E-LEARNING EFFICACY OF USERS IN PRIMARY CORPORATE SECTOR ORGANIZATIONS

The classification and ranking belief simplex (CaRBS), introduced in Beynon (2005a), is a nascent technique for the decision problems of object classification and ranking. With its rudiments based on the Dempster- Shafer theory of evidence—DST (Dempster, 1967; Shafer, 1976), the operation of CaRBS is closely associated with the notion of uncertain reasoning. This relates to the analysis of imperfect data, whether that is data quality or uncertainty of the relationship of the data to the study in question (Chen, 2001). Previous applications which have employed the CaRBS technique include: the temporal identification of e-learning efficacy (Jones & Beynon, 2007) expositing osteoarthritic knee function (Jones, Beynon, Holt, & Roy, 2006), credit rating classification (Beynon, 2005b), and ranking regional long-term care systems (Beynon & Kitchener, 2005). These applications respectively demonstrate its use as a decision support system for academics, medical experts, credit companies, and governmental institutions.

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Fuzzy Evaluation Model for Enhancing E-Learning Systems

Mathematics ◽

10.3390/math7100918 ◽

2019 ◽

Vol 7 (10) ◽

pp. 918 ◽

Cited By ~ 5

Author(s):

Lee ◽

Wang ◽

Yu

Keyword(s):

Sampling Error ◽

Evaluation Model ◽

Learning Systems ◽

Learning System ◽

Fuzzy Membership Function ◽

Learning Effectiveness ◽

Fuzzy Evaluation ◽

Learning Efficacy ◽

E Learning

As the environment and information-technology conditions of the Internet of Things matured, various applications were launched. In education, e-learning is promoted so that students’ learning is no longer restricted to the classroom. E-learning schedules are flexible, and learners’ commuting costs are low. Apparently, improving the quality of e-learning systems can enhance learners’ learning effectiveness, satisfaction, engagement, and learning efficacy. A performance evaluation matrix is a useful tool for collecting users’ opinions to assess the performance of an operating system, and it is widely used to evaluate and improve performance in numerous industries and organizations. Therefore, this study used this matrix to construct a model for evaluation and analysis, providing suggestions on improving e-learning systems. This approach maintained the simple response model of Likert scales, which increases the efficiency and accuracy of data collection. Furthermore, the fuzzy membership function of the discriminant index was constructed based on the confidence interval, thereby solving the problems of sampling error and the complexity of collecting fuzzy linguistic data. Besides, we simplified calculations by standardizing test statistics to increase evaluation efficiency. As a result, this study improved the quality of e-learning system, enhanced users’ learning effectiveness, satisfaction, and engagement, and achieved the goal of sustainability.

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E-Learning during COVID-19: Understanding the Nexus between Instructional Innovation, E-Psychological Capital, and Online Behavioural Engagement

Management in Education ◽

10.1177/08920206211053101 ◽

2021 ◽

pp. 089202062110531

Author(s):

Umair Ahmed ◽

Abdussalaam Iyanda Ismail ◽

Meryem Fati ◽

Mohammed Ali Akour

Keyword(s):

Online Teaching ◽

Educational Institutions ◽

Psychological Resources ◽

Online Classes ◽

Instructional Innovation ◽

Behavioural Engagement ◽

Global Spread ◽

Learning Efficacy ◽

E Learning

This current study is to empirically validate the importance of student's behavioural engagement on online teaching during a coronavirus-2019 disease pandemic. The global spread of coronavirus-2019 disease has affected every aspect of business, including education, resulting in the shift of classroom to online teaching. Keeping in view the growing concern about students’ attentiveness, connectivity, participation, and interaction in online classes, the authors underlined the critical need for paying empirical attention to this issue. While addressing a major empirical gap, the present study tested and found the significant role of e-learning efficacy, e-learning resilience, and teachers’ instructional innovation in boosting students` online behavioural engagement. Additionally, the study found a thought-provoking direct and interacting role of teachers’ instructional innovation. Therefore, the implications of the findings indicate that leaders in educational institutions need to invest in psychological resources that emphasize innovation and creativity in instructional methods for teachers to enhance student engagement in an online environment.

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E-Learning: Educating the 21st Century Speech-Language Pathologist

ASHA Leader ◽

10.1044/leader.ae.12142007.24 ◽

2007 ◽

Vol 12 (14) ◽

pp. 24-25 ◽

Cited By ~ 4

Author(s):

Gloria D. Kellum ◽

Sue T. Hale

Keyword(s):

21St Century ◽

Speech Language Pathologist ◽

E Learning

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Auswirkungen eines E-Learning zum gesundheitsschädigenden Alkohol-konsum auf Wissen, Einstellung und Kompetenzen von Pflegefachpersonen im Akutspital – Eine Prätest-Posttest-Studie

Pflege ◽

10.1024/1012-5302/a000604 ◽

2018 ◽

Vol 31 (4) ◽

pp. 213-222

Author(s):

Eva Evers ◽

Sabine Hahn ◽

Petra Metzenthin

Keyword(s):

Präventive Maßnahmen ◽

E Learning

Zusammenfassung. Hintergrund: Gesundheitsschädigender Alkoholkonsum ist weltweit der drittgrößte Risikofaktor für verschiedene Krankheiten und führt in der Schweiz zu 1.600 Todesfällen pro Jahr. Durch frühzeitiges Erkennen und präventive Maßnahmen können alkoholbezogene Krankheiten und Todesfälle verringert werden. Pflegefachpersonen nehmen dabei eine entscheidende Rolle ein. Jedoch stellen sich mangelndes Fachwissen, persönliche Einstellungen und Unsicherheiten als hindernde Faktoren dar. Schulungen helfen, diese Hindernisse zu überwinden. Ziel: Das Ziel der Studie war, die Auswirkungen eines E-Learning zum gesundheitsschädigenden Alkoholkonsum auf das Fachwissen, die Einstellung und die Selbsteinschätzung der Kompetenzen von Pflegefachpersonen eines Akutspitals zu untersuchen. Methode: Es wurde eine Prätest-Posttest-Studie durchgeführt. Im Zeitraum von Dezember 2013 bis März 2014 wurden insgesamt 33 diplomierte Pflegefachpersonen vor und nach der Durchführung des E-Learning befragt. Die Befragung erfolgte mithilfe eines literaturbasiert entwickelten Fragebogens. Ergebnisse: Das Fachwissen und die Selbsteinschätzung der Kompetenzen zeigten signifikante Verbesserungen. Eine Veränderung der Einstellung konnte nicht nachgewiesen werden. Schlussfolgerungen: Durch den Wissenszuwachs und die höher eingeschätzten Kompetenzen konnten Unsicherheiten abgebaut und das Vertrauen in die eigenen Fähigkeiten gestärkt werden. Um auch die Entwicklung wertneutraler Einstellungen gegenüber den Betroffenen zu fördern, wird empfohlen, neben dem E-Learning und der Einführung von Richtlinien, Präsenzveranstaltungen mit Möglichkeiten zum Austausch untereinander anzubieten.

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