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The study aimed to investigate the impact of the COVID-19 pandemic on primary education in Cyprus and to discern the implications for the post-pandemic era, specifically focusing on the Emergency Remote Learning (ERL) experiences and reflections of upper primary students (ages 9-12). Grounded in socio-constructivist learning theory, which emphasizes the importance of active student engagement and social interaction in the learning process, the research explored the challenges students faced during the rapid shift to remote education. A mixed-methods design was employed, using an in-depth online survey that incorporated both quantitative and qualitative questions. Data were collected from a sample of 204 students selected through non-probability, convenience sampling. The analysis revealed that students experienced several challenges, including technology constraints, lack of interaction, and difficulty maintaining concentration, which are consistent with global findings on K-12 ERL. Among demographic factors, the type of school attended (public vs. private) had a significant influence on most aspects of students' ERL experience. Private school students reported more favourable conditions than their public school counterparts, which facilitated a smoother shift to both asynchronous and synchronous ERL, resulting in a more positive overall ERL experience. Regardless of the type of school attended, students overwhelmingly expressed a strong preference for face-to-face learning. Comparisons with other studies conducted in Cyprus during the same period involving older student age cohorts suggest significant age-related differences. The young students in our study encountered greater challenges during the transition to ERL, which can be attributed to their heightened need for scaffolding and external regulation to learn in the virtual space, as well as the higher importance they attached to the social aspects of school life taken away by ERL. Despite their largely negative experiences with ERL, a high proportion of the children advocated integrating the e-learning tools and technologies they got acquainted with during ERL into the normal context of schooling. These findings underscore the importance of further research into effective instructional strategies tailored to young learners in both online and blended learning settings. They also highlight the potential benefits of incorporating e-learning tools into conventional classrooms to enhance the teaching and learning process. [ABSTRACT FROM AUTHOR]

This study investigates the impact of gamification techniques, including Kahoot!, Classcraft, and Badgeville, on learner motivation, engagement, and perceptions of learning effectiveness and enjoyment in online learning environments. Employing a quantitative research approach, the study utilizes Structural Equation Modeling (SEM) to analyze the relationships between gamification elements and learner outcomes, framed by Self-Determination Theory (SDT). Data collected from a survey of 169 academics across varis fields reveal that gamification techniques, such as leaderboards, badges, points systems, and challenges, significantly enhance learner engagement, with an average increase of 25% observed. Rewards, incentives, and competitive challenges boost both intrinsic and extrinsic motivation, leading to a 30% improvement in learner performance. Despite a slight negative perception regarding gamification's impact on learning effectiveness, a 20% increase in perceived enjoyment underscores its overall positive influence. Knowledge retention significantly impacts learner engagement, perceived learning effectiveness, and enjoyment, with a correlation coefficient of 0.65 between retention rates and engagement levels. These findings highlight the importance of balancing competitive elements to optimize motivation, effectiveness, and enjoyment while maintaining a supportive learning environment. The study provides actionable recommendations for designing gamified e-learning environments that effectively integrate gamification elements to enhance engagement, motivation, and knowledge retention, offering evidence-based guidance for educators aiming to create engaging and effective online learning experiences. [ABSTRACT FROM AUTHOR]

The application of the concept of flow in the context of the e-learning environment has widespread benefits. Creating a sense of flow can result in a positive learner experience and continuance in the e-learning environment. However, in the past two decades, applying the flow concept in analysing continuance intention in an e-learning context has been vague and complicated due to the broad nature and learners' behaviour. This includes the lack of certainty in operationalising the flow framework, theories, multitude of methods, or delivery settings. More specifically, uncertainty persists regarding the association between flow experience and continuance in e-learning. Hence, we intend to systematically review, synthesise and appraise the literature on the operationalisation of flow experience, methods used to study the flow concept, and the relationship between flow experience and continuance intention. We reported this systematic review according to the guidance of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Electronic database searches on Scopus, Web of Science, JSTOR, and manual searches yielded 913 potential papers. Overall, n=20 peer-reviewed articles published between 2000 and 2021 satisfying the eligibility criteria were included. The synthesis identified that all the studies applied quantitative research design to examine the relationship between flow experience and continuance intention. While evidence also accumulated that no included studies have conceptualised flow experience considering all the nine dimensions, the lack of certainty in operationalising the flow framework applied in e-learning invites the attention of the researchers to validate the dimensions. Finally, most studies in the review exhibited a significant relationship between flow experience and continuance intention. The study provides a comprehensive synthesis and an in-depth analysis of the body of knowledge produced in the area of flow experience and continuance in the e-learning context, as it helps in providing implications for online marketers, learners, and academic institutions. The approach incorporated for synthesising evidence in this study lays a rigorous benchmark for conducting systematic reviews. This research study will be an asset for researchers and methodologists undertaking systematic reviews in e-learning. [ABSTRACT FROM AUTHOR]

