The implementation of various eLearning platforms has seen an incredible and unprecedented rise in the past decade in our universities. The aim of this pilot research study is to explore the gap in second language acquisition research for technologically savvy Generation Z, whose members use modern technologies, especially mobile applications, in their learning process in a massive way. More specifically, the authors focus on students’ perceptions of the use of traditional and blended learning supported by an eLearning course in order to reveal students’ attitudes to and expectations from these learning modalities. Altogether, 40 university students participated in an experiment. The findings clearly show that the present eLearning platform is no longer an attractive option for students of Generation Z since these students want to participate in the creation of its content and collaborate and interact with each other in ways they are used to with other social media platforms such as Facebook. The implications of the research are important for educators and designers of various eLearning courses who need to take this into account. Further implications suggest a new approach to the exploitation of eLearning platform connected to Web 4.0. The basic principle of the new approach is to use these platforms and should harness all the possibilities of artificial intelligence, deep learning, machine learning, and computational linguistics. In conclusion, the study reflects the basic and pragmatic principles upon which eLearning 4.0 should be based in order to become a more efficient tool for modern education and sustainability.
A new approach for prediction of the wear loss of PTA surface coatings using artificial neural network and basic, kernel-based, and weighted extreme learning machine
