveyed that the technical skills, the teachers’ lack of experience as well as the social situation of the students have made E. learning a complex process. The analysis also revealed that Master students have negative attitudes towards e-learning, and they would prefer face-to-face interaction in the classroom and handouts more than virtual learning.

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