Balancing Students’ Privacy Concerns While Increasing Student Engagement in E-learning Environments

AbstractAdaptive e-learning is viewed as stimulation to support learning and improve student engagement, so designing appropriate adaptive e-learning environments contributes to personalizing instruction to reinforce learning outcomes. The purpose of this paper is to design an adaptive e-learning environment based on students' learning styles and study the impact of the adaptive e-learning environment on students’ engagement. This research attempts as well to outline and compare the proposed adaptive e-learning environment with a conventional e-learning approach. The paper is based on mixed research methods that were used to study the impact as follows: Development method is used in designing the adaptive e-learning environment, a quasi-experimental research design for conducting the research experiment. The student engagement scale is used to measure the following affective and behavioral factors of engagement (skills, participation/interaction, performance, emotional). The results revealed that the experimental group is statistically significantly higher than those in the control group. These experimental results imply the potential of an adaptive e-learning environment to engage students towards learning. Several practical recommendations forward from this paper: how to design a base for adaptive e-learning based on the learning styles and their implementation; how to increase the impact of adaptive e-learning in education; how to raise cost efficiency of education. The proposed adaptive e-learning approach and the results can help e-learning institutes in designing and developing more customized and adaptive e-learning environments to reinforce student engagement.

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Exploring Factors, and Indicators for Measuring Students’ Sustainable Engagement in e-Learning

Sustainability ◽

10.3390/su11040985 ◽

2019 ◽

Vol 11 (4) ◽

pp. 985 ◽

Cited By ~ 16

Author(s):

Jeongju Lee ◽

Hae-Deok Song ◽

Ah Hong

Keyword(s):

Student Engagement ◽

Learning Environments ◽

Online Courses ◽

Community Support ◽

Dropping Out ◽

Validity And Reliability ◽

Confirmatory Factor Analyses ◽

Cognitive Problem ◽

E Learning ◽

Online University Students

The topic of engagement has been attracting increasing amounts of attention in the field of e-learning. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. Previous studies have proposed many scales for measuring student engagement. However, very few have been developed to measure engagement in e-learning environments. Thus, developing an instrument for measuring student engagement in e-learning environments is the purpose of this study. The participants of this study were 737 Korean online university students. Initial items were designed based on the literature. The instrument items were reduced from an initial 48 to 24 items after obtaining expert opinion and then validity and reliability analysis. Exploratory and confirmatory factor analyses were also conducted. Six factors, including psychological motivation, peer collaboration, cognitive problem solving, interaction with instructors, community support, and learning management emerged in the 24-item scale. This scale is expected to help instructors and curriculum designers to find conditions to improve student engagement in e-learning environments, and ultimately prevent students from dropping out of online courses.

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Culturally-Sensitive E-Learning Practices for Library Education

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais361 ◽

2013 ◽

Author(s):

Leslie Farmer

Keyword(s):

Online Learning ◽

Learning Environments ◽

Culturally Sensitive ◽

Cultural Dimensions ◽

Educational Model ◽

Cultural Impact ◽

Online Learning Environments ◽

Library Education ◽

Learning Practices ◽

E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

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Enhanced web components and connectors description for authoring e-learning environments

Information Technology Based Proceedings of the FIfth International Conference onHigher Education and Training, 2004. ITHET 2004. ◽

10.1109/ithet.2004.1358172 ◽

2004 ◽

Cited By ~ 2

Author(s):

K. Zeramdini ◽

Y. Rekik ◽

D. Gillet

Keyword(s):

Learning Environments ◽

E Learning

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Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

International Journal of Educational Management ◽

10.1108/ijem-04-2021-0120 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Khalid Abed Dahleez ◽

Ayman A. El-Saleh ◽

Abrar Mohammed Al Alawi ◽

Fadi Abdelmuniem Abdelfattah

Keyword(s):

Higher Education ◽

Student Engagement ◽

Cognitive Engagement ◽

Teacher Behavior ◽

Learning System ◽

Emotional Engagement ◽

Education Student ◽

Content Type ◽

System Usability ◽

E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

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