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Universities have focused on learning outcomes as a metric for evaluating the quality assurance of educational systems. However, due to the absence of a clear guide on measuring outcomes and analysing them accordingly to improve the educational cycle, educators struggled to efficiently and effectively address shortcomings. By proposing a new framework, this study fills this gap and provides a guided approach to measuring learning outcomes in the context of university e-learning systems. Facilitated by a comprehensive research literature review of 102 articles, filtered from 271 articles using the PRISMA method, the opinions of five experts regarding e-learning systems and their outcomes were analysed using the analytical hierarchy process (AHP) to provide priority rankings. Teaching methods, teaching quality, learning environment, and students emerged as the main factors, along with their sub-factors. Moreover, our experts from diverse educational and geographical backgrounds provide added value, enabling the framework to be implemented across various environments and fields. Ultimately, this framework accurately measures sub-factors to identify the strengths and weaknesses of educational variables. The proposed framework is a step in the right direction, enabling the design of a suitable system that takes into account users' needs when assessing e-learning outcomes. [ABSTRACT FROM AUTHOR]

This study aims to explore the difference between on-line and off-line teaching and comprehensively evaluate the of elearning system operation effect as both technology-mediated learning and an open information system. This study develops "process-situation-result" (PSR) network, a comprehensive learning system evaluation model. It empirically analyzes the PSR models under off-line and on-line teaching, as well as the intermediary role of e-learning situation in the impact of e-learning process on elearning results. The results show: (1) Learners' perception of e-learning situation is obviously different between off-line and on-line teaching. (2) The eight dimensions of e-learning process have no significant direct impact on e-learning outcome Except in on-line teaching groups, SF (getting self-feedback) has a significantly positive influence. In off-line teaching, GA (gaining attention), IO (informing learner of the objectives), and PG (providing learning guidance) have indirect effects on e-learning. (3) GA, IO and PG have a direct impact on e-learning situation in both on-line and off-line teaching, and only RK (Stimulating recall of prior knowledge) has an impact only in on-line teaching. The other four dimensions have no direct impact on e-learning We provide a theoretical framework for the integration of technology and teaching, on-line teaching and off-line teaching. [ABSTRACT FROM AUTHOR]

This study highlighted the role played by digitalization elements, such as information and communication technology (ICT) adoption, the social internet of things (IoT), and artificial intelligence (AI), in e-learning systems. It also examined the mediating role of digital literacy (DL) and pedagogical digital competence (PDC) and the potential moderating role of technostress (TS). A total of 262 responses to survey questionnaires were received from the IT administrators who worked under the directorate of information technology in top QS ranking Malaysian universities; the survey data was then analyzed through PLS-SEM. The study findings revealed that ICT adoption and the social IoT considerably impact e-learning systems and highlighted that artificial intelligence also has a partial impact. Digital literacy and pedagogical digital competence also significantly mediated the relationships between ICT adoption, artificial intelligence, and e-learning systems. Social IoT and technostress did not show a significant impact. The study developed a new theoretical concept for adopting innovative technology in e-learning systems through 'Four Tier Technology Gears', such as start-up, boost-up, smooth-up, and speed-up technology gears. From a theoretical perspective, the study has built-up a theoretical affiliation with the TAM and UTAUT models, which are especially proposed for technology adoption in real-life. The study provides remarkable and valuable recommendations to researchers, designers, policymakers, IT instructors, and structural developers in the context of awareness of key facts for e-learning systems in practical life – especially in an emergency condition, such as the Covid-19 pandemic in Malaysia. [ABSTRACT FROM AUTHOR]

In smart education, adaptive e-learning systems personalize the educational process by tailoring it to individual learning styles. Traditionally, identifying these styles relies on learners completing surveys and questionnaires, which can be tedious and may not reflect their true preferences. Additionally, this approach assumes that learning styles are fixed, leading to a cold-start problem when automatically identifying styles based on e-learning platform behaviors. To address these challenges, we propose a novel approach that annotates unlabeled student feedback using multi-layer topic modeling and implements the Felder–Silverman Learning Style Model (FSLSM) to identify learning styles automatically. Our method involves learners answering four FSLSM-based questions upon logging into the e-learning platform and providing personal information like age, gender, and cognitive characteristics, which are weighted using fuzzy logic. We then analyze learners' behaviors and activities using web usage mining techniques, classifying their learning sequences into specific styles with an advanced deep learning model. Additionally, we analyze textual feedback using latent Dirichlet allocation (LDA) for sentiment analysis to enhance the learning experience further. The experimental results demonstrate that our approach outperforms existing models in accurately detecting learning styles and improves the overall quality of personalized content delivery. [ABSTRACT FROM AUTHOR]