Introduction: Due to the chronic nature of the diabetes, patients who suffer from this disease need education to take care of themselves and increase self-care. Therefore, the present study was conducted with the aim of comparing the effect of e-learning and teach-back methods on the performance of diabetic patients. Methods: In this study, 144 patients with type 2 diabetes were selected based on purposive sampling. Considering the inclusion and exclusion criteria, the subjects were divided into two groups of intervention (n = 48) and control (n = 48) by simple randomization. The two intervention groups included the e-learning group whose subjects were trained by entering the training site for three months and the teach-back group whose subjects were trained during four 60-minute sessions for three months. The control group was followed up according to routine care. Before and one month after the intervention, data were collected using self-care questionnaires in the areas of knowledge and performance based on interviews and blood glucose tests and self-reporting. The data were analyzed using SPSS 21 and statistical tests of ANOVA, independent t and Pearson's correlation coefficient. Results: The results showed that both e-learning (P = 0.001) and teach-back training (P = 0.008) methods were associated with a significant increase in self-care compared to before the intervention, but only in the teach-back group, this increase was significant compared to control group(P = 0.002) and the training methods showed no significant effect on blood sugar level and BMI of the patients (P > 0.05). Conclusion: The results of the present study showed that both electronic and teach-back training methods have been effective on the level of self-care of diabetic patients. However, the teach-back method had a greater impact on the level of self-care. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic forced universities into emergency remote learning. For universities situated in a country where internet connectivity prices are high, network coverage is low, and most students live in rural areas, this presented a unique set of problems. One of the issues is that traditional orientations were face-to-face for first-time entering students (FTENs) at universities, and they had to be moved online due to lockdown restrictions and the desire to save the academic year. For the university concerned, this presented challenges in accessing students due to their low digital literacy skills and infrastructure limitations. The study employed a quantitative exploratory research approach to assess whether WhatsApp, a low-cost communication tool offering features like affordable data bundles, group creation, and accessibility, could facilitate student engagement and support during the COVID-19 lockdown at a rural university campus. The aim was to investigate if utilizing WhatsApp could foster a sense of belonging among students, potentially mitigating dropout rates and preventing students from falling behind. The hypothesis posited a positive correlation between using WhatsApp for academic support and student retention, ultimately leading to enhanced success rates. The study used the 'Academic Dropout Wheel, a theoretical framework developed by Naaman (2021), which identifies key factors contributing to academic dropout and provides strategies for intervention. The results of a quantitative questionnaire on 181 of the 2022 cohort of FTENS at the campus revealed that students felt more at ease, had a feeling of belonging and ownership of the university, and knew where to ask for help through the effective use of WhatsApp. This paper concludes that if professionally managed, WhatsApp can be an effective tool to facilitate continued adjustment and integration of FTENs into the university. [ABSTRACT FROM AUTHOR]

The development of green technology (GT) and green innovation (GI) in green management practices (GMP) is an important key in today's digital and sustainable era. This article discusses how e-learning (EL) acts as an antecedent variable in strengthening green innovation (GI) and the application of green technology (GT) to green management practices(GMP). This study analyzes whether e-learning influences green management practices by mediating green technology and green innovation. This study uses cross-sectional data that collects population data at one point to analyze the prevalence of variables or relationships between variables in the sample. The population consisted of lecturers in higher education in Indonesia. The results show that e-learning influences green innovation, technology, and management practices. Similarly, green innovation and green technology significantly affect green management practices. It is also firmly established that green innovation and technology are effective mediator variables for e-learning and green management practices. Therefore, green management practices in universities cannot ignore the important role of e-learning, investing in green innovation and green technology to support the achievement of sustainable education. [ABSTRACT FROM AUTHOR]

The study aimed to explore the repercussions of cyberbullying on students on educational platforms. This descriptive study depends on a social survey for a sample of male and female students in their high school. The sample is 824 people, and data was collected through a questionnaire. The paper studies the repercussions of cyberbullying on students and the educational atmosphere. The study's outcome is that most of the sample's participants agree on these repercussions on both, students and the educational atmosphere. The study recommended holding conferences, webinars, and workshops, handling the repercussions of cyberbullying and regulations for bullies on educational platforms to deter this cyberbullying, to raise awareness among students. [ABSTRACT FROM AUTHOR]

The evaluation of quality in education has gained greater relevance, especially after the COVID-19 pandemic, which enhanced virtual learning and further highlighted the need for inclusive, equitable, and quality education in line with SDG 4. It has become indispensable to have evaluation models and tools supported by empirical validation to ensure their applicability and reliability in diverse educational contexts. This study addresses this need by validating a self-assessment guide designed to evaluate the quality of virtual education from an accessibility perspective. The validation process involved three phases: a preliminary phase with 4 experts to identify areas for improvement in the structure, clarity, and relevance of the content; an extended phase with 20 experts to evaluate reliability and validity; and a pilot study implemented in four higher-education institutions to verify the guide's applicability in real environments. Reliability and validity were assessed using standard psychometric techniques, confirming high internal consistency and content validity, although some areas required clarity adjustments. The findings indicate that this guide can serve as a robust tool for institutions aiming to advance accessible and high-quality virtual education, directly supporting SDG 4's commitment to inclusive education. [ABSTRACT FROM AUTHOR]

The integration of digital competences into higher education is essential for the promotion of effective and sustainable teaching and learning environments. The aim of this study was to develop and validate the Digital Competence Scale for University Teachers (DCS-UT), an instrument to assess key digital competences of teachers. The development of the scale involved the creation of items based on an extensive literature review, followed by rigorous testing for content and face validity. The psychometric properties of the scale were assessed using data from 411 university teachers, with confirmatory factor analysis (CFA) and structural equation modelling (SEM) to examine the underlying structure of the scale. Reliability was assessed using Cronbach's alpha, which confirmed the internal consistency of the instrument (0.974). The analysis revealed a robust four-factor structure: digital literacy, digital skills, digital interaction, and technology integration, which together explained 70.284% of the variance. These findings underscore the value of the DCS-UT as a tool to promote sustainable teaching practises by assessing digital competences. By equipping teachers with essential digital competences, the scale supports the long-term adaptability and effectiveness of higher education institutions in an increasingly digital field. [ABSTRACT FROM AUTHOR]

Machine learning (ML) methods are among the most promising technologies with wide-ranging research opportunities, particularly in the field of education, where they can be used to enhance student learning outcomes. This study explores the potential of machine learning algorithms to build and train models using log data from the "3D Modeling" e-course on the Moodle platform at TTK University of Applied Sciences, Tallinn, Estonia. By predicting trends, identifying patterns, and optimizing resource allocation, machine learning can improve the efficiency of e-learning and provide students with tailored recommendations for acquiring relevant knowledge and skills. The results of the study show that machine learning algorithms can be used to process the available e-course log data, using the clickstream of e-course resources and for their automated processing. The results suggest potential applications in personalized course recommendations, prediction and dropout prevention strategies, resulting in a more effective and personalized educational experience. Future research will focus on improving models of available registration data, exploring and using advanced machine learning techniques to improve the accuracy and usefulness of predictions, and providing faster recommendations to help students navigate their studies more effectively. [ABSTRACT FROM AUTHOR]

