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Background and Objectives: During the coronavirus pandemic, e-learning is considered an essential element in educational systems. Keeping the student's effective interaction with the pharmacology course is always a serious challenge in the virtual education of this lesson. Therefore, the current study aimed to design, implement, and evaluate the virtual teaching methods of pharmacology course among medical students. Materials and Methods: In this descriptive, cross-sectional study, 133 medical students of Rafsanjan University of Medical Sciences, who were studying pharmacology during the coronavirus pandemic in the academic year 2019-2020, were included. Then, the simplified educational content of the pharmacology course was prepared in the form of pictures along with explanatory clouds and summary tables and uploaded to the learning management system (NAVID). Supplementary written content, which complemented the educational clips of each class session, was provided to the students in order to summarize the topic and learn better. After finishing the class, an online questionnaire was completed by the students, and the data were analyzed by one-way analysis of variance and independent t-test. Results: There were 66 (49.6%) students of 2017 entrance and 67 students (50.4%) of 2018 entrance. The satisfaction level of the students after the evaluation through the questionnaire regarding the supplementary educational method was significantly higher than the simplified method (p<0.001). There was observed no significant difference in the level of satisfaction from both methods based on grade point average and age (p>0.05). Conclusion: The design and implementation of simplified educational methods in the course of pharmacology was accompanied with satisfaction of students in online education in the time of coronavirus pandemic. [ABSTRACT FROM AUTHOR]

This study aimed to reveal the attitudes and perceptions of Palestinian students of the distance education system in the period of the Corona pandemic. The study adopted the descriptive analytical approach, and the study population consisted of school students in the three educational stages (primary, middle, and secondary) in the North region, and the study sample consisted of 1075 male and female students, who were reached by the random cluster method. The questionnaire was used as a tool for data collection after verifying its validity and reliability. The study reached the following results: students' attitudes towards the distance education system for the preparatory and secondary educational stages came to a moderate degree. As for the primary stage, it came with a high score. It was also found that there are statistically significant differences in students' attitudes to the distance education system, due to the educational stage. In light of the results of the study, it is recommended: Giving students and teachers training courses in the field of e-learning and distance education, with the aim of educating them and guiding them on this new style of education and focusing on the role of each in the teaching and learning process. As well as developing new plans and programs that work to enhance the psychological immunity of students at all educational levels. [ABSTRACT FROM AUTHOR]

Introduction Lack of familiarity with netiquette or virtual professionalism will be considered a problem for each of the two key elements of the educational system(teacher and student)will lead to misunderstandings and sometimes behaviors that are far from their dignity.The aim of this study is to design the netiquette model in the virtual education of medical students. Material and Method At first by reviewing the literature on the subject and library studies,the dimensions and components related to the subject were extracted and then to design the conceptual model of the research using the Delphi research method and an expert panel,the most important dimensions and components of Netiquette were determined.The statistical community included 15experts who were selected in relation to the research topic. Results he Netiquette model was finalized with 10dimensions and 31components.The dimensions in the Netiquette variable include setup,evaluation and Netiquette rules and in the e-learning variable it includes technology,education,management,userinterface design,ethical,organizational and evaluation.The criteria for accepting each component was its placement in the 3rd to 4th quartile.In this regard according to the agreement,there is no need to continue the Delphi process. Conclusion In the virtual education of the University of Medical Sciences, one of the ways to prevent the occurrence of many disorders in communication between professors and students is to familiarize them with the Netiquette process. Lack of familiarity with netiquette in cyberspace will overshadow activities such as educational design and content editing. [ABSTRACT FROM AUTHOR]

Electronic learning (e-learning) for continuing professional education (CPE) in healthcare has been shown to improve learners' satisfaction, attitudes, and performance. E-learning outcomes for continuing interprofessional education (CIPE) are less known, and the features of electronic CIPE programs that promote behavior change are unclear. In this scoping review, we sought to identify the program features and areas of behavior change in healthcare professionals using e-learning for CIPE. PubMed, CINAHL, ERIC, PsycINFO, Cochrane Library databases, and Google/Google Scholar were searched for all English articles published in the last 10 years. From the 32 studies included in our review, eight types of e-learning methods were identified. More than 35,542 healthcare professionals of different professions had participated in the programs. Thirty studies demonstrated positive behavior changes, with four areas of behavior changes identified. The most common area of change was in patient care practices. Five common program features facilitating behavior change were also identified. Most successful programs provided interactive and authentic learning experiences, which promoted direct clinical application. Future researche should include monitoring of sustained behavior changes at work, linked to patient outcomes. [ABSTRACT FROM AUTHOR]

ICTs have been increasingly involved in teaching–learning processes due to the potential offered by the tools as well as to the set of demands derived from the political and health situations of the social environment. In this sense, the introduction of virtual campuses as complex systems that centralize the entire technological component that complements traditional teaching processes has meant a change of paradigm with repercussions at the teaching and pedagogical level. In this context, the purpose of this study aims to analyze students' perception of the use of virtual campus and how to enhance the quality of the educational process using intelligent systems. For this purpose, 318 students that use virtual campus have been surveyed. The results show that there are three variables that predominantly influence the quality of teaching–learning processes using virtual campuses: frequent contact with teachers through the platform, the digital competence of the student, and the adaptation of training content to the students' prior knowledge. This information can be useful, as it allows them to establish guidelines to guide the practices of their teaching teams in technological environments, guaranteeing the suitability of the teaching–learning process and improving the evaluation processes and the assessment of their own educational work. [ABSTRACT FROM AUTHOR]