With the emergence of the digital era, the e-learning platform has become an effective tool for obtaining quality e-learning content. However, despite its potential, the true extent of its capabilities has yet to be fully explored. In order to attract users and maximize revenue, e-learning platforms are now expected to provide content tailored to their users' needs and preferences. These recommendations are generated by considering factors such as prior purchases, browsing history, demographic information, and more. By leveraging these advanced technologies, e-learning platforms can enhance the learning experience by providing users with content that is both engaging and relevant to their individual needs and interests. This paper explores the popular Machine Learning (ML) techniques employed in e-learning content recommender platforms. Two machine learning techniques, k-Nearest Neighbour Baseline (KNNBaseline) and Singular Value Decomposition (SVD), are selected and used to accurately forecast customer interests and preferences. By examining the data patterns and user behaviors, these ML techniques provide insights into the most relevant and personalized educational content for individual users, enhancing their learning experience. The item ratings predicted are generated based on the underlying pattern in past ratings of users. The performance of applied approaches was assessed using several evaluation metrics, which include root mean square error and mean absolute error. [ABSTRACT FROM AUTHOR]

Introduction: The outbreak of Coronavirus Disease-19 (COVID-19) was a global disaster that greatly impacted the education system. The Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis can be used to identify favourable and unfavourable factors and conditions in offline and e-learning systems, and to address problems in a targeted manner. Aim: To evaluate the understanding and perception of students regarding the online learning system through SWOT analysis. Materials and Methods: This cross-sectional study was conducted at a tertiary care teaching hospital in the Department of Pharmacology at a tertiary care teaching hospital in Tamil Nadu, India for a duration of one month in October 2021. The study included 589 undergraduate students from medical, dental, and allied health sciences. A preformed questionnaire using Google Forms was used to assess the students' perception of the online teaching methodology during the COVID-19 pandemic. Data was assessed using a five-point Likert scale, and results were expressed as numbers and percentages. Results: The present study reported that 52.46% of the study participants had a strong positive opinion about the convenience and flexibility of online learning methods, as they can be accessed from anywhere and at any time. However, 214 (36.33%) participants agreed that monitoring students during online teaching was more difficult compared to classroom teaching. During the pandemic, when all educational institutions were closed, 412 (69.95%) students felt that completing a course within a stipulated period was made possible by the online method. On the other hand, 401 (68.08%) students believed that some countries do not recognise certificates from online learning systems, as they may not provide sufficient practical experiences compared to classroom teaching. Conclusion: The current study showed that more than half of the study participants had a very favourable assessment of the portability and adaptability of online learning techniques. However, they also strongly felt that it was more challenging to keep track of students during online learning compared to traditional classroom methods. Online learning has both benefits and drawbacks, and it is important for individuals to decide how best to utilise it for their own gain while avoiding any negative side effects. Based on the experiences of the pandemic, it is crucial to find innovative solutions that are appropriate for different learning contexts. [ABSTRACT FROM AUTHOR]

The purpose of the study was to investigate the application of open-distance e-learning systems in the institutions of higher learning to encounter pandemic and student population increase in South Africa. The in-class contact teaching and learning system can have very serious negative effects on students when it comes to a limitation of intake to universities and lockdowns in relation to outbreaks like Covid-19. This study applies the literature to develop a framework for using the open-distance electronic learning system (Open Distance e-learning – ODeL). The study discovered that institutions of higher learning, especially contact institutions, could face risks and disruptions that may result in the suspension of academic programmes. The study provides a framework for the possible adoption of the Open Distance e-learning (ODeL) system by institutions of higher learning. The results of this study will provide alert and guidance to institutions of higher learning about the adoption of open-distance e-learning to accommodate all interested students and ensure continuity of learning during a pandemic like COVID-19. The framework provided will assist institutions of higher learning with the how-to in terms of implementation of Open Distance e-learning in case they decide to adopt it. Learners will be able to get admitted and enjoy learning in any institution of their choice without any limitation due to space shortage and institutions may ensure continuity in teaching and learning for their educational business even during the pandemic. [ABSTRACT FROM AUTHOR]