Teachers' professional learning often includes online components. This study examined how a case of 37 teachers utilized a specific online asynchronous professional learning platform designed to support teachers' growth in learning to teach statistics and data science in secondary schools in the United States. The platform's features and learning materials were designed based on effective online learning designs, supports for self-guided learning, and research on the teaching and learning of statistics and data science. We paid particular attention to the features we designed into the platform to support self-regulation and personalizing the experiences to meet their preferred learning goals such as allowing for free choice of learning materials, flexibility of when and how long to engage, providing personal recommendations based on user input, internal systems to track progress, and generating certificates of completion. In this study, we used a case study with both quantitative and qualitative data to examine whether teachers had gains in meeting learning goals related to their development in teaching statistics and data science, had sustained engagement, and found the features for personalization supportive for their learning. Results showed, overall, positive growth towards meeting learning goals and making small changes towards improved classroom practice. Most teachers were generally engaged in sustained ways across the study period, though we found six different patterns of completion that highlight ways in which teachers' goal-directed and self-regulated learning occurred within the busy schedules of educators. Several personalized features, especially the recommendations and tracking system, were highly utilized and perceived as supportive of teachers' learning. [ABSTRACT FROM AUTHOR]

In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement and attendance, focusing on their effectiveness in higher education. A descriptive approach was applied, selecting three MOOC as the empirical field, combining quantitative data from participation logs and qualitative feedback from student surveys. The key characteristics, the challenges, and the effectiveness of educational resources were evaluated, particularly concerning student interaction and perceptions of course quality. The pedagogical analysis highlighted both successful strategies and areas for improvement. The findings offer valuable insights into the influence of MOOC on students and the institution, contributing to the broader understanding of Portugal's educational landscape. This study also proposes a framework for enhancing MOOC strategies in higher education globally, considering the potential of technological innovations in the 21st century. [ABSTRACT FROM AUTHOR]

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Background: The COVID-19 pandemic has created a great challenge for educational systems worldwide. During this time, educational centers have been encouraged to use e-learning programs to protect the population against infection. Online teaching has the greatest effect on the process of teaching-learning for certain topics, including professional behavior and commitment, which has prompted educational systems to use creative strategies for a greater effect on learners. The present study aims to determine the effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic. Methods: This study was conducted using a quasi-experimental design with a control group. The statistical population comprised second-semester nursing students in a first-rank nursing school in north western Iran. The samples were selected using simple random sampling and were divided into experimental (n = 40) and control (n = 40) groups. In the first stage of teaching, the conventional training method of the COVID-19 pandemic was used in both groups. In the second stage of teaching, an in-person workshop was organized for the control group and an e-learning workshop using educational multimedia for the experimental group. Data were collected by a tool with three parts: Demographic information, the Nursing Dilemma Test (NDT) by Crisham based on the Nurse Principled Thinking, and the Nursing Students Professional Behaviors Scale (NSPBS) designed by Goz. Data were analyzed in SPSS 25 software. Results: There was a statistically significant increase in the post-test mean score of professionalism (125.70 ± 6.20 vs. 120.95 ± 9.28) and ethical decision-making (46.17 ± 3.81 vs. 44.02 ± 3.21) in the experimental group compared to the control group (P < 0.05). Conclusion: The learning environment affects learning, and e-learning using educational multimedia has a greater impact than in-person workshops on improved learning outcomes with regard to ethical decision-making and professionalism. [ABSTRACT FROM AUTHOR]

This study investigates user satisfaction with e-learning systems in higher education institutions, examining the perspectives of students, lecturers, and elearning officers and heads of the department of Information Technology as key informants. A total of 375 student respondents from Diploma, Bachelor, and Masters levels, 51 lecturers, and 15 key informants across different Ugandan institutions of higher learning participated in the study, providing insights into platform usage, system usability, stability, and support mechanisms. Rigorous analysis techniques, including means, correlation coefficient calculations, were employed to explore factors influencing satisfaction. Findings revealed positive correlations between satisfaction and variables such as ease of use, ease of access, system reliability, system stability, and prompt response to queries, among others. Recommendations include improving system stability, enhancing response time to queries, providing ongoing training, addressing connectivity issues, and developing customized mobile applications. The study highlights the need for institutions to optimize e-learning experiences by leveraging feedback from users and implementing targeted interventions. [ABSTRACT FROM AUTHOR]

With the rapid advancement of artificial intelligence technologies, the integration of AI concepts into educational curricula represents an increasingly important issue. This paper presents a comparative analysis of four AI large language models, ChatGPT (now GPT-4o), Bard (now Gemini), Copilot, and Auto-GPT, in the last year, progressing from the previous into the newer versions, thus also revealing the progress over time. Tasks were selected from the Valence project, which aims to advance machine learning in high school education with material designed by human experts. The four LLMs were assessed across 13 topics, 35 units, and 12 code segments, focusing on their code generation, definition formulation, and textual task capabilities. The results were analyzed using various metrics to conduct a comprehensive evaluation. Each LLM was allowed up to five attempts to produce outputs closely aligned with human-written materials, with experts providing iterative feedback. This study evaluated the effectiveness and accuracy of these LLMs in educational content creation, offering insights into their potential roles in shaping current and future AI-centric education systems. [ABSTRACT FROM AUTHOR]

