scholarly journals E-Learning Services to Achieve Sustainable Learning and Academic Performance: An Empirical Study

2021 ◽  
Vol 13 (5) ◽  
pp. 2653
Author(s):  
Mohammad Mahtab Alam ◽  
Naim Ahmad ◽  
Quadri Noorulhasan Naveed ◽  
Ayyub Patel ◽  
Mohammed Abohashrh ◽  
...  
Keyword(s):  
Academic Performance ◽  
Perceived Usefulness ◽  
Learning System ◽  
Extensive Literature ◽  
Least Squares Regression ◽  
Face To Face ◽  
Proposed Model ◽  
Effective Delivery ◽  
E Learning ◽  
Face To Face Learning

E-Learning has proven to be the only resort as a replacement of traditional face-to-face learning methods in the current global lockdown due to COVID-19 pandemic. Academic institutions across the globe have invested heavily into E-Learning and the majority of the courses offered in traditional classroom mode have been converted into E-Learning mode. The success of E-Learning initiatives needs to be ensured to make it a sustainable mode of learning. The objective of the current study is to propose a holistic E-Learning service framework to ensure effective delivery and use of E-Learning Services that contributes to sustainable learning and academic performance. Based on an extensive literature review, a proposed theoretical model has been developed and tested empirically. The model identifies a broad range of success determinants and relates them to different success measures, including learning and academic performance. The proposed model was validated with the response from 397 respondents involved with an E-Learning system in the top five public universities in the southern region of Saudi Arabia through the Partial Least Squares regression technique using SmartPLS software. Five main factors (Learner’s Quality, Instructor’s Quality, Information’s Quality, System’s Quality and Institutional Quality) were identified as a determinant of E-Learning service performance which together explains 48.7% of the variance of perceived usefulness of ELS, 71.2% of the variance of use of the E-Learning system. Perceived usefulness of ELS and use of ELS together explain 70.6% of learning and academic performance of students. Hence the framework will help achieve the sustainable and successful adoption of E-Learning services.

scholarly journals Feasibility Study of Massive Open Online Course (MOOC) in Supporting Self Determined Learning in Perguruan Tinggi Keagamaan Islam Negeri (PTKIN)

Compiler ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 109
Author(s):  
Sumarsono Sumarsono
Keyword(s):  
Online Learning ◽  
Quantitative Research ◽  
Learning System ◽  
Educational Institutions ◽  
Learning Technology ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Digital Era ◽  
E Learning ◽  
Face To Face Learning

The learning model in the digital era has changed from traditional face-to-face learning to online learning. This causes stuttering and uncertainty for educational institutions, including the State Islamic Religious University (PTKIN), especially the readiness of lecturers. Each lecturer has different models, strategies and learning media in managing the class according to their understanding and ability in online learning. This study aims to see the readiness of PTKIN lecturers for online learning through MOOCs media with a heutagogy approach using the e-learning system at their respective universities.The quantitative research method uses 5 elements of heutagogy and 1 element of MOOCs with 52 sampling data on PTKIN lecturers.The results show that lecturers have competence and readiness in using online learning technology, but there are weaknesses in lecturers' understanding in using the heutagogy approach in learning.

scholarly journals FACTORS INFLUENCING THE USE OF E-LEARNING IN PUBLIC UNIVERSITIES IN KENYA

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
George Njuguna ◽  
Snm Nzuve
Keyword(s):  
Public Universities ◽  
Academic Staff ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
P Value ◽  
Perceived Ease Of Use ◽  
Face To Face ◽  
Factors Influencing ◽  
E Learning ◽  
Face To Face Learning

Purpose: The purpose of the study was to determine the factors influencing the use of e-learning in Public Universities in Kenya.Methodology: A descriptive survey design was used in finding out the factors influencing the use of e-learning in Public universities in Kenya. The Population of this study will be the 19,205 employees (Academic and non-Academic staff) in all public universities. The sample size was 96 employees. A questionnaire was the preferred data collection instrument for this study. Descriptive and inferential statistics were used.Results: Results revealed perceived usefulness was important in explaining the use of e-learning. This is supported by a p value 0.000 which means that perceived usefulness is a statistically significant predictor of the use of e-learning. Results further revealed that such perceived ease of use is important in determining use of e-learning as demonstrated by a p value of 0.000. Analysis showed that supporting infrastructure is a key determinant in use of e-learning in Kenyan universities and this was supported by a correlation coefficient of 0.398Unique contribution to theory, practice and policy: The universities should ensure that e-learning saves time compared to face to face learning. They should also be in such a position that ensures that e-Learning saves money compared to face to face learning for the students.