The prevalence of e-learning systems has made educational resources more accessible, interactive and effective to learners without the geographic and temporal boundaries. However, as the number of users increases and the volume of data grows, current e-learning systems face some technical and pedagogical challenges. This paper provides a comprehensive review on the efforts of applying new information and communication technologies to improve e-learning services. We first systematically investigate current e-learning systems in terms of their classification, architecture, functions, challenges, and current trends. We then present a general architecture for big data based e-learning systems to meet the ever-growing demand for e-learning. We also describe how to use data generated in big data based e-learning systems to support more flexible and customized course delivery and personalized learning. [ABSTRACT FROM AUTHOR]

Kid-Dose is a mobile solution designed to increase knowledge in the English language and Mathematics for kids. The app is designed to be engaging and interactive, with a range of learning activities that reinforce the learning objectives. [1] The methodology for Kid-Dose involves a structured approach that includes a needs assessment, content development, user interface design, learning activities, assessment and evaluation, and continuous improvement. The app has the potential to be an effective tool for improving knowledge in the English language and Mathematics for kids, and further research can be conducted to assess its effectiveness. [ABSTRACT FROM AUTHOR]

Copyright of Vocational Education is the property of Az Buki National Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over the last decades, using e-learning systems as an alternative format of education for traditional classroom has been growing in higher education and due to COVID-19 pandemic, this transition has been unprecedently accelerated. Although there is a large body of research on e-learning, little is known about the extent to which innovative and continuous use of e-learning systems can be influenced by students' social and motivational factors especially their relational identity and autotelic experience. This study collected data from 400 higher education students through a survey to explore the role of students' relational identity and autotelic experiences regarding their innovative and continuous use of e-learning systems while considering the mediating role of students' perception of relatedness. Collected data were analyzed using the structural equation modeling method. The results showed that students' relational identity and autotelic experience significantly influence the innovative and continuous use of e-learning. The results showed that relational identity and autotelic experience positivly associatewith innovative (β = 0.190, t = 3.544; β = 0.405, t = 7.973) and continuous use of e-learning (β = 0.188, t = 3.115; β = 0.344, t = 7.459) and relatedness plays a moderating role between relational identity and continuous use (β = 0.194, t = 4.500, p = 0.000). Relatedness weakens the relationship between relational identity and innovative use of e-learning. However, it reinforces the relationship between relational identity and the continuous use of e-learning. It was found that relatedness strengthens the relationship between autotelic experience with innovative and continuous use of e-learning. The results of this study provide evidence of how students' social and motivational factors can influence their approaches to the innovative and continuous use of e-learning systems. We discuss these results and provide agenda for future practical and professional work. [ABSTRACT FROM AUTHOR]

The purpose of this study is to conduct empirical testing of the influence of the use of the Moodle E-learning System in the Muhammadiyah Samarinda Junior High School environment in supporting the process of ICT-based activities in the teaching and learning process in order to develop ICT-based learning that is considered innovative under the standards of the 2013 Education Curriculum. This study's subjects were Muhammadiyah Junior High School students in Samarinda. The UTAUT model is used to determine the factors influencing E-Learning Behavior's purpose. The data collection survey was conducted by distributing questionnaires directly to 56 students, using Multiple Linear Regression Analysis by conducting a statistical T-test. The results of this study show the influence of expected variables in the performance of E-Learning (PE) technology, expectations on the business of using E-Learning (EE) technology, the influence of teachers and students (SI), the condition of school facilities (FC) and the suitability of learning (JF) with the behavioral intention of Muhammadiyah Junior High School students to use E-Learning learning technology by 83.4%. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has rekindled interest in online learning as a desirable substitute. In Saudi Arabia's educational system, technology and online learning are becoming more and more significant. In order to prepare students for the digital age and Saudi Vision 2030, there is an increasing desire for educational institutions to use e-learning. Students and faculty at Saudi institutions now have more opportunities to better grasp the globalized digital age thanks to the integration and acceptance of digital technology into learning and teaching. Therefore, this study aims to analyze and investigate the educational quality, social influence, and TAM Model factors that increase the students' attitude toward using e-learning; thus, it affects students' satisfaction and academic performance. The study was conducted at two universities in Saudi Arabia. Structural equation modeling (SEM) and route analysis were used to evaluate the research model and analyze data from e-learning users through a questionnaire. The findings revealed that perceived ease of use (PEU) and perceived usefulness (PU) mediate the effects of educational quality (EDQ), social influence (SOI), and perceived enjoyment (PE), which in turn affect students' attitude toward use (ATU), and students' satisfaction with using e-learning systems (SSE). Additionally, the results demonstrated that the mediator factors had favorable "R square (R2)" values for adopting e-learning systems in higher education, with PEU = 0.562, PU = 0.712, ATU = 0.608, and SSE = 0.636. The hypotheses' findings led to the development of a validated instrument to measure students' online learning in Saudi Arabia's higher education. [ABSTRACT FROM AUTHOR]

Summary: A novel model of data similarity estimation and clustering method is proposed in this article to retrieve the relevant data with the best matching in big data processing. An advanced model of graph distance pattern (GDP) method with lexical subgroup (LS) system is used to estimate the similarity between the query data and the entire database. With the help of neural network, the relevancy of feature attributes in the database are predicted and matching index is sorted to provide the recommended data for given query data. This was achieved by using the correlated sim‐neural network (CSNN). This is an enhanced model of neural network technology to find the relevancy based on the correlation factor of feature set. The training process of CSNN classifier is carried by estimating the correlation factor of the attributes of dataset. These are forms as the clusters and paged with proper indexing based on the LS parameter of similarity metric. The results obtained by the proposed system for recall, precision, accuracy, error rate, F‐measure, kappa coefficient, specificity, and MCC are 0.98, 0.98, 0.97, 0.03, 0.99, 0.991, 0.986, and 0.984, respectively. [ABSTRACT FROM AUTHOR]

Adopting technology in this new normal education improved students' engagement and motivation to learn. This paper aimed to investigate the impact of technical support on Technology Acceptance Model to examine Project PAIR (Portable and Accessible Instructional Resources) in the distance learning modality employing Partial Least Squares-Structural Equation Modeling. Applying a convenience sampling technique, the investigation involved 305 senior high school learners from a secondary school in Cagayan, Philippines. Sample sizes were calculated using the inverse square root and gamma-exponential methods. Results showed that technical support directly impacts the perceived ease of use, usefulness, and attitude toward using. The findings also revealed that the perceived ease of use of PAIR has a direct impact on its perceived usefulness and attitude toward use. In contrast, perceived usefulness directly influences the attitude toward using and behavioral intention to use. Likewise, attitude towards using directly impacts the behavioral intention and actual use, while behavioral intention directly influences actual use. This paper concluded that technical support is a reliable external variable of the technology acceptance model. Hence, the application of PAIR for remote learning is strongly recommended for the school and the public. It is also recommended that the schools must ensure that they have provided technical support to ensure the PAIR functioning runs appropriately. Further implications for institutions and future studies are also discussed in this paper. [ABSTRACT FROM AUTHOR]

The successful application of the e-learning system is of great significance to the implementation, management and continuous improvement of blended learning in higher education. Hence, we focused on identifying key factors affecting college students' adoption of the e-learning system in mandatory blended learning environments. In this study, the Unified Technology Acceptance and System Success (UTASS) model was proposed, a method integrating self-reported and system log data was implemented, while the moderator variables of gender and major were considered. Self-reported questionnaires were distributed in the e-learning system-starC and a total of 287 valid questionnaires were collected, meanwhile system log was collected to record students' actual behavior online. Structural equation modeling analysis revealed that system quality (SQ), social influence (SI) and facilitating conditions (FC) have significant positive effects on behavioral intention (BI) whereas information quality (IQ) has none on BI. There is no significant positive relationship among FC, BI and use behavior (UB), and only moderator effect of gender exists. The results suggested that male college students are more susceptible to the impact of system quality and social influence. [ABSTRACT FROM AUTHOR]