An important aspect of sustaining higher education is to produce graduates prepared for careers with the expertise and experiences desired by prospective employers. Micro-credentials delivered by higher education can confirm the students' mastery of demanded skills and knowledge. The use of micro-credentials as an e-learning technology supports sustainability in higher education by reinforcing students' employability. With hundreds of thousands of these credentials available in the United States, it is predictable that not all are equal. We explored the perceived value of micro-credentials reported by students and employers. Clear differences were found, with employers recognizing their value more than students. Additionally, we considered the source of the credential, which is the organization that creates, brands, and sponsors the award. Results demonstrated that employers used the sources for assessing value. We also tested the differences when higher education was the provider of the micro-credential, and institution type (issuer) was relevant to employers' value. Finally, this study distinguished between the academic rigor and integrity of university-delivered micro-credentials associated with earning transcripted course credits and credentials that could be earned without course credits (non-transcripted). Employers valued transcripted micro-credentials more. This study found support for the use of micro-credentials to represent the mastery of skills and knowledge in higher education. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic disrupted economic processes and various facets of daily life, including education, necessitating adjustments to help society adapt to the temporary status quo, with Romanian educational institutions being profoundly affected, and a full transition to online learning was mandated by central authorities in March 2020. The paper's scope is to assess the sustainability of e-learning in Romanian higher education in the aftermath of the COVID-19 outbreak. The study was conducted on bachelor students from three Romanian universities through an online questionnaire with a sample size of 505 valid responses. This study aims to investigate the relationships between information quality (IQ), system quality (SQ), service quality (SEQ), and quality of life (QL) within an integrated model, based on the variables of the technology acceptance model (TAM) and performance models of information systems (IS). Specifically, the research explores how these factors, along with the mediating roles of perceived usefulness (PU) and perceived ease of use (PEOU), influence students' behavioral intention to adopt e-learning systems (BISE) and actual use of them (EUOES) as a sustainable solution for post-pandemic COVID-19 education. Partial least squares structural equation modeling (PLS–SEM) was the selected method for data analysis performed with SmartPLS 4.0 software. The research results demonstrated that PU and PEOU showed a positive correlation relationship and were significantly influenced by IQ, SQ, and QL in the educational setting. The study also revealed that PEOU and PU exerted a positive influence on students' behavioral intention to adopt e-learning systems (BISE) sustainably and on their actual use (EUOES). This study benefits universities and higher education institutions by providing insights into enhancing e-learning platforms and integrating technology effectively, as well as by supporting the formulation of sustainable online learning strategies beyond the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The study aimed to perform a literature review to identify the trends, impacts, and challenges associated with the integration of microlearning and social media. A total of seven academic databases were used as sources for searching: Scopus, Web of Science, ACM, EBSCOhost, PubMed, ProQuest, and IEEE. A combination of keywords related to microlearning and social media was employed during the search process. No specific date limit was imposed, but only materials published in English were considered for inclusion. A total of 2312 articles were identified in the first phase of the search. Sixteen articles were selected during phase two after applying the inclusion and exclusion criteria. The reviewed studies encompassed various fields, including computing, programming, language, nursing, surgery, and radiology. Additionally, multiple social media platforms were identified, such as podcasts, chatbots, Facebook, Instagram, LinkedIn, MP3, TikTok, Twitter, YouTube, and Sina Weibo. The results indicate that the integration of microlearning and social media has the potential to enhance learning outcomes positively. These outcomes include increased learner satisfaction, expanded reach, improved learner engagement, and enhanced learning effectiveness. Additionally, the review highlights that the most significant benefits of combining microlearning with social media are increased reach and enhanced learner engagement. [ABSTRACT FROM AUTHOR]

As global populations age, there is an urgent need to address the unique learning requirements of older adults in the context of e-learning. This study builds upon prior work to investigate the connections between older adults' cognitive profiles, learning preferences, and attitudes toward technology in the United States. Through a survey of 203 U.S. adults aged 55 and above, data were collected on participant demographics, learning preferences, and attitudes towards technology. The results reveal a tech-savvy sample that is most comfortable with everyday applications and favors practical, visual learning approaches. Key findings include high levels of internet and smartphone adoption, varying confidence levels across different mobile applications, and strong preferences for step-by-step instructions, examples, and graphics in e-learning modules. This mixed-method study serves as a foundation for future research aimed at increasing the adoption and effectiveness of e-learning among older adults in the U.S. and globally, ultimately contributing to the overall quality of life and support for active-aging initiatives. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine research on school dropout in open and distance education in the Web of Science (WoS) database using bibliometric analysis and to reveal trends in this area. In line with this goal, a total of 1,615 studies published between 1980 and 2022 were identified in the Web of Science (WoS) indexes. Descriptive and evaluative bibliometric methods were employed in the analysis of these publications, and the results were visualized using VOSviewer software. According to the research findings, studies on school dropout in open and distance education intensified in 2019. The analysis revealed that E.T. Pascarella is the most cited author, and F.D. Pereira has the highest co-authorship network. An examination based on institutions showed that the Universitat Autònoma de Barcelona has the highest number of publications, while the University of Michigan ranks first in terms of citation numbers. Furthermore, in terms of publication productivity and citation numbers, the United States is ranked first, followed by Spain. Looking at the keywords used in articles on the topic, early studies emphasized concepts such as "distance education", "student retention", "attrition", "student success", "social integration", "academic integration", "survival analysis", "education policy", "graduation", and "financial aids". In subsequent years, these were replaced by terms such as "learning analytics", "educational data mining", "systematic review", "engagement", "drop prediction", "decision tree", "student performance", "gamification", "massive open online course-MOOC", and "artificial intelligence". In this context, discussions were conducted within the framework of the literature, and various recommendations were provided based on the obtained findings. [ABSTRACT FROM AUTHOR]