E-proctoring tools (online supervision) are beginning to have a prominent presence in online training, but it is necessary to establish appropriate usage guidelines that generate confidence in the use of these tools among students. The aim of this study was to analyse the degree of acceptance of these monitoring tools by students. This is accomplished using a questionnaire distributed to a sample (n = 282) of students who took a certification exam that required a verification of the identity of the participants and a monitoring process during the exam. The data were analysed using structural equation modelling, the results of which showed goodness-of-fit indices that ensured adequacy. The analysis suggested that the strongest relationships were between perceived usefulness, attitude and perceived ease of use. The results of the study shed light on the need for institutions to inform their students about the benefits of such tools in order to ensure fair and quality assessment processes. The findings of this study can help educational institutions to implement e-proctoring strategies and to minimise student rejection and mistrust. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic reshaped the delivery of medical education, necessitating novel modes of instruction to facilitate distance learning. Online medical education resources provide opportunities for self-directed and asynchronous learning. GISIM is a free, open access educational website dedicated to gastroenterology (GI)/hepatology, which teaches pathophysiology and disease management, and supports clinical reasoning skill development through interactive, dynamic, case presentation-based journeys. Aims: (1) To describe the creation of a mobile-optimized, GI/hepatology educational resource for medical trainees, and (2) to report on trainee feedback on completing and authoring GISIM cases. Methods: GISIM was created on WordPress and modeled after NephSIM, an e-learning platform dedicated to Nephrology. Content was developed by internal medicine residents and GI/hepatology fellows and attendings. Cases are interactive, prompting users to select differential diagnoses and management plans, with immediate feedback provided on response. Self-reported user demographics and website feedback were collected with an embedded survey. A separate survey evaluated case authors' experiences. Results: GISIM launched in February 2021 and received 12,184 website views and 2003 unique visitors between February 1 2021 and February 28 2022. New cases are disseminated bimonthly. Sixty-one user surveys were collected, with a majority completed by fellows (38%) and residents (26%). All users found the website easy to use and most reported enhanced understanding of case topic areas. Nine author surveys were collected. Authors reported significant learning on chosen topics and improved clinical knowledge through their participation. Conclusions: We developed a novel GI/hepatology case-based resource that enables distance learning and was perceived as a valuable educational tool by users and authors. [ABSTRACT FROM AUTHOR]

Background: After the COVID-19 outbreak, most education systems have adopted online learning as alternatives to face-to-face learning. The aim of the present study was to evaluate the effect of e-learning compared with face-to-face learning in diagnosing oral diseases among dental students. Method: The present experimental study was conducted in 2020 at the Faculty of Dentistry, Ahvaz Jundishapur University of Medical Sciences. A total of 54 dental students (11th semester) who have not yet taken or passed the practical diagnostics course 3 participated in the study. The participants were divided into two groups of A (traditional teaching method) and B (e-learning teaching method). In the first week after the completion of training, a test was taken to assess the immediate learning. At the end of one month, the groups were tested again. Finally, the students' scores in both tests were analyzed. Data were analyzed using SPSS version 26. Results: The mean scores of the two groups in the first test were not significantly different. The mean score of traditional and electronic methods in the second exam was higher than the first exam (p <0.001). The mean score of the combination of traditional and elearning methods was more than e-learning alone. (p <0.01). Conclusions: Traditional or electronic education can support student learning; however, e-learning alone cannot compensate for traditional learning. Successful learning can be achieved through the combination of traditional learning and e-learning (blended model). E-learning can be used as a complementary method to face-to-face learning. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the effectiveness of an online course to enable orthopaedic surgeons to acquire the core competencies necessary to prevent and treat fracture-related infections (FRI). This study included orthopaedic surgeons and residents from Latin American countries who attended an online course focused on FRI. The online course included: didactic lectures, small-group clinical case discussions, and panel case discussions. The course was delivered using Zoom® platform and designed to address four core competencies: prevention, definition and diagnosis, antimicrobial therapy, and surgical treatment. An online questionnaire was created distributing 16 questions through six clinical scenarios. Participants were invited to answer the questionnaire before and after the course. Sixty of the 78 course participants answered the pre-course, and 42 the post-course assessment. Relative to before the course, the mean post-course assessment score rose significantly for prevention of FRI (4.1 before and 4.5 after; p = 0.014), definition and diagnosis (2.4 before and 3.4 after; p = 0.001), and surgical treatment (2.2 before and 2.8 after; p = 0.011). The final score encompassing all four core competencies also rose significantly (2.7 before and 3.3 after; p = 0.001). The online course on FRI was feasible and effective, significantly increasing course users' knowledge of overall competency in managing FRI. [ABSTRACT FROM AUTHOR]

Project moveSMART uses a web-based platform to integrate physical education with computer science (CS) and computational thinking (CT). This article describes a series of tutorials to introduce elementary students to CS/CT by making connections to physical activity and grade-level curricula in other subjects. [ABSTRACT FROM AUTHOR]

With the COVID-19 pandemic, online university education assumed greater importance. We propose a practical e-learning model with suggestions to augment online education of all forms to support effective technical education. We also share our experiences of implementations of some of these suggestions in online teaching. [ABSTRACT FROM AUTHOR]

Educational Data Virtual Lab (EDVL) is an open-source platform for data exploration and analysis that combines the power of a coding environment, the convenience of an interactive visualization engine, and the infrastructure needed to handle the complete data lifecycle. Based on the building blocks of the FIWARE European platform and Apache Zeppelin, this tool allows domain experts to become acquainted with data science methods using the data available within their own organization, ensuring that the skills they acquire are relevant to their field and driven by their own professional goals. We used EDVL in a pilot study in which we carried out a focus group within a multinational company to gain insight into potential users' perceptions of EDVL, both from the educational and operational points of view. The results of our evaluation suggest that EDVL holds a great potential to train the workforce in data science skills and to enable collaboration among professionals with different levels of expertise. [ABSTRACT FROM AUTHOR]

Background and purpose: E-learning has many strengths and it is easily available, therefore, it received much attention by the Iran Ministry of Health and Medical Education during the COVID-19 pandemic. The present study investigated the level of e-learning readiness and its relationship with demographic factors in medical students of Mazandaran University of Medical Sciences during the COVID-19 pandemic. Materials and methods: This descriptive-analytical study was performed in medical students of Mazandaran University of Medical Sciences in 2019-2020 academic year. Using Morgan table, 263 students were selected. Watkins et al.'s standard E-learning readiness questionnaire was used. Data analysis was done applying Pearson correlation, independent t-test, and ANOVA in SPSS V20. Results: The overall e-learning readiness was moderate among students (103.30 ± 15.00). The highest and lowest mean scores were associated with skills and continuous communication (38.67 ± 4.50) and motivation (8.14 ± 3.00), respectively. Findings showed a significant relationship between electronic learning readiness and the academic course (P<0.05). Conclusion: This study showed that general readiness of medical students for electronic learning was at an average level and in the internship period, it was significantly higher than other modules. Therefore, medical educaters are suggested to have powerful presence in order to increase students’ motivation. [ABSTRACT FROM AUTHOR]

In classrooms today, teachers are asked to support their teaching with digital tools. For this purpose, teachers require not only technological knowledge but also corresponding beliefs about the advantages of digital tools. The development of those beliefs should already be embedded in the university education of teachers. To this end, we developed a university seminar aimed at fostering prospective teachers' confidence in the utility of digital tools, using the digital tool STACK as an example. The seminar is based on learning mathematics with the digital tool STACK, independently designing digital tasks with said tool, and finally, reflecting on a teaching experiment with school students using STACK. To make the development of prospective teachers' beliefs visible throughout the seminar, we worked with different qualitative methods. The results of this case study show that there are four developmental phases of prospective teachers' beliefs which include an initial situation, a purely positive phase, a disillusionment, and a phase of differentiated beliefs. It becomes apparent that it is possible to develop prospective teachers' beliefs about digital tools in a positive way. [ABSTRACT FROM AUTHOR]

The mounting role of Machine Learning (ML) has transformed the scope and paradigm of education amongst its different branches. Proper implementation of the machine learning techniques in the education sector facilitates the students to perform their actions in a better way. Machine learning techniques train the machine to complete the task automatically by using a learning process. Mathematical models using machine learning algorithms are used to analyze, predict and curate decisions. These decisions are taken without relying on the explicitly defining system, models, and parameters. These days' smart services like E-learning, Internet of things (IoT), and cloud-based models are used frequently in the education sector. There are many factors affecting education. In this review, various educational frameworks have been discussed to see the role of machine learning in it. These frameworks demonstrate that during the learning process parameters like students' mental health, and teaching effectiveness makes difference to the students. Parameters affecting student mental health have been discussed based on the existing studies. Teaching effectiveness on the other hand is a very crucial parameter that needs to be considered during the class. So, to see the effect of these parameters various educational frameworks have been analyzed. After analyzing the educational framework and the above parameters, future research problems based on framework analysis have been discussed. These research problems will give a new direction to th educational sector including the role of machine learning in it. [ABSTRACT FROM AUTHOR]

The mounting role of Machine Learning (ML) has transformed the scope and paradigm of education amongst its different branches. Proper implementation of the machine learning techniques in the education sector facilitates the students to perform their actions in a better way. Machine learning techniques train the machine to complete the task automatically by using a learning process. Mathematical models using machine learning algorithms are used to analyze, predict and curate decisions. These decisions are taken without relying on the explicitly defining system, models, and parameters. These days' smart services like E-learning, Internet of things (IoT), and cloud-based models are used frequently in the education sector. There are many factors affecting education. In this review, various educational frameworks have been discussed to see the role of machine learning in it. These frameworks demonstrate that during the learning process parameters like students' mental health, and teaching effectiveness makes difference to the students. Parameters affecting student mental health have been discussed based on the existing studies. Teaching effectiveness on the other hand is a very crucial parameter that needs to be considered during the class. So, to see the effect of these parameters various educational frameworks have been analyzed. After analyzing the educational framework and the above parameters, future research problems based on framework analysis have been discussed. These research problems will give a new direction to the educational sector including the role of machine learning in it. [ABSTRACT FROM AUTHOR]

E-learning is a special rhetorical environment that requires teachers to use communicational skills and strategies that take advantage of its possibilities and compensate for the limitations of the virtual classroom in the interest of educational effectiveness and their ability to persuade. This study is the result of a review of literature that focusses on the characteristics of teachers’ discourse and its distinctive features in online teaching environments, as well as reflection and analysis drawing on the author’s experience of systematic observation of his own rhetorical practice and that of teachers from his own field in the online university sphere. The main results focus on: testing the validity of the qualitative principles of puritas, perspicuitas, ornatus, and aptum in teachers’ online discourse, with particular attention to the case of perspicuitas; the need for special mastery of certain elements of strategic importance in verbal and non-verbal (oral and non-oral) composition; controlling certain rhetorical vices; and properly management of the time aspects of its execution and the resources that guarantee and strengthen feedback. This study considers several theses: the need to increase the auctoritas of online teachers in relation to their responsibility as a model of public communication in their professional practice, the advantages and disadvantages of using certain resources and supports, questions deriving from students’ “criterion of presence,” and the asymmetric manifestations of the relationship of communication online. [ABSTRACT FROM AUTHOR]

Objective: Cancer is a chronic disease that affects individuals as well as their families. E-learning is a common method of education for patients and caregivers. The present study aimed to compare the impact of E-learning and blended learning on the empowerment of caregivers of cancer patients under chemotherapy. Methods: This clinical trial was performed in the main chemotherapy center of Shiraz University of Medical Sciences during October 2018–December 2020. A total of 123 caregivers of cancer patients who were under chemotherapy were selected through simple random sampling and were divided into two intervention groups and one control group. The empowerment of the caregivers was evaluated using the caregivers' empowerment questionnaire in all three groups at the beginning of the study, immediately after the intervention, and 1 month after the intervention. The data were analyzed by descriptive statistics and statistical tests using the SPSS software, version 22. Results: The results revealed no significant difference between the two groups regarding the knowledge score (p = 0.3). However, the first intervention group had a better attitude compared to the two other groups after the intervention (p = 0.003). Moreover, the mean score of performance increased significantly in both intervention groups (p = 0.000). No significant differences were observed among the three groups in terms of the demographic data, knowledge, attitude, and performance (p > 0.05). Conclusion: The results indicated that both electronic and blended learning affected the attitude and performance of the patients' caregivers. Therefore, blended learning can be applied for enhancing the empowerment of caregivers. [ABSTRACT FROM AUTHOR]

With the advancement in the field of Information Communication Technology (ICT), traditional method of teaching and learning may no longer suffice. The current generations of learners are "digital natives" and any Teachers that want to be relevant in this era must key into the current thinking of using technology to pass across knowledge. With this in mind, this paper examined the effects of E-animated instruction on primary school pupils' comprehension reading in Ondo State. The study adopted a quasi-experimental research design involving pre-test and post-test groups. The populations for the study consist of all the primary school pupils in Akoko South West Local Government Area, Ondo State, Nigeria. Two public and two private primary schools were purposively selected for the study while the sample size was one hundred (100) primary Five (5) pupils comprising forty-seven male and fifty-three female who were randomly selected into experimental and control groups. The experimental group was taught using e-animated comprehension instruction while the control group was taught with the conventional method. The research instrument used for data collection was a comprehension passage extracted from the pupils' textbook and re-invented in e-animation mode through the help of a programmer. Two research questions were raised while two research hypotheses were tested. The research questions were answered using mean and SD while t-test statistic was used to test the hypotheses at 0.05 level of significance. The findings show that e-animated instruction enhanced the academic performance of primary school pupils' comprehension reading. On the basis of these findings, it was recommended among others that teachers take advantage of the various tools provided by ICT in instruction delivery as this will set the pace for other electronic learning among pupils. [ABSTRACT FROM AUTHOR]

In this article, we investigate a novel reinforcement-learning (RL)-based scheme to address the optimal leader–follower consensus issue for constrained-input continuous-time multiagent systems. First, as for input-constrained problems, the fundamental smooth assumption is not satisfied for the value function. To deal with this problem, we employ the method of vanishing viscosity solutions to relax this smooth assumption to a continuity assumption for the value function, which broadens the scope of RL applications. Second, the control cost functions take a more general form which guarantees the continuity of the optimal control policy instead of the specific integrand form used in previous input-constrained RL-based schemes. Based on these results, we introduce a novel identifier–critic–actor structure to extend the conventional critic–actor RL framework into a distributed model-free one, where the learning of the identifier, critic, and actor is online and simultaneous. We provide the simulation examples to validate the effectiveness of the proposed scheme. [ABSTRACT FROM AUTHOR]

People who work in a library and information science unit are passionate about making a positive difference in the world. Librarians are the people who work in this field, and their job is to bridge the gaps that exist between people, information, and technology. In today's classroom instructional delivery, the use of electronic learning (e-learning) has become imperative. Thus, the study investigated the extent of implementation of e-learning in the upper basic education French language curriculum and its implication for the evaluation of Library and Information Science Resources. A sample of 370 students participated in the study. A 15 - item questionnaire was used to collect data from the respondents. The internal consistency of the instrument was tested using Cronbach Alpha method. It yielded a reliability coefficient of 0.92. The data obtained were analyzed with mean and standard deviations. The results showed that the implementation of e-learning in the French language curriculum was mainly in the use of French language learning CDs while all other aspects of it were virtually not implemented. This finding has implicated the expertise of the educational measurement and evaluators in that the result of the study will be used by them to take appropriate valued judgment on the use of e-learning in the delivery of Library and Information science. [ABSTRACT FROM AUTHOR]

COVID-19 has accelerated and scaled out remote education beyond our wildest imagination. How can we retain benefits, eliminate downsides, and build education better for the long-term future? [ABSTRACT FROM AUTHOR]

Background: Coronavirus disease 2019 (COVID-19) may caused life-threatening situations and provide challenges to medical education, as teachers should lecture safely by the electronic learning. The aim of this study is to evaluate the knowledge, attitudes, and satisfaction of medical students in Iraq about E-learning during COVID-19 pandemic. Subject and Material: A cross-sectional study was conducted among medical students at 20 universities in Iraq using a Google Form containing a 25-question study -questionnaire that includes socioeconomic and demographic information, also information regarding online medical learning and the status of medical education during COVID-19 Knowledge and attitudes related to the epidemic and learning electronic. Results: Most respondents (53.3%) disagreed that E-learning, while 16.4% of the respondents agree about that, the others are having neutral attitude. On the other hand, their attitude about electronic exams was positive in which majority of them (54%) agreeing that E-testing can replace others testing methods. Most respondents conduct that the best way of E-learning is explanatory downloadable videos (46.7%) followed by online classes with discussion (44.5%). Although Iraqi medical students are facing many difficulties as in poor internet web (major complication; 57.5%), problems in dealing with the technology devices, poor communication with the teaching staff, insufficient understanding of the scientific material, inappropriate time of lectures and psychological problems like anxiety, E-learning has a list of advantages among Iraqi medical students such as time saving (53.3%), less cost, comfortable, ability to ask questions at any time, about 57.8% of students use E-learning more than 4 hours in day after pandemic. Conclusion:most students had not use E-learning before the COVID-19 pandemic, so there is a difference between time spent on E-learning before and after this pandemic, There is a relatively negative attitude of Iraqi medical students toward E-learning, also the best way of E-learning is explanatory downloadable videos, followed by online classes with discussion, as well as the attitude of medical students about electronic exams was positive agreed that E-testing can replacement the others traditional testing methods and E-learning has many advantages among Iraqi medical students and Several difficulties in same time. [ABSTRACT FROM AUTHOR]

With the proliferation of mobile devices and online video services, mobile learning has grown both in popularity and complexity. New challenges include the multitude of mobile devices with different characteristics and limitations, as well as the exponential growth in educational multimedia content. Streaming multimedia content to mobile devices is a resource intensive task that requires significant resources such as network bandwidth, with demand expected to increase beyond future networks capacity as users adopt new technologies such as UHD, AR, VR, 3D and 360-degree video. While a number of adaptive m-learning systems have been previously proposed, none of these have thoroughly addressed the adaptation of educational multimedia content. This article proposes the novel DQAMLearn framework that aims to support mobile learner’s seamless access to educational multimedia content from a variety of mobile devices with different characteristics. Moreover, as mobile users are increasingly becoming quality-aware, the framework integrates novel mechanisms for decreasing the video quality in a controlled way, with the aim to support a good learner quality of experience (QoE) even in resource constrained situations. A comprehensive subjective study was conducted to evaluate the proposed framework. The results showed that the framework enables both high learning achievement from educational multimedia clips, with 12% and 83% correct response rates for pre and post-test questionnaires, respectively, and high learner QoE with a mean video quality rating of 79.19 on a 0–100 acceptability scale. [ABSTRACT FROM AUTHOR]

The present article seeks to review the concept of academic commitment in university students in virtual programs, the main psychosocial factors associated with it, as well as the measurement instruments that have been developed to measure it in both face-to-face and virtual and distance education programs. Initially, several articles on academic engagement in the university environment were collected in databases in Spanish, English and Portuguese. Subsequently, a comparative analysis was made using specialized analytical summaries. From this review it was found that several studies have been developed to measure academic commitment in face-to-face basic and higher education, but there are few studies in virtual programs. Similarly, it was possible to establish that the existing instruments mostly focus on some psychosocial factors that explain academic commitment in certain courses or at the career level in general, but do not consider the influence of the family or the educational institution on the student's academic commitment. It is necessary to approach academic commitment in a more holistic manner and to design instruments that allow it to be measured by contemplating multiple variables. [ABSTRACT FROM AUTHOR]

INTRODUCTION. This study explores statistically significant differences in the degree of mastery of digital competence, contemplated from 4 dimensions and performance criteria (navigation and resolution of problems, legal provisions, copyrights and licenses, development and creation of content and interaction and management of digital identity) in a group of students that participated in an online training program based on the Affective e-Learning+ model, and those who acted as control. The training plan was carried out during the development of the R + D + i project called Evaluation and development of two generic competences in first year Primary Education Degree students conducted at the Faculties of Education at the University of Oviedo, the University of Jaén and the SAFA University Center (attached to the University of Jaén). Over 100 students participated in the study. METHOD. A pretest-post-test self-created questionnaire was applied to both the experimental and control groups and the results were analyzed with the Kolmogorov- Smirnov, Levene and t-Student statistical tests. RESULTS. Statistically significant differences were obtained in favor of the experimental group for 9 of the 13 competences analyzed, that is, 70% of the evaluated competences. DISCUSSION. This emphasizes that the Affective eLearning+ model is effective in developing digital professional skills as long as there is a climate of well-being and satisfaction in the classrooms. [ABSTRACT FROM AUTHOR]

The paper provides quantitative and qualitative assessment of global publications output in the domain of e-learning research (1809 publications). The data was sourced from Scopus database during 2003-18. The study finds that global e-learning research registered 18.92 per cent annual average growth, averaged 6.90 citations per paper in a 16-year window. The distribution of global research in the subject is highly skewed as 10 out of 94 participating countries account for 62.58 per cent global publications share. A total of 449 authors from 387 organisations contributed to global e-learning research. The top 15 organisations collectively contributed 14.81 per cent global publication share and 24.52 per cent global citation share respectively. The top 15 authors contributed 7.89 per cent global publication share and and 33.45 per cent global citation share respectively during the period. Carnegie Mellon University, USA (49 papers) is the most productive organisations in the world, National Cheng Kung University, Taiwan (23.29 and 3.37) is the most cited organisation. M. Vivou (24 papers) is most prolific author in the world and C.M. Chen (103.0 and 14.93) the most cited author in the subject. Computers and Education and Computers in Human Behavior (20 papers) were the leading journals publishing on this theme. [ABSTRACT FROM AUTHOR]

Despite the worldwide physical closing of educational institutions due to the pandemic of COVID-19 in the spring of 2020, the learning process was not interrupted. Learning management systems and digital tools for online collaboration ensured a safe distance and continuity of educational activities. However, the rapid transition to remote learning in electronic environment has created a number of challenges in higher education. In order to derive longterm benefits from the changes in the way of teaching and examining, the paper explores the possibilities of IoT technology for continuous monitoring and flexible management of the learning process. The proposed framework for IoT application in educational activities will facilitate the adaptation of studying process at universities to the new circumstances. [ABSTRACT FROM AUTHOR]

This article describes the implementation of a remote access experiment, called Web-lab 1553B (Digital Data Bus Lab), for courses in the Avionics Systems Program. Its main objective is to present a study about the use of two rotation model subgroups: 1) rotation laboratory and 2) station rotation. In the “rotation laboratory” subgroup, the teacher does not need to leave the classroom, once the access (rotation) to the lab is done remotely and not physically. On the other hand, in the “station rotation” subgroup, rotation is performed by changing the experiment functions, and thus students not having to physically change stations. This article shows some preliminary results, which demonstrate that the application of the aforementioned methods not only increases the teaching–learning process effectiveness (quantitative results) but also improves student satisfaction (qualitative results) and motivation. Two comparative tests were carried out to quantitatively verify the impact on the student’s accomplishment: Test 1, following the theory class, and Test 2, following the demo class and lab practice, using the Web-lab 1553B. Results show an average increase of 27.69% in the student grades. Considering qualitative assessments, students’ rates for the Web-lab 1553B method showed that 81.25% of the questions achieved rate “5” (top level), demonstrating that Web-lab meets the desired needs. These assessments serve as data sources for the validation of the hybrid teaching models, concerning classes and laboratory practices, as proposed, showing a high potential for practical implementation in different levels of education institutions. [ABSTRACT FROM AUTHOR]

In the information and knowledge age, the relevance of information and communication technologies in educational settings is undeniable. Blended-learning environments offer the teacher a wide range of mediations for learning; however, we need to advance in establishing didactic and technological criteria for its design. Following the systematic literature review (SLR) method, this desk research analyzes a group of 43 studies on blended learning in education, revealing its scope and challenges. The findings show that the most significant aspects for venturing into the didactic design of blended-learning experiences are evaluation, collaborative work, and technology mediations. [ABSTRACT FROM AUTHOR]

Senior medical students at the University of Auckland, New Zealand spend most of their learning time in clinical attachments. Experiential apprentice-style training is traditionally recognised as an important aspect of obtaining competency. In March 2020 they were stood down from their general practice placements in the context of a national response to the COVID-19 pandemic. Acute conversion of their general practice education from experiential clinical exposure to online and offsite learning was required. This paper describes the steps taken and the underlying theoretical foundations for our expediently developed online course. Our online learning programme has three online components, reflecting the domains of educational environment theory: asynchronous discussion forums; a symposium facilitating social interactions and teacher presence, and a portfolio facilitating personal goal aspects. The latter is underpinned by a multi-theories model of adult learning, built upon the scaffolding framework that supports our entire medical curriculum. Within this theory, we propose a five-stage model of learning. Learning from this experience contributes to the body of knowledge around online education, particularly in meeting the needs of a clinical attachment traditionally grounded in experiential learning. It is hoped that the mechanisms described here might be useful to other educators facing similar challenges. [ABSTRACT FROM AUTHOR]

Platforms like information sharing, disseminating and acquiring based on users transactions are provided by Microblogging sites. Nowadays microblogs are the main tools for people to send their opinions to relatives, friends or the world quickly. This paper uses the Theory of planned behavior to investigate and explain Tabriz University of Medical Sciences (TUOMS) students' acceptance of Microblogging. A questionnaire was applied to collect data from students of TUOMS' University, and the data were analyzed by SPSS V.16. After analysis, the results demonstrate that Attitude toward the Behavior, Subjective Norms and Perceived Behavioral Control has positive effects on behavioral intentions, and behavioral intentions also have positive effects on user behavior. Overall, if students believe that Microblogging can help them increase their Attitude toward the Behavior and their control, there is an increase in their intention to use them. The findings of the study shall be useful to curriculum developers, Microblogging practitioners, and educational policymakers. [ABSTRACT FROM AUTHOR]

The need for e-learning in modern Russia is caused by the rapid development of informatization, digitalization, information and communication technologies, the creation of a global environment for mutual integration of cultures and disciplines, as well as the formation of open continuous education, which is the basis of a post-industrial (information) society. These processes stimulate an active search for creative educational practices that meet the requirements of the information society. A modern specialist must have a certain amount of knowledge that will allow him to learn constantly, improve his skills and abilities, self-develop and self-actualize in order to keep up with the time of changes in the information society. In the framework of the modern educational paradigm, the student is considered as a subject of knowledge, not an object of pedagogical influence. In the early – mid-2010s, this is actively promoted by electronic learning (e-learning, EL), which should be used in various educational organizations. E-learning allows integrating into the world scientific community, becoming subjects of interaction between cultures, including the exchange of spiritual values. Implementation of EL is one of the key tasks in the context of modernization of national education. The term “electronic learning” is translated into Russian in various ways. The most popular options are: “distance learning/education”, “mobile learning”, and “virtual learning”. The European Commission interprets “e-learning” as “using new multimedia and Internet technologies to improve the quality of learning by improving access to resources and services, as well as remote knowledge sharing and collaboration”. In this study, the concept of “elearning” will correspond to the phrase “electronic learning”. This is an educational process based on interactive electronic means of storing and providing information: the Internet, corporate networks, and CDs. [ABSTRACT FROM AUTHOR]

In e-learning recommender systems, interpersonal information between learners is very scarce, which makes it difficult to apply collaborative filtering (CF) techniques to achieve recommendations. In this study, we propose a hybrid filtering recommendation approach ($SI-IFL$ S I - I F L ) combining learner influence model (LIM), self-organization based (SOB) recommendation strategy, and sequential pattern mining (SPM) together for recommending learning objects (LOs) to learners. The method works as follows: (i) LIM is applied to acquire the interpersonal information by computing the influence that a learner exerts on others. LIM consists of learner similarity, knowledge credibility, and learner aggregation, meanwhile, LIM is independent of ratings. Furthermore, to address the uncertainty and fuzzy natures of learners, intuitionistic fuzzy logic (IFL) is applied to optimize the LIM. (ii) A SOB recommendation strategy is applied to recommend the optimal learner cliques for active learners by simulating the influence propagation among learners. Influence propagation means that a learner can move towards active learners, and such behaviors can stimulate the moving behaviors of his/her neighbors. This SOB recommendation approach achieves a stable structure based on distributed and bottom-up behaviors of individuals. (iii) SPM is applied to decide the final learning objects (LOs) and navigational paths based on the recommended learner cliques. The experimental results demonstrate that $SI-IFL$ S I - I F L can provide personalized and diversified recommendations, and it shows promising efficiency and adaptability in e-learning scenarios. [ABSTRACT FROM AUTHOR]

The objective of the research is to design an electronic application and evaluate it according to specific criteria, to achieve the research objective, the descriptive survey method was used. The research was applied to a sample of ninety-eight students and fifty-two faculty members , The researcher designed the electronic application of the curriculum of teaching techniques and based on mobile learning and prepared a questionnaire to evaluate it , and The accuracy of the questionnaire was confirmed , Pearson's correlation coefficient was used to calculate the internal consistency of the resolution (and Cronbach alpha) to calculate the coefficient of stability . Frequencies, percentages, and arithmetic averages are used for the answers of research individuals, (T-Test) was used to Identify the value of (T) and the level of statistical significance of two samples is not related. The results of the research confirmed that the approval rates for the criteria of the evaluation questionnaire items are high in terms of evaluation by the faculty members and female students, Results also showed that there were no statistically significant differences between the average scores of faculty members' assessment and the average scores of female students for the electronic application based on mobile learning. [ABSTRACT FROM AUTHOR]

The study aimed to know the extent to which the students of open education colleges and distant learning centers in Yemeni universities possess the e-learning efficiencies from the perspective of the students themselves. To achieve the aims of the study and answer its questions the researcher has used the analytic descriptive approach to make a list of the most important efficiencies the students study sample had to have in open education colleges and distant learning centers in Yemeni universities according to its elearning regulations, then prepared final questionnaire included 53 phrase in three axes: Efficiencies of using computer, efficiencies of using internet and efficiencies of using virtual classroom (WIZIQ). The study procedures have applied during the academic year 2014 on a sample of 614 students of different scientific disciplines chosen from open education colleges and distance learning centers in four public and private universities in deliberate way. On the other hand (SPSS) program has been used to calculate averages, standard deviations, (T) test and variance analyses (one-way Anova). The study has showed that the extent of possessing e-learning efficiencies of the study sample was medium in computer and internet axes, so as for the overall average of the three axes while, it was weak in virtual classrooms axis. Meanwhile, the study didn't show any statistically significant differences of e- learning efficiencies in its three axes and total average due to the gender variable (male/ female). The study also showed the superiority of the private universities students to their public university peers and the superiority of the level four students to the students of third and second levels in the degree of possessing the efficiencies of both computer and internet axes, whereas, it didn't show any statistically significant differences in the axis of virtual class rooms. In contrast to the university variable the results showed a statistically significant difference in favor of university of science and technology students in comparison to Sana'a and Taiz universities students in the degree of possessing e-learning efficiencies in the tree axes and the overall average. However, it didn't show any statistically significant differences between the students of university of science and technology and the students of future university in any of the study three axes. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To research the attitudes of clinical and health care staff towards effectiveness of electronic learning based on the Technology Acceptance Model. METHODOLOGY: This cross-sectional study was conducted from July-September 2019. Participants in this study were staffs who had used electronic learning in-service training during six months in two health care organizations associated to Semnan University of medical sciences in Iran in 2018-2019. The census process was applied and the sampling method was not applied in the present investigation. A Persian version of the TAM questionnaire was used. RESULTS: Participants who had adopted electronic learning were 75.8%. Mean scores of staff's attitudes towards trend to use electronic learning was 3.61±0.77 and towards usage was 3.43±0.75. There were significant relationships among the mean scores of employees' attitudes toward the easiness of using electronic learning technology, the usage of electronic learning technology and the desire to use it (P<0.001). CONCLUSION: The current research reflects the practical and applied outcomes of the factors that impact on the adoption of electronic learning based on the technology acceptance model. It has been realized due to the high level of identification and attention to the factors in the infrastructure that impact on the adoption of electronic learning among staffs in health care organizations. [ABSTRACT FROM AUTHOR]

In this educational research study, we reflect on the possibilities of combining teaching authorship in e-learning, multireferentiality, and gamification from a didactic-pedagogical perspective. We intend to bring up some contributions of Jacques Ardoino's multirreferential approach to understand social phenomena within the field of education, specifically focusing on some epistemological developments. We base our research on theorists who discuss these themes and, to reveal possible similarities, the first part of the text brings consolidated reflections on these authors. Besides, we highlight the common characteristics between the Multireferential Approach and Online Teaching Authorship/Virtual Environment. Then, we present the analysis of Didactic Categories (Theoretical Reflections) and data generated by the subjects that attended a curricular unit planned with amplificativo-oriented methodological strategies. We adopt a qualitative research approach using an online questionnaire, a technique that supported the content analysis of the participants' contributions. It is concluded that the epistemological harmony of the triad shows signs of promoting the expansion of the student's knowledge. [ABSTRACT FROM AUTHOR]

The study aimed to know the extent to which the students of open education colleges and distant learning centers in Yemeni universities possess the e-learning efficiencies from the perspective of the students themselves. To achieve the aims of the study and answer its questions the researcher has used the analytic descriptive approach to make a list of the most important efficiencies the students study sample had to have in open education colleges and distant learning centers in Yemeni universities according to its elearning regulations, then prepared final questionnaire included 53 phrase in three axes: Efficiencies of using computer, efficiencies of using internet and efficiencies of using virtual classroom (WIZIQ). The study procedures have applied during the academic year 2014 on a sample of 614 students of different scientific disciplines chosen from open education colleges and distance learning centers in four public and private universities in deliberate way. On the other hand (SPSS) program has been used to calculate averages, standard deviations, (T) test and variance analyses (one-way Anova). The study has showed that the extent of possessing e-learning efficiencies of the study sample was medium in computer and internet axes, so as for the overall average of the three axes while, it was weak in virtual classrooms axis. Meanwhile, the study didn't show any statistically significant differences of e- learning efficiencies in its three axes and total average due to the gender variable (male/ female). The study also showed the superiority of the private universities students to their public university peers and the superiority of the level four students to the students of third and second levels in the degree of possessing the efficiencies of both computer and internet axes, whereas, it didn't show any statistically significant differences in the axis of virtual class rooms. In contrast to the university variable the results showed a statistically significant difference in favor of university of science and technology students in comparison to Sana'a and Taiz universities students in the degree of possessing e-learning efficiencies in the tree axes and the overall average. However, it didn't show any statistically significant differences between the students of university of science and technology and the students of future university in any of the study three axes. [ABSTRACT FROM AUTHOR]

Today's society has become a constant swing of changes in every aspect of life; academic, economic, cultural, political, among others. The changes have been generated with the insertion of technology in daily activities, where learning is not exempt from these changes. According to Negroponte (1995), when science meets technology, it produces significant changes in our lives, as well as the way we understand reality. Today the knowledge society is empowered by technology and by the creation of new and diverse ways of interacting as people; the virtual worlds that are a graphic representation of the reality designed in 3D, is one of them. Second Life is one of these virtual worlds, becoming a site of mere entertainment and social life on the web, to be established in an environment that fosters creativity, collaborative work, business vision, the development of technological skills, the development of experiences of learning in 3D environments, among other aspects. Likewise, immersive learning enables interaction in three-dimensional environments. There the activities are carried out within an artificially constructed world which resembles reality, this allows us to build learning through the person's own experiences in interaction with the environment and the experiences among the users of this virtual world. For this reason, the use of the Second World virtual world is proposed as a training tool in immersive learning. [ABSTRACT FROM AUTHOR]

Besides technical skills, industry increasingly demands professional skills. Teaching these at university is challenging and still rare. In computer science, new technologies and relevant tools emerge quickly. Keeping curricula up to date is challenging. We present a teaching methodology that teaches students the art of teaching. Students learn how to communicate technical content efficiently in lecture, self-learning, and teamwork settings. Students work with constructive alignment and active listening. In addition, they learn how to assess self-learning training materials systematically, and how to give constructive feedback. Finally, they access a technical topic from a new dimension by practically teaching it. During the course, the students train the described skills under guidance by developing new exercises. The article presents our course unit that teaches important professional skills and produces a continuous stream of new teaching material, which is integrated into class. The unit enables teaching relevant and new technologies early. The presented methodology has been continuously applied at the Technical University of Munich since 2013. Through 2019, more than 150 students have participated. More than 60 new exercises were created. A structured evaluation shows the power of the approach. [ABSTRACT FROM AUTHOR]

The advent and increased use of new technologies, such as innovative mulsemedia and multi-modal content distribution mechanisms, have brought new challenges and diverse opportunities for technology enhanced learning (TEL). NEWTON is a Horizon 2020 European project that revolutionizes the educational process through innovative TEL methodologies and tools, integrated in a pan-European STEM-related learning network platform. This article focuses on one of these novel TEL methodologies (i.e., mulsemedia) and presents how NEWTON enables mulsemedia- enhanced teaching and learning of STEM subjects, with a particular focus on telecommunication and networking related modules. The article also discusses the very promising results of NEWTON case studies carried out with engineering students across two different universities in Spain and Ireland, respectively. The case studies focused on analyzing the impact on the learning process of the mulsemedia-enhanced teaching in the context of telecommunication and networking modules. The main conclusion of the article is that mulsemedia-enhanced education significantly increases students' learning experience and improves their knowledge gain. [ABSTRACT FROM AUTHOR]

Contribution: A redesign of the Moodle platform to adapt digital educational content [learning objects (LOs)] to the specific needs of students with disabilities. The approach, extendable to a range of disciplines, was empirically tested with blind and deaf engineering students. Background: Previous studies identified difficulties that blind and deaf students face in accessing digital content for learning. General guidelines and specific tools are available to help educators adapt digital content and existing learning platforms for access by students with varying abilities/capacities. Such tools are usually for a specific disability rather than a range of capacities, and few provide empirical evidence of effectiveness. Intended Outcomes: The engineering-related digital content adapted using the techniques described in this paper should enable blind and/or deaf students to use an oscilloscope, understand communication channels, and distinguish the different types of telecommunication networks. Application Design: The Moodle learning platform was adapted using existing e-learning accessibility standards so that digital LOs could be automatically presented in formats accessible to blind and/or deaf students. This model is extendable for other types of disabilities, helping educators adapt existing content for access by students with differing capacities. The teacher adds content (in non-auditory and non-visual formats to describe content otherwise inaccessible to deaf or blind students) and students upload reusable profiles/metadata describing their specific accessibility needs to connect to suitably adjusted content. Findings: Learning improvement with the adjusted platform was evaluated via multiple choice pre- and post-tests. Students’ learning performance improved significantly across all groups: blind (45%), deaf (46.25%) and deaf-blind (87.5%). [ABSTRACT FROM AUTHOR]

Contribution: An original application of individual rotation to blended learning, which mixes e-learning, discussion groups (seminars), practical laboratory work, and self-motivated tasks called “mini-projects.” Background: In examining the changing practices toward students’ transferable skills in higher education, current teaching needs to devote much more attention to using multi-modular teaching methods to foster students’ key transferable skills, such as logical, analytical, and creative thinking. Intended Outcomes: Rotational blended learning is intended to maximize students’ engagement and improve educational outcomes during the learning process. Application Design: A rotated form of existing teaching methods—e-learning, seminars, and group projects—was proposed. A quasi-experimental design, involving classroom observation, student surveys, and overall results, was used with two cohorts of computer system engineering students, one a controlled cohort taught using traditional techniques and the other an experimental cohort taught using a novel rotational blended system. Findings: The influence of blended learning on the subsequent development of critical transferable skills was demonstrated. Results suggest that rotational blended learning is an ideal way to address these challenges, since it allows computer engineering students to reassess and enhance the core skills and competencies they need to acquire in their learning experiences. [ABSTRACT FROM AUTHOR]

Introduction: Trauma is a global problem. The goal of optimising multidisciplinary trauma care through speciality education is a challenge. No single pathway exists to educate care providers in trauma knowledge, management and skills. Queen Mary University of London (QMUL) devised an online electronic learning (e-learning) Master's degree (MSc) in Trauma Sciences in 2011. E-learning is increasingly popular however low progression rates question effectiveness. The further post-graduate impact is unknown. Our goal was to establish whether this program is a successful method of delivering multidisciplinary trauma education to an international community. We hypothesized that graduating students make a global impact in trauma care, education and research.Methods: The Trauma Sciences MSc programs launched in 2011. Electronic surveys were distributed worldwide to students who successfully completed the program between 2013-2016. Graduation rates, degree/qualification awarded, clinical involvement in trauma management, presentation of MSc work, academic progression and roles in trauma education were explored. Supporting demographics were extracted from the QMUL student database.Results: A total of 176 students, of 29 nationalities, enrolled in the two year course between 2011 and 2014. Clinical backgrounds included multi-speciality physicians (83.5%), nurses (9.6%) and paramedics (6.8%). 119 (67.6%) graduated within the study period, 108 (60.8%) with the full masters award. Completion was independent of clinical background (p = 0.20) and age (p = 0.99). Highest completion rates were seen in students from Australia and New Zealand, Asia and Europe (p = 0.03). All survey responders were currently providing regular clinical care to trauma patients. 73% (n = 36) were delivering trauma education, many at national or international level. 49% (n = 24) had presented work from the MSc and 23% (n = 11) published their dissertation.12% (n = 6) subsequently enrolled in a PhD program.Conclusion: Compared with other e-learning courses this Masters program has an enviable completion rate. Graduates go on to make an international multidisciplinary impact with diverse roles in clinical management, research and trauma education. This programme provides a robust trauma education curriculum. The QMUL Trauma Sciences MSc program is an excellent resource for clinicians participating in any form of trauma care or who wish to augment sub-speciality training in trauma. [ABSTRACT FROM AUTHOR]

Contribution: The main contribution is to provide practitioners and researchers with an insight in efficiently and effectively employing multi-attribute decision making (MADM) methods in e-learning website selection problems. Background: Advances in information systems and the Internet have resulted in e-learning websites becoming an important interface for learners. The selection of a particular website directly affects the end users’ performance, with the objectives and expected outcomes of e-learning being largely dependent on the quality of the teaching processes and the effectiveness of online access. Evaluation and selection of these websites has thus become a decisive issue for learners and developers. Intended Outcomes: This paper is expected to provide decision support to leaders in education and educational organizations in effectively analyzing and managing their e-learning system. A knowledge-based system may be developed to develop and assess e-learning websites in a meaningful way. Application Design: A hybrid MADM method, fuzzy complex proportional assessment (COPRAS) is used to evaluate, rank, and select e-learning websites of “C” programming language. The fuzzy COPRAS method is validated by comparison with the technique for order preference by similarity to ideal solution, on an existing selection problem of 12 websites available in the open literature. Findings: Fuzzy COPRAS provides a comprehensive ranking of e-learning websites based on fitness degree values. The case study results rated tutorialspoint.com as the best of the e-learning websites considered, and howstuffworks.com was rated lowest. This paper shows that fuzzy COPRAS could be useful for e-learning practitioners, developers, and the researchers. [ABSTRACT FROM AUTHOR]