Background and Objectives: E-learning as a direct consequence of the integration of technology and training has emerged as a powerful learning media, especially using the Internet technologies. Electronic learning is the use of remote communication technology to provide information for training and learning, which has become a new paradigm for modern education with the development of information and communication technology. The quality of e-learning is dependent on the size or the extent to which technology, interactions, content and services allows the learner and the teacher to work in accordance with their expectations in the learning environment and get satisfaction. Increasing the capabilities of e-learning and the possibility of realizing educational goals in this way depend on considering its various dimensions and aspects and paying attention to the factors influencing the e-learning system. By using the electronic content, a wider spectrum of the students' senses is involved in the teaching-learning process and learning process is deeper and the motivation of the students is higher. The purpose of this study was to investigate the relationship between the quality of school education services and the success of the e-learning systems with the perceived mediating role of satisfaction among the primary school male students in the first region. Methods: The research method of this study is applied in terms of purpose and in terms of the method and nature of the research is a descriptive study of correlation type. The statistical population of the study consisted of approximately 9,000 male students of the fifth and sixth grade of primary school in the first region of Mashhad among whom 369 students were selected as statistical sample size, using Cochran sampling formula. The random sampling method is available. The most important research tool was a questionnaire. The research questionnaire was derived from the research of Al-Ferries and colleagues. The formal and content validity of the questionnaire was examined and its compatibility was confirmed in the research of Al-Ferries and their colleagues. In the research of Al-Ferries and colleagues, the reliability of the questionnaire was obtained, using Cronbach's alpha coefficient of 85%. AMOS and SPSS software were used to analyze descriptive and inferential data. Findings: According to the findings of the research, it can be said that the perceived satisfaction has an indirect and mediating effect on the dimensions of the quality of educational services and the perceived usefulness of the electronic learning system of the students. Moreover, the indirect effect of the perceived satisfaction in the relationship between the quality of the educational services and the application of the students' electronic learning system was approved. Conclusion: The results of the study show that if the quality of school training has a desirable quality from different dimensions and the students can adapt themselves to the e-learning system, they will have a feeling of more perceived usefulness and effectiveness . The more satisfied are the students in various training services that they receive (that is, high-quality technical system, teacher quality being up-to-date and knowledgeable, the quality of comprehensive and accurate information and educational system support), the more they are most likely to use the e-learning system as the user. user more. [ABSTRACT FROM AUTHOR]

The objective of the current study is to examine the role of the event log and elearning system in analysis of learning behavior of learners in Phatthalung Thailand. Data is collected from Phatthalung Thailand by using a survey questionnaire. Respondents of the study are based on the e-learners in Phatthalung Thailand. Area cluster sampling is used in this study for data collection. Finally, the current study used 265 valid responses for data analysis. Data analysis is carried out by using Partial Least Square (PLS) in which measurement model and structural model is used to examine the relationship. Findings of the study show that; the event log has an influential role to promote the e-learning system which further causes to increase learning behavior of e-learners. E-learning systems transfer the positive effect of event log on learning behavior. Thus, the current study has theoretical and practical implications to promote learning behavior through event log and elearning system in Thailand. [ABSTRACT FROM AUTHOR]

One of the most significant changes the information and communication ecology is the internet. It not only allows for real-time contact and engagement across time zones, but it also allows for successful social growth and crisis management, including the promotion of distance learning, particularly during the COVID-19 epidemic and its associated lockdown on educational systems. This disruption of education poses a threat to learning in Nigeria, and the consequences of continuing to close schools and academic programmes might have detrimental consequences for students, parents, and the country. Students can be encouraged to explore their own interests and become active learners during the lockdown by using internet-enabled ICT as a resource. However, this was noticeably absent in Nigeria 's educational system. This paper aims to provide a simple, cost-effective, and alternative pedagogical system for use during and after the epidemic, particularly for open schools and institutions. This study offers an e-learning system based on the use of a computer and Android smartphone apps to help mitigate the detrimental effects of the continued lockdown on the Nigerian pedagogical system, or what this paper refers to as the 'edulockdemic.' The proposed system was developed as a framework based on a comprehensive examination of existing literature, and it is projected to allow institutional managers to monitor school and academic teaching and learning activities in a virtual learning area known as a "CT-learning area." In the conclusion, policy recommendations are made. [ABSTRACT FROM AUTHOR]

Cloud computing has lately been deployed in educational institutions for a range of services and applications by way of virtualization of computing resources such as processors, memory, storage and networking. This paper discusses the use of cloud computing in tutorial group discussions as a teaching pedagogy and its influence in learning. It explores the essentials in tutorial group discussions in class including the preparations, activities, processes, benefits and opportunities. The research utilized a mixed method approach including qualitative and quantitative for data collection, then both action research and agile software development to develop and test the cloud computing based tutorial management system (Tutmas). Results indicated that both students and lecturers appreciated the benefits and usefulness of regular tutorials. Further, both students and lecturers appreciated the role of the cloud based Tutmas platform in improving efficiency in the management of tutorials and enhancement of students' learning experiences and academic skills. [ABSTRACT FROM AUTHOR]

This study explores the mechanism through which system quality influences e-learning system acceptance. Precisely, this study aims to examine how perceived usefulness and intention to use serially mediate the impact of system quality on actual use. The data were collected from three public universities in Jordan. Structural equation modeling was employed to examine 336 questionnaires. The findings reveal that system quality significantly affects perceived usefulness and intention to use, perceived usefulness significantly affects intention to use and actual use, where the intention to use significantly affects actual use of the e-learning system as well. Furthermore, the study also confirms that system quality does not affect the e-learning system actual use directly but indirectly and serially through the two acceptance variables, perceived usefulness and intention to use. Thus, this study improves the understanding of student's acceptance and behavior towards the e-learning system in Jordan public universities and the effect of system quality attributes on this relationship. Also, this study set certain directions for the decision-makers and university management in designing their strategies. [ABSTRACT FROM AUTHOR]