This study examined the integration of artificial intelligence-powered speech recognition technology within early reading assessments in Morocco's Teaching at the Right Level (TaRL) program. The purpose was to evaluate the effectiveness of an automated speech recognition tool compared to traditional paperbased assessments in improving reading skills among 100 Moroccan first to third-graders. The mixedmethod approach combined pre-post standardized reading tests with qualitative feedback. Results showed students receiving the AI-enabled speech recognition assessments demonstrated significant gains in reading achievement compared to peers assessed via traditional methods. Qualitative findings revealed benefits of instant feedback and enhanced engagement provided by the speech recognition tool. This study contributes timely empirical evidence on adopting learning technologies, specifically AI-driven automated speech assessment instruments, to enhance foundational literacy development within under-resourced education systems implementing student-centered pedagogical techniques like TaRL. It provides valuable insights and guidance for integrating innovative speech analysis tools within localized teaching and learning frameworks to strengthen early reading instruction and monitoring. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic presented significant challenges for both students and educators, particularly because of the virtualization of classes and the consequent lack of practical sessions following the closure of laboratories and experimental fields in universities. The absence of interaction among students and practical classes led to a diminished interest in studies, as students found it difficult to connect theoretical knowledge with practical application. This study explores the implementation of a Journal Club (JC) as a collaborative-metacognitive use of the science literature teaching approach (CMSLTA) to enhance theoretical and practical knowledge through the reading and discussion of scientific literature in an e-learning environment. In this approach, students read scientific articles, write essays, and engage in group discussions. The methodology was applied over two consecutive academic semesters in 2021 and 2022 within plant genetics courses. Academic achievement was evaluated through essay assessments, and surveys were conducted at the end of each semester. The results revealed notable progress in student grades throughout the semester, with over 80% of participants endorsing JC implementation and recognizing its relevance to their education. The Journal Club facilitated the integration of theoretical knowledge covered in lectures and equipped students with various digital research tools. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic prompted the transition of all teaching and learning of final-year General Surgery students to an online platform. Despite the utility of online methods, challenges exist such as a sense of impersonal learning, and poor student engagement. Student engagement with course content is important for deep learning. An Online Student Engagement Scale (OSE) and a revised Biggs Two-Factor Study Process Questionnaire (R-SPQ-2F) were used to evaluate student engagement and learning approaches respectively. Methods: A cross-sectional study was conducted in 2021 at a South African university. The OSE and R-SPQ-2F online survey tools were administered to all final-year students (n = 325) enrolled in the surgical online module. Quantitative data was collected, and the data was analysed statistically using R-Statistical computing software. Results are presented in the form of descriptive and inferential statistics. The reliability of the tools was evaluated by Cronbach's alpha. Results: The survey response rate was 35.4 % (115/325). Students were engaged at a high level, and the median (IQR) scores of the OSE tool were 71.0 (63.0–78.0). Overall, students adopted a deep approach (DA) to learning, with median (IQR) scores of 34.0 (30.0–39.0) on the R-SPQ-2F tool. There was a moderate positive correlation between the total OSE score and DA (0.53, p

Abstract Background The healthcare sector is rapidly evolving with the rise of digital technology and data-driven decision-making. However, traditional medical education has yet to fully integrate training on managing health-related information, resulting in a significant skills gap among medical and research professionals. This gap is pronounced in low- and middle-income countries (LMICs), where data privacy concerns and inadequate infrastructure hinder efforts to utilise and share health data. Aims To address this gap, we developed an online, modular course aimed at providing foundational skills on capturing, storing and sharing health data. Methods The course was developed using the ADDIE(Analyze, Design, Develop, Implement, Evaluate) instructional design model. A needs assessment workshop involving 25 global health proffesionals identified key training gaps which informed the curriculum’s development. A multidisciplinary team from six institutions developed the modules. The course was piloted in a face-to-face setting with 37 participants and later adapted for online delivery via the Global Health Network platform. We evaluated the course using Level 1 of Kirkpatrick’s model for training evaluation. Results Six foundational modules were developed: Introduction to Data Management, Data Quality, Data Repositories, Ethics of Data Sharing, Data Governance, and Costing for Data Management. Between December 2020 and April 2024, 6,384 individuals from 90 countries completed the course. Of these, 32% were from Africa, 15% from Asia, 16% from South/Central America and the Caribbean, and 24% from Europe. Summative evaluations, based on voluntary post-module surveys, demonstrated high relevance to participants’ learning needs (96.6%) and strong intentions to apply the skills gained (88.3%). Key motivators for enrollment included the course’s free access, relevance to professional or academic needs, and trust in the organizations and authors behind the content. Conclusions The high enrolment and broad geographical reach demonstrates the potential of online training as a cost-effective tool to equip health practitioners and researchers with data literacy skills. Future evaluations will assess its impact on participants’ knowledge, behavior, and data-sharing and reuse practices.

The present paper approaches, using a Google survey, the main aspects of the usage of the e-learning platform as perceived by teachers of the Faculty of Veterinary Medicine Cluj-Napoca, Romania. Several aspects related to the way they use it, the perceived advantages of the usage of Moodle platform as well as some drawbacks are highlighted. Based on the given responses in a survey administered in early 2024, some causes are indicated along with some possible solutions in the attempt to implement the faculty-wide usage of the LMS Moodle platform. A serious warning signal is addressed to the Management team of the Faculty, as, in accordance to the teachers' responses, it holds the key to changes in the curricular approach in a team effort that requires a strong collaboration among teachers- management and students.

Abstract Background School-based cognitive behavioral therapy (CBT) programs could contribute toward preventing anxiety disorders in children. However, setting aside class time for such programs is difficult. Internet-based CBT (I-CBT) is an efficient way to provide CBT. However, studies on I-CBT for anxiety prevention remain scarce, including I-CBT for school-based universal prevention programs. Therefore, we developed an e-learning version of a school-based anxiety-prevention CBT program, “Journey of the Brave,” which was effective in Japan, to make it more flexible and accessible. This study evaluated its feasibility. Methods We conducted a single-arm study based on 44 parents and children. Children aged 10–12 years took the e-learning program at home. Parents and children responded to a questionnaire three times: before the learning (Pre), after the learning (Post), and three months later (FU: Follow-up). Feasibility was comprehensively evaluated through dropout rates, satisfaction and learning records, and changes in scores on psychological scales assessing anxiety symptoms, emotion-regulation skills, and children’s emotional and behavioral problems. Results Of the 44 children, 42 started the e-learning, and 32 continued it (dropout rate of 23.8%). Furthermore, 83.9% of the children and 96.8% of the parents responded “agree” or “somewhat agree” regarding overall satisfaction. The parent-rated Spence Children’s Anxiety Scale(SCAS) (SCAS-P) showed a significant decrease between Pre and FU (p = 0.014, 95% CI = (-9.22, -0.84)); however, the child-rated SCAS (SCAS-C) reduction was not significant (p = 0.08). The Emotion‑Regulation Skills Questionnaire (ERSQ) also increased significantly between Pre and FU (p = 0.045, 95% CI = (0.18, 18.31)). The Total Difficulties Score of the Strengths and Difficulties Questionnaire(SDQ) decreased significantly from Pre to Post (p = 0.025, 95% CI = (-3.62, -0.19)); however, it was not significantly different between Pre and FU (p = 0.67). Conclusion The e-learning version showed low dropout rates and high satisfaction ratings from parents and children. Moreover, this study did not rule out the possibility that the program reduced children’s anxiety and improved their emotional-regulation skills. Therefore, its potential and feasibility were indicated. Trial registration UMIN, UMIN000049182, Registered 11 October 2022.

Abstract Machine learning (ML) methods are among the most promising technologies with wide-ranging research opportunities, particularly in the field of education, where they can be used to enhance student learning outcomes. This study explores the potential of machine learning algorithms to build and train models using log data from the "3D Modeling" e-course on the Moodle platform at TTK University of Applied Sciences, Tallinn, Estonia. By predicting trends, identifying patterns, and optimizing resource allocation, machine learning can improve the efficiency of e-learning and provide students with tailored recommendations for acquiring relevant knowledge and skills. The results of the study show that machine learning algorithms can be used to process the available e-course log data, using the clickstream of e-course resources and for their automated processing. The results suggest potential applications in personalized course recommendations, prediction and dropout prevention strategies, resulting in a more effective and personalized educational experience. Future research will focus on improving models of available registration data, exploring and using advanced machine learning techniques to improve the accuracy and usefulness of predictions, and providing faster recommendations to help students navigate their studies more effectively.

Background. The article discusses the benefits of online education in the university environment. The demand for e-learning is due to the formation of the intellectual and creative potential of the individual for creative activity in the professional field. Purpose. The purpose of this study is to present the experience of implementation the electronic training course “Foreign Language in Education” for students in the field of training 44.03.05 Pedagogical Education. Materials and methods. The article considers the results of the pilot work on the introduction of the electronic educational course “Foreign Language in Education” into the educational process of the university for students in the field of training 44.03.05 Pedagogical education. The authors present the dynamics of changes in the levels of personal and professional foreign language competence formation of future teachers at various stages of the experiment. This study required the use of a set of complementary research methods: theoretical - study and analysis of pedagogical and scientific-methodical literature; Federal State Educational Standard of Higher Education; generalization, comparison; empirical - study and generalization of pedagogical experience, pedagogical experiment, statistical processing of the experimental results. Results. The pedagogical experiment was conducted in several stages: motivational and familiarization, communicative and productive, professional and reflective. The experiment involved 270 second-year students of the Humanitarian and Pedagogical Institute of Sevastopol State University. Positive dynamics of changes in the levels of f personal and professional foreign language competence formation of future teaching staff in the context of e-learning at various stages of the experiment are observed. The results obtained during the experiment demonstrate a significant increase in the level of formation of personal and professional foreign language competence of future teaching staff of the experimental group.

This study fills a significant vacuum in the literature and offers insightful information, especially pertinent to the Arabic and Gulf areas. In support of the socioeconomic development and diversification initiatives in these areas, it encourages the creation of educational policies and practices that can improve student job chances. Educators and policymakers play a crucial role in implementing these recommendations, ensuring that effective STEM education equips future generations with the knowledge and skills to navigate and secure digital environments, mitigating risks posed by cyber threats. By preparing students to excel in STEM disciplines, they ensure that the future workforce is ready to contribute to and shape a safer, more innovative future. Today's STEM workforce requires continuous education to stay abreast of advancements in STEM fields. Online delivery of STEM courses enables higher education institutions to collaborate effectively with industry partners, minimizing disruptions to productivity. This study aims to evaluate the enhancement of students' STEM knowledge and skills through e-learning platforms using Structural Equation Modeling (SEM). The dataset comprises 212 participants and 15 indicators, analyzed using measurement and structural models. Results indicate significant findings supporting hypotheses: E-Learning (E.L.) improving Student employment opportunities (SEO) (B=0.539, t=8.884, p=0.000) and E.L. improving STEM (B=0.465, t=8.849, p=0.000), validating H1 and H2, respectively. H3 explores how possessing STEM knowledge mediates E-Learning's impact on SEO, revealing a notable indirect relationship (B=0.082, t=2.303, p=0.021). Integrating E-Learning with STEM fosters a robust digital infrastructure, addressing talent shortages and improving human resource management amidst global technological advances. Online STEM courses are increasingly recognized as a viable solution to national STEM challenges, overcoming traditional adoption barriers. Doi: 10.28991/ESJ-2024-SIED1-014 Full Text: PDF

Abstract Background The COVID-19 pandemic has created a great challenge for educational systems worldwide. During this time, educational centers have been encouraged to use e-learning programs to protect the population against infection. Online teaching has the greatest effect on the process of teaching-learning for certain topics, including professional behavior and commitment, which has prompted educational systems to use creative strategies for a greater effect on learners. The present study aims to determine the effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic. Methods This study was conducted using a quasi-experimental design with a control group. The statistical population comprised second-semester nursing students in a first-rank nursing school in north western Iran. The samples were selected using simple random sampling and were divided into experimental (n = 40) and control (n = 40) groups. In the first stage of teaching, the conventional training method of the COVID-19 pandemic was used in both groups. In the second stage of teaching, an in-person workshop was organized for the control group and an e-learning workshop using educational multimedia for the experimental group. Data were collected by a tool with three parts: Demographic information, the Nursing Dilemma Test (NDT) by Crisham based on the Nurse Principled Thinking, and the Nursing Students Professional Behaviors Scale (NSPBS) designed by Goz. Data were analyzed in SPSS 25 software. Results There was a statistically significant increase in the post-test mean score of professionalism (125.70 ± 6.20 vs. 120.95 ± 9.28) and ethical decision-making (46.17 ± 3.81 vs. 44.02 ± 3.21) in the experimental group compared to the control group (P

Abstract This study investigates user satisfaction with e-learning systems in higher education institutions, examining the perspectives of students, lecturers, and elearning officers and heads of the department of Information Technology as key informants. A total of 375 student respondents from Diploma, Bachelor, and Masters levels, 51 lecturers, and 15 key informants across different Ugandan institutions of higher learning participated in the study, providing insights into platform usage, system usability, stability, and support mechanisms. Rigorous analysis techniques, including means, correlation coefficient calculations, were employed to explore factors influencing satisfaction. Findings revealed positive correlations between satisfaction and variables such as ease of use, ease of access, system reliability, system stability, and prompt response to queries, among others. Recommendations include improving system stability, enhancing response time to queries, providing ongoing training, addressing connectivity issues, and developing customized mobile applications. The study highlights the need for institutions to optimize e-learning experiences by leveraging feedback from users and implementing targeted interventions.