scholarly journals THE CONTENT OF THE CONCEPT “BLENDED LEARNING”

2021 ◽  
pp. 156-160
Author(s):  
Денис Андреевич Драндров ◽  
Герольд Леонидович Драндров
Keyword(s):  
Blended Learning ◽  
System Integration ◽  
Educational Material ◽  
Learning Technologies ◽  
Learning System ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Distance Learning Technologies ◽  
Planning Development

Ситуация с пандемией обострила необходимость более широкого применения дистанционных образовательных технологий в рамках системы смешанного обучения. Цель нашей работы заключается в раскрытии сущности и содержания понятия «смешанное обучение». Реферативный обзор отечественной и зарубежной научно-методической литературы показал, что смешанное обучение рассматривается исследователями по-разному: как система обучения, интеграция форм обучения, интеграция традиционного преподавания и онлайн-обучения, образовательная программа, педагогический подход. Мы полагаем, что специфика смешанного обучения не может быть сведена к своеобразию отдельных его элементов - только его содержания или методов и форм его организации. «Смешанное обучение» рассматривается нами как целостная педагогическая система, которая характеризуется качественным своеобразием содержания учебного материала, средств, методов и форм организации процесса его освоения и усвоения учащимися. Она интегрирует дидактические возможности традиционного очного обучения и электронного дистанционного обучения и предполагает активное участие учащегося в планировании, освоении и усвоении учебного материала, в применении знаний в практической деятельности, в контроле пути, времени, места, темпа и траектории обучения. The pandemic situation has exacerbated the need for greater use of distance learning technologies in blended learning. The purpose of our work is to reveal the essence and content of the concept of blended learning. An abstract review of domestic and foreign scientific and methodological literature showed that blended learning is considered by the researchers in different ways. They are learning system, integration of forms of education, integration of traditional teaching and online learning, educational program, pedagogical approach. We believe that the specifics of blended learning cannot be reduced to the originality of its specific elements: only its content, or methods and forms of its organization. Blended learning is considered by us as an integral pedagogical system, which is characterized by a qualitative originality of the content of educational material, tools, methods and forms of organization of the process of its development and assimilation by students. It integrates the didactic possibilities of traditional face-to-face learning and e-learning, involving the active participation of the student in the planning, development and assimilation of educational material; application of knowledge in practical activities, control of the path, time, place, pace and trajectory of learning.

scholarly journals Is Online Learning Accessible During COVID-19 Pandemic? Voices and Experiences of UIN Sunan Kalijaga Students with Disabilities

Nadwa ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 1
Author(s):  
Ro'fah Ro'fah ◽  
Astri Hanjarwati ◽  
Jamil Suprihatiningrum
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Family Members ◽  
Internet Access ◽  
Learning System ◽  
Learning Activities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Depth Interviews

<p class="ABSTRACT"><em><span lang="EN-US">The study seeks to examine the voices and experiences of students with disabilities in navigating online learning during the COVID-19. Based on in-depth interviews with thirty-four students with various disabilities of UIN Sunan Kalijaga, this study attempts to answer how these students experiencing online learning, what challenges they encounter, and what strategies they are using to navigate this new way of learning. Results show most students prefer conventional face-to-face learning, compared to the online learning one. Students reported various challenges they experienced, the most important of which is the high cost of internet access. Other challenges include the inaccessibility of the e-learning system with respect to the platform of online learning and the learning activities. Students also concerned with the absence of supports that they normally received from the university’s disability office (Pusat Layanan Difabel/ PLD). These challenges have encouraged students to seek help from family members, peers, and lecturers.</span></em></p><p class="ABSTRACT"><em><span lang="EN-US"><strong><em>Abstrak</em></strong><em><br /> Studi ini berupaya untuk mengevaluasi pendapat dan pengalaman siswa penyandang cacat dalam menavigasi pembelajaran online selama COVID-19. Berdasarkan wawancara mendalam dengan tigapuluh empat mahasiswa dengan berbagai kecacatan di UIN Sunan Kalijaga, penelitian ini mencoba menjawab bagaimana para siswa ini mengalami pembelajaran online, tantangan apa yang mereka hadapi, dan strategi apa yang mereka gunakan untuk menavigasi cara belajar baru ini. Hasil menunjukkan sebagian besar siswa lebih suka pembelajaran tatap muka konvensional, dibandingkan dengan pembelajaran online. Siswa melaporkan berbagai tantangan yang mereka alami, yang terpenting adalah tingginya biaya akses internet. Tantangan lain termasuk tidak dapat diaksesnya sistem e-learning sehubungan dengan platform pembelajaran online dan kegiatan pembelajaran. Siswa juga khawatir dengan tidak adanya dukungan yang biasanya mereka terima dari Pusat Layanan Difabel (PLD) universitas. Tantangan-tantangan ini telah mendorong siswa untuk mencari bantuan dari anggota keluarga, teman sebaya, dan dosen</em></span></em><em></em></p>

Pengaruh Pembelajaran E-Learning Dan Kebiasaan Belajar Terhadap Peningkatan Kompetensi Mahasiswa Pascasarjana Pada Universitas Bina Nusantara

2017 ◽  
Vol 16 (2) ◽  
pp. 55
Author(s):  
Angelina Ervina Jeanette Egeten
Keyword(s):  
Online Learning ◽  
Learning System ◽  
Face To Face ◽  
Significant Difference ◽  
E Learning ◽  
Cross Tabulation ◽  
Face To Face Learning ◽  
Definition Of ◽  
Regular Students ◽  
Major Data

E-learning is a learning method that using electronic media as teaching materials to students. The definition of E-learning is very wide, which by terminology associated with online learning. E-learning in Bina Nusantara University is an E-learning which is done by online learning named as Binus Online Learning. Binus Online Learning applying the blended learning as a combination of online learning and face-to-face learning. The purpose of this study was to determine the effect of E-learning system and learning habits towards the online and regular students of MMSI and MTI major. Data were taken from 210 respondents of regular and online active student of Bina Nusantara University, and analyzed with the Pearson product moment parametric correlation using SPSS 21 as tools. Further research was conducted to compare the competence between regular and online class based on MMSI and MTI major using cross tabulation and one way ANOVA to significant difference test.

scholarly journals Implementing E-Learning as a Tool: Solution for Pandemic Disease in Case of Wollega University

2020 ◽  
pp. 65-71
Author(s):  
Etana Fikadu Dinsa
Keyword(s):  
Educational Institution ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Approaches ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
High Level ◽  
The University

Wollega University is a public higher educational institution established in February 2007 in western part of Ethiopia. After that, the university is making a valuable contribution to the overall development of the country by producing high-level professionals, conducting problem-solving research and providing services to the surrounding communities, working in partnership with all stakeholders. This university provides teaching learning system face to face learning approaches. Due to this during this pandemic disease the university closes the teaching learning method to reduce transmissions of the virus. The researcher can able to propose E-learning as a solution to keep the continuity of education during this pandemic disease. In this paper the benefits of e-learning, features and the challenges to advancement and implementation of new educational system (E-learning) opportunities for this university are also briefly outlined.

scholarly journals The Implementation of E-Learning System on Intensive English Course in Darussalam Islamic Institution of Blokagung in Academic Year 2019/2020

2020 ◽  
Vol 11 (2) ◽  
pp. 263
Author(s):  
Laeliyatul Fadilah ◽  
Zulfi Zumala Dwi Andriani
Keyword(s):  
Descriptive Analysis ◽  
Learning Systems ◽  
Learning System ◽  
Negative Response ◽  
Intensive English ◽  
Face To Face ◽  
Internet Connection ◽  
E Learning ◽  
Face To Face Learning ◽  
Academic Year

This study explains about the implementation of the e-learning system on the Intensive English Course in IAI Darussalam in the academic year 2019/2020. There are three problem statements of this study that are How is the implementation and the problems of the implementation of e-learning systems in the intensive English course, the last is how are the students' responses to the implementation of the e-learning system in the intensive English course. This study used descriptive analysis. The findings of this study concluded that the most common problem in the implementation of the e-learning system in the Intensive English Course is an internet connection. The implementation of the e-learning system on the Intensive English course has a slightly positive and tends to be a negative response from the students. They fully need face-to-face learning with their tutors. They argue that the e-learning system is not more effective than learning an Intensive English Course that does it directly.

scholarly journals Adult and Youth Students’ Perceptions of Distance vs. Face-to-Face Courses’ Effectiveness in the COVID-19 Pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 121-132
Author(s):  
Kuo-Ming Chu ◽  
◽  
Hui-Chun Chan ◽  
Chi-Fang Liu
Keyword(s):  
Higher Education ◽  
Teaching Quality ◽  
Learning System ◽  
Face To Face ◽  
Computer Based Learning ◽  
Quality Of Higher Education ◽  
Containment Measures ◽  
E Learning ◽  
Face To Face Learning ◽  
Traditional Classroom Teaching

On account of its contagious nature, COVID-19 has resulted in various containment measures and mandatory isolation, affecting the personal interaction between students and instructors tremendously. In the absence of face-to-face interaction and traditional classroom teaching, computer-based learning has come out as the closest substitute for offline teaching. In addition, adult and youth students’ perceptions of courses’ effectiveness towards online learning as compared to traditional face-to-face learning have largely been overlooked and thus should be designed based on the needs of adult learners. This paper aims to fill this void in the literature, presenting results indicating all students’ positive perceptions towards e-learning and thus acceptance of this new learning system. It also empirically demonstrates the significance of e-learning in the time of this COVID-19 crisis. The results also point out surprising differences in students’ perceptions of the importance of communications and collaboration, effectiveness, and self-efficacy, and surprisingly differences exist between the performances of youth and adult learner groups. Under the current debates on the cost and teaching quality of higher education, the findings herein should help educational institutions in their improvement of higher education and student enrollment and retention.

scholarly journals PEMANFAATAN APLIKASI ZOOM CLOUD MEETING SEBAGAI MEDIA E-LEARNING DALAM MENCAPAI PEMAHAMAN MAHASISWA DI TENGAH PANDEMI COVID-19

Jurnal Common ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 171-190
Author(s):  
Radisya Eka Putri H. ◽  
Tine Agustin Wulandari
Keyword(s):  
Learning Process ◽  
Learning System ◽  
Learning Materials ◽  
Face To Face ◽  
Technological Advances ◽  
E Learning ◽  
The Media ◽  
Face To Face Learning ◽  
Learning Development ◽  
The Impact

The pandemic of Covid-19 caused the Indonesian government to issue regulations about the implementation of e-learning as a substitute for face-to-face learning. Zoom Cloud Meeting application is one of the e-learning media used in order to achieve students understanding in the midst of pandemic. The research was conducted through a qualitative approach with a case study in one of the department which has the largest number of students at Universitas Komputer Indonesia. Through the purposive technique, six research informants were obtained, consisting of quality assurance coordinator, lecturers and students involved in the learning process using Zoom Cloud Meeting application. Results showed that planning contained an overview of learning activities to be held with Zoom Cloud Meeting media as well as preparations made by lecturers and students. Implementation is the use of Zoom Cloud Meeting application as the media of e-learning to deliver learning materials, in the same way as face-to-face learning, consisting of lectures and discussions. Evaluation is related to technical barriers and the development of learning materials that should be adjusted to e-learning method through Zoom Cloud Meeting application. Researchers concluded, the use of Zoom Cloud Meeting application as the media of e-learning in general has successfully achieving students understanding in the midst of pandemic through various features that support the implementation of e-learning, this happens after all parties involved can adapt to the e-learning system. For that, it is necessary to conduct further research about the impact of e-learning in the improvement the learning quality of students. This research was conducted as part of e-learning development, although it cannot completely replace face-to-face learning but at least supports the learning process by utilizing technological advances so that students are more active and independent, because the learning process is no longer centered on lecturers.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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