Creative thinking and scientific knowledge are essential components of twenty-first-century learning. The aim is to assess the effectiveness of an inquiry-based interdisciplinary course of study, complemented by training that stimulates the development of creative and research skills. The main sample, which provided the most complete data set, consisted of 175 students. Participants filled out a questionnaire created by the authors and presented in Appendix A to get the participants' assessment of the characteristics of the training course. The analysis was carried out using the Atlas.ti software. The study of Pearson's correlation between the variables of the questionnaire, as well as the variables of the questionnaire and the estimates of the 'creative and search process' according to the results of the described analysis was carried out. A significant correlation was revealed between such factors as 'satisfaction with the training course' and 'usefulness of the training course' (r = 0.85), 'usefulness of the training course' and 'research process' (r = 0.72), 'satisfaction with the training course' and 'creative process' (r = 0.62). The research results can be implemented in colleges and universities to create specialised training courses or training elements in order to increase creativity and improve the scientific thinking of students with usage of electronic educational environment. [ABSTRACT FROM AUTHOR]

E-learning was mandated for all the higher education institutions (HEI) in the United Arab Emirates (UAE) to encounter the pandemic and practice social distancing in year 2020. This led education institutions to shift from face-to-face traditional classroom settings to online education channels for delivering education to their students despite being less familiar with the real-time remote learning. The current study attempts to measure the success of e-learning systems adopted by the HEIs in UAE. An e-learning system success measuring the framework based on DeLone and McLean (J Manage Inf Syst 19(4):9–30, 2003) was developed including the measures of quality, system use, perceptual benefits and future outcomes from students' perspective. A survey was conducted from more than 1200 students studying at different higher education institutions of the UAE region. The findings have implications for educators and policy-makers recommending the success factors of e-learning delivery channels in this region. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Association of Arab Universities for Higher Education Research is the property of Journal of the Association of Arab Universities for Higher Education Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Association of Arab Universities for Higher Education Research is the property of Journal of the Association of Arab Universities for Higher Education Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Al-Balqa Journal for Research & Studies is the property of Al-Ahliyya Amman University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Despite the advantages of applying e learning, a few higher education organizations do not apply e-learning comprehensively and still there exist very few researches, which provide an integrated and effective structure for the acceptance of applying e-learning methods in the Jordanian universities. Hence, it is important to comprehend the factors, which affect the acceptance of e-learning in such universities based on the evaluation of the e-learning experience at Al-Zaytoonah University of Jordan from the viewpoint of student satisfaction during a full academic year by performing online survey. The study includes many contributions represented by identifying the strengths and weaknesses in the E-learning system after it was updated a year before the implementation of the study, as the new updates included adding more interactive content with students such as; voice and video chat, file and screen sharing, broadcasting lectures or classes, and interactive games. It was necessary to measure student satisfaction with the new changes as well as providing this experience to other educational institutions, it could be an inspirational start that opening new ways for them to develop the mechanisms of e-learning education, which has become one of the most important educational methods adopted in the present and the future, in addition, this study carried out at in the Middle East region, which considered relatively recent in the use of e-learning, and this is a clear guiding instrument for future studies based on different methods, which are related to an effective planning, implementation and development of e-learning. [ABSTRACT FROM AUTHOR]

Modern learning techniques require technologies to be embedded within the process. The assessment strategy of testing students has been developed through the past few decades and have presented online computer-based examination systems as a replacement for the conventional paper-based testing. However, a major challenge that is still faced by those examination systems is that there is no any guarantee that students sitting adjacently will have different questions or forms, and the questions of exams' form are not duplicated for any adjacent students within a lab. In fact, this can influence the reliability pertaining to the online examination systems. Consequently, a new algorithm is proposed in this paper for an online examination system that is capable of effectively generating several exam forms with minimal similarity for the constitutional questions, and that guarantees that two adjacent student's terminals will not have the same forms. Further, the paper provides an explanation for the proposed algorithm and provides a real-life case for the implementation pertaining to the produced algorithm in a conducted experiment. It is found to be proven from the obtained results that the implementation, which is related to the produced form generation algorithm within this research reveals an evidence that is in line with the research assumptions in which an online system's assessment reliability can be improved based on eliminating adjacent locations of a form similarity. [ABSTRACT FROM AUTHOR]

E-learning systems have played an important role in the education field and have been widely employed in many educational institutions. Although the need to evaluate the quality of e-learning systems is emerging, there is currently no appropriate evaluation method due to the complicated correlations between quality attributes. This study develops a quality evaluation model that calculates the priority weights of each quality attribute while accounting for their correlations and evaluates the overall quality of a learning system with numerical results. First, the study constructs a quality attribute network that reflects the correlations between 4 main quality clusters and 19 sub-attributes. Second, it calculates the priority weights of the attributes using the Analytic Network Process (ANP). Finally, using the quality network and weights, this study evaluates three types of e-learning systems employed by Kyunghee Cyber University. The results indicate that the proposed evaluation method provides a mechanism for objectively analyzing and comparing the qualities of various kinds of learning systems and suggests guidelines for constructors and managers of learning systems. [ABSTRACT FROM AUTHOR]

Electronic learning systems have received increasing attention because they are easily accessible to many students and are capable of personalizing the learning environment in response to students' learning needs. To that end, using fast and flexible algorithms that keep track of the students' ability change in real time is desirable. Recently, the Elo rating system (ERS) has been applied and studied in both research and practical settings (Brinkhuis & Maris, 2009; Klinkenberg, Straatemeier, & van der Maas in Computers & Education, 57, 1813–1824, 2011). However, such adaptive algorithms face the cold-start problem, defined as the problem that the system does not know a new student's ability level at the beginning of the learning stage. The cold-start problem may also occur when a student leaves the e-learning system for a while and returns (i.e., a between-session period). Because external effects could influence the student's ability level during the period, there is again much uncertainty about ability level. To address these practical concerns, in this study we propose alternative approaches to cold-start issues in the context of the e-learning environment. Particularly, we propose making the ERS more efficient by using an explanatory item response theory modeling to estimate students' ability levels on the basis of their background information and past trajectories of learning. A simulation study was conducted under various conditions, and the results showed that the proposed approach substantially reduces ability estimation errors. We illustrate the approach using real data from a popular learning platform. [ABSTRACT FROM AUTHOR]

The purpose of this study was to conceptually replicate the model proposed by Bhatnagar, Madden, and Levy (2016) in a new context of e-learning systems usage and to examine the underlying resistance, misuse, and computer selfefficacy constructs that may contribute to instructors' usage of e-learning systems in Saudi Arabia. For this study, the original instrument was adapted, the Institutional Review Board (IRB) approval was obtained, data from 187 instructors that use e-learning systems were collected, and the model was analyzed using the Partial Least Squares (PLS). This study demonstrates higher overall model predictability than the original model and has stronger relationships between the constructs. The results show that computer self-efficacy and resistance to use the system contribute significantly to system usage, which are contrary to the original study's results that were in the context of secured medical teleconferencing. Additionally, computer self-efficacy appears to demonstrate a significant positive impact on ethical severity of misusing the systems, which is also a contrary to the original study's results. The results of this study indicate that context matters in IS usage, especially when there is a difference between IS used for exchange of private and personal information like medical teleconferencing, compared with an IS used as a productivity tool. However, both studies indicate that the ethical severity of misusing the systems has no significant impact on system usage, which may suggest that such relationship may be mediated by another construct and may call for further research. Discussions and conclusions are provided. [ABSTRACT FROM AUTHOR]

This study examines and measures the enhancement of intrinsic motivation in learners who have been part of the e-Learning system (www.englishbuddy.kr) for elementary-level English learning, developed based on the systematic application of the motivation theory as dictated by ‘interest’ and ‘self-determination’ and put into practice at 3,100 private tutoring institutions. According to the survey conducted on 328 learners in the e-Learning system inspired by the motivation theory and on 150 learners in other English programs, the former was found to have stimulated ‘interest’ and satisfied ‘psychological desire’ in the learners, leading to the development of ’specific strategies to motivate learners.’ The study has clearly identified how learners are better motivated in the e-Learning environment, demonstrating its contributions to advancing e-Learning, building a practical e-Learning system based on a systematic motivation theory defined by ‘interest’ and ‘self-determination,’ and applying the system to some 16,000 learners at 3,100 private tutoring institutions. [ABSTRACT FROM AUTHOR]

In Japanese higher educational institutions as in universities, many studies and practices on e-learning have been reported, but the state of trial and errors are still continuing. Thus, we consider an e-learning system incorporating not only with learner's consciousness but also with their learning style. Our proposing system is consistent of three individual parts and one integration phase. The first part is composed of tools, methods, and facilities used to provide the e-learning environment. The second part is composed of review of theoretical or practical works on learning styles. The third part is composed of learner's consciousness factors on information security which we have studied so far. In the integration phase, the components of e-learning discussed in the first part are evaluated from learning style related psychological aspects. In this paper, we propose a trial version of e-learning system which includes several types of content with proper links to information security factors and to learning styles. [ABSTRACT FROM AUTHOR]

The objective of this paper is to investigate the scope of OWL-DL ontologies in generating multiple choice questions (MCQs) that can be employed for conducting large scale assessments, and to conduct a detailed study on the effectiveness of the generated assessment items, using principles in the Item Response Theory (IRT). The details of a prototype system called Automatic Test Generation (ATG) system and its extended version called Extended- ATG system are elaborated. The ATG system (the initial system) was useful in generating multiple choice question-sets of required sizes from a given formal ontology. It works by employing a set of heuristics for selecting only those questions which are required for conducting a domain related assessment. We enhance this system with new features such as finding the difficulty values of generated MCQs and controlling the overall difficulty-level of question-sets, to form Extended-ATG system (the new system). This paper discusses the novel methods adopted to address these new features. That is, a method to determine the difficulty-level of a question-stem and an algorithm to control the difficulty of a question-set. While the ATG system uses at most two predicates for generating the stems of MCQs, the E-ATG system has no such limitations and employs several interesting predicate based patterns for stem generation. These predicate patterns are obtained from a detailed empirical study of large realworld question-sets. In addition, the new system also incorporates a specific non-pattern based approach which makes use of aggregation-like operations, to generate questions that involve superlatives (e.g., highest mountain, largest river etc.). We studied the feasibility and usefulness of the proposed methods by generating MCQs from several ontologies available online. The effectiveness of the suggested question selection heuristics is studied by comparing the resulting questions with those questions which were prepared by domain experts. It is found that the difficulty-scores of questions computed by the proposed system are highly correlated with their actual difficulty-scores determined with the help of IRT applied to data from classroom experiments. Our results show that the E-ATG system can generate domain specific question-sets which are close to the human generated ones (in terms of their semantic similarity). Also, the system can be potentially used for controlling the overall difficulty-level of the automatically generated question-sets for achieving specific pedagogical goals. However, our next challenge is to conduct a large-scale experiment under real-world conditions to study the psychometric characteristics (such as reliability and validity) of the automatically generated question items. [ABSTRACT FROM AUTHOR]

Defining, measuring, and achieving quality of e-learning systems are not an easy task. Accordingly, one of the most essential goals for the higher educational institutes is how to reach a high and satisfied level of quality in their learning systems. Achieving such level needs adequate and continuous improvements for the whole e-learning environment elements. Therefore, we aim in our work to construct a unified framework for total quality management system (TQMS) that attempt to satisfy the quality requirements, needs, and standards. The objective of this paper is to present a quality control model for e-learning system that adopts the e-learning platform according to the on-line determination of both user's requirements and global standards. This paper proposed software architecture of quality Management framework for e-learning that could be adopted by different higher education institutes to control the quality of the e-learning process, and assure the quality of the e-learning process outcome. The proposed framework is based on a tri-dimensions quality model. The three dimensions are set of quality requirements for e-learning environment represented in Quality Assurance (QA) policies that will be formalized by using policy based approach, the specifications of e-learning platform that provide learning and teaching activities, and quality control process loop. The architecture for monitor and ensure quality control of the QA policies for e-learning system will deliver the whole learning services in an optimal way. It is also flexible and can be implemented over any e-learning system. [ABSTRACT FROM AUTHOR]

The guarantee of delivering the service from the service provider is a vital requirement for the Cloud's users. This guarantee can be achieved through the Service Level Agreement, which is a contract between the user and the provider. In this paper, an SLA document is defined for an E-learning system called "go learn cloud system - glcs" to clarify the rights, terms and conditions for the users and providers. The SLA in this system has two types; a document between the Cloud service provider and the coordinator of the E-learning system, and a document between the students and the instructor from a side and the coordinator from the other side. On the other hand, this paper presents how the coordinator of the E-Learning systemscan take hisdecision for choosing the suitable Cloud Computing platform that can serve the system's user with minimum cost. [ABSTRACT FROM AUTHOR]