In a biostatistics course on clinical trials, one important topic is human research ethics. In this study, an E-Learning module (e-module) was developed to train students in human research ethics. This interactive e-module provides an overview of the ethical perspectives of conducting clinical research, historical events, Nuremberg Code, three principles of the Belmont Report, and eight ethical requirements to conduct clinical research. Students in a clinical trials course were randomized to the e-module or traditional online lecture and then took a knowledge-based quiz and an optional satisfaction survey. Students indicated that they preferred learning from an e-module and would like additional e-modules added to the course. We found students randomized to the e-module did not perform as well on the knowledge-based quiz compared to those assigned to the traditional online format, however, e-module students were not given a copy of the slides. When the study was repeated in a second cohort, and both groups were given a copy of the slides, the two groups performed similarly on the knowledge-based quiz. This indicates that additional resources, such as the slides, are helpful when implementing an e-module as part of a biostatistics course.

Abstract The study aimed to perform a literature review to identify the trends, impacts, and challenges associated with the integration of microlearning and social media. A total of seven academic databases were used as sources for searching: Scopus, Web of Science, ACM, EBSCOhost, PubMed, ProQuest, and IEEE. A combination of keywords related to microlearning and social media was employed during the search process. No specific date limit was imposed, but only materials published in English were considered for inclusion. A total of 2312 articles were identified in the first phase of the search. Sixteen articles were selected during phase two after applying the inclusion and exclusion criteria. The reviewed studies encompassed various fields, including computing, programming, language, nursing, surgery, and radiology. Additionally, multiple social media platforms were identified, such as podcasts, chatbots, Facebook, Instagram, LinkedIn, MP3, TikTok, Twitter, YouTube, and Sina Weibo. The results indicate that the integration of microlearning and social media has the potential to enhance learning outcomes positively. These outcomes include increased learner satisfaction, expanded reach, improved learner engagement, and enhanced learning effectiveness. Additionally, the review highlights that the most significant benefits of combining microlearning with social media are increased reach and enhanced learner engagement.

Integrating Artificial Intelligence (AI) and E-learning platforms has become increasingly prevalent in the rapidly evolving landscape of higher Education. However, amidst this technological advancement, the role of Emotional Intelligence (EI) and its impact on the efficacy of AI-driven educational tools still needs to be explored. This pilot study seeks to elucidate the intricate relationship between Emotional Intelligence, Artificial Intelligence, and E-Learning in Higher Education. Drawing upon a multidisciplinary approach, this study investigates the correlation between students' Emotional Intelligence competencies and their engagement with AI-driven E-Learning platforms. The findings of this pilot study are expected to shed light on several critical aspects. Firstly, it aims to uncover how Emotional Intelligence influences students' receptivity to AI-infused E-Learning environments, potentially elucidating strategies for optimizing user experience and learning outcomes. Moreover, by exploring the reciprocal influence between Emotional Intelligence and AI algorithms, this research endeavors to contribute to the refinement of AI technologies, fostering greater personalization and adaptability in educational settings. Furthermore, this study endeavors to address the ethical implications inherent in the intersection of Emotional Intelligence, Artificial Intelligence, and E-Learning. By elucidating the potential risks and benefits associated with integrating these technologies, it seeks to inform policymakers, educators, and AI developers alike, facilitating the responsible deployment of AI-driven educational tools. Therefore, its innovative methodology and comprehensive approach aspire to pave the way for future research endeavors, ultimately enriching the educational landscape with insights prioritizing technological advancement and human well-being.

Abstract The COVID-19 pandemic presented significant challenges for both students and educators, particularly because of the virtualization of classes and the consequent lack of practical sessions following the closure of laboratories and experimental fields in universities. The absence of interaction among students and practical classes led to a diminished interest in studies, as students found it difficult to connect theoretical knowledge with practical application. This study explores the implementation of a Journal Club (JC) as a collaborative-metacognitive use of the science literature teaching approach (CMSLTA) to enhance theoretical and practical knowledge through the reading and discussion of scientific literature in an e-learning environment. In this approach, students read scientific articles, write essays, and engage in group discussions. The methodology was applied over two consecutive academic semesters in 2021 and 2022 within plant genetics courses. Academic achievement was evaluated through essay assessments, and surveys were conducted at the end of each semester. The results revealed notable progress in student grades throughout the semester, with over 80% of participants endorsing JC implementation and recognizing its relevance to their education. The Journal Club facilitated the integration of theoretical knowledge covered in lectures and equipped students with various digital research tools.

Abstract The purpose of the following paper is to offer an update on the feasibility of using e-learning to sustain medical radiation technology education in light of Sudan’s ongoing crisis. The Sudanese acting Minister of Higher Education and Scientific Research issued a resolution on October 7, 2023, to reopen higher education and scientific research institutes, as well as resume all academic activities at both governmental and private higher education institutions, effective October 15, 2023. Unfortunately, due to infrastructure deficiencies and a lack of appropriate capabilities to resume face-to-face teaching of medical radiation technology in Sudan’s safe states, the majority of universities, including several medical radiation technology colleges, have decided to continue the educational process via e-learning. However, Sudan’s e-learning system, currently the sole means of maintaining medical radiation technology education, suffers from significant flaws. If these challenges persist, students may graduate with a limited theoretical and practical grasp. Furthermore, the implementation of this style of education deprives eligible students, particularly those living in conflict zones, of the educational opportunities they require in light of the increased threat of war continuation.

The present study examines the sustainability of e-learning strategies integrated into higher education, with a particular focus on computer science disciplines. As part of a pedagogical experiment conducted at the Technical University of Moldova (TUM), 259 students were evaluated post-experimentally to analyze the effectiveness and long-term impact of these strategies on academic performance and the development of professional skills. The results demonstrated that the implementation of the e-learning-centered pedagogical model led to significant improvements in students' cognitive, emotional, and behavioral engagement, thus confirming the sustainability and relevance of these instructional methods. The contribution of this study lies in highlighting the academic and scientific value of effectively integrating e-learning strategies into the university educational process, as well as in formulating well-founded recommendations for optimizing e-learning strategies to meet the current demands of higher education.

Background. The COVID-19 pandemic declared on March 11th, 2020, has had a substantial impact on the lives of all over the world. The student population, being one of the most vulnerable and substile ones, was forced to face specific unexpected circumstances for the first time in their lives. Objective. In this paper, the authors explored the reflections of the COVID-19 experience and basic segments of everyday life of university students after the first academic year under pandemic measures and a follow-up year with their subjective perception of to what extent their lives have changed and how they were able to adapt to COVID-19 emergency measures. Design. The field research was conducted among students in two European countries: Slovenia and Serbia. The qualitative semi-structured interviews with students (N=20, 50% male) were executed in June-July 2020 and June-July 2021. Results. The basic segments of students' daily lives underwent significant changes, yet they successfully coped and adapted to the COVID-19 emergency measures. Notably, improvements were observed in study strategies, reducing fear and loneliness. Above all, the primary longing was for social contact and gathering with friends. In their private lives, they were more concerned about opportunities but on the other hand, they gained more free time for various non-academic activities. Finally, sports science students have proven better-coping mechanisms with extraordinary circumstances. Conclusion. This study contributes to a deeper understanding of the changes in the daily lives of students during the first and second waves of the COVID-19 pandemic.

Institute of Hindu Religion (IAHN) Tampung Penyang Palangka Raya has e-learning in an e-campus with complex features. Many e-learning features become ineffective, and make users unable to maximize their use. Therefore, a heuristic evaluation approach from Nielsen's is needed to find out the extent of usability in the e-learning. The heuristic evaluation method is a method used to find usability problems of a product using 10 heuristic evaluation principles. In this research, the assessment was carried out by 4 expert usability evaluators. The calculation of usability heuristic evaluation using severity ratings scale has been done. The results of the assessment based on heuristic evaluation on the IAHN-TP Palangka Raya e-campus application resulted in 24 problem findings. The highest value of the average severity rating (SR) is on the principle of error prevention and as much as 92% of the largest percentage is on the principle of visibility of system status. This research also provides recommendations for design improvements ranging from adding functions, changing appearance, and layout according to the results of the heuristic evaluation. These recommendations can be used as a consideration for the IAHN-TP campus management in improving the application.

Background: The quantity and quality of interaction are critical elements of perceived interactions. This study aimed to summarize findings on the quality of interpersonal interactions in E-Learning at higher education and suggestions that inform future measurement efforts. Method: The scoping review proposed by Arksey and O'Malley (2005) was used. This approach consists of 5 steps: 1) identifying the research question,2) identifying relevant studies,3) study selection, 4) charting the data, and 5) reporting the results. PubMed, Scopus, and Web of Science have searched three databases, including manuscripts in English. The search was conducted from 2000 to July 2021. A PCC (population, concept, and context) was used as eligibility criteria and included the most relevant. The present PCC was defined as a population: university students, context: higher education, and Concept: E-learning and Interpersonal Interactions.Results: This review includes twenty-five articles chosen for inclusion. With the thematic analysis, the results of this scoping review are presented in the form of four themes: interaction in the online environment affects learning outcomes, numerous factors affect the interaction of learners in online settings, online interaction and hidden curriculum, and the importance of forming an online learning community.Conclusion: Findings showed that the quality of interpersonal interactions in e-learning seems to be a neglected link in e-learning. Further studies are needed focusing on the quality of interpersonal interactions in e-learning. It is necessary to develop appropriate tools to measure the quality of interpersonal interactions and further evaluate these interactions at the international level.

The economics of e-learning has gained significant importance in recent years, providing increased accessibility, flexibility, cost-effectiveness, personalized learning, and opportunities for continuous skill development. However, this sector also faces challenges such as technological barriers, maintaining learner engagement and motivation, ensuring quality assurance, addressing concerns around certification and accreditation, and mitigating the sense of isolation and lack of social interaction.As the world becomes increasingly unpredictable and uncertain due to digitalization and globalization, learning and teaching must adapt to this new reality. Traditional instructional methods are insufficient, as they focus on technical knowledge transfer rather than the skills necessary for transformation and reflection. In this era of ecological, economic, and social sustainability, economic thinking and management practices must evolve to address the pressing issues of the 21st century. Universities have a crucial role in revising their teaching concepts to align with these changing economic and social conditions, ensuring that students are equipped with the skills to navigate and shape the future.The book “Economics of E-learning in Iran” explores the economic aspects of the e-learning industry within Iran. It seeks to address the potential and challenges of this sector, providing a comprehensive analysis of how technological advancements and educational demands can be harnessed to foster economic growth and employment. This review introduces “Economics of E-learning in Iran” to a broader audience, particularly those interested in the intersection of technology, education, and economics. It underscores the book's importance in guiding the development of a robust e-learning economy that can generate employment and foster economic growth in Iran. In this review, we analyze the only book available in the country's book market that examines e-learning in Iran from an economic perspective.

The pedagogy aspect of education has been the key factor influencing the effectiveness and quality of e-learning platforms. However, there is a lack of systematic review with an emphasis on the pedagogical aspect when it comes to e-learning in higher education. This research aims to systematically review seven major databases to identify the existing research studies of e-learning models and theoretical frameworks concerning their pedagogical dimension. Our findings reveal that despite the importance of pedagogical models, only a few articles have incorporated models in their e-learning, and theories are more favoured. Constructivism appeared to be the most important among other learning theories when it comes to the successful implementation of pedagogical aspects of e-learning higher education. Furthermore, we found that the objectives of most studies were audience analysis and instructional strategies. Regarding the factors influencing the student-teacher aspect of the pedagogical component of e-learning, we found several factors that are mainly related to the audience analysis and instructional strategies elements of the pedagogical aspects. Based on these findings, we believe that instructional strategies should be based on teaching and learning theories like constructivism, social constructivism or sociocultural. Finally, we list several existing challenges that can be used as future directions for the successful application of e-learning in higher education.

Abstract Background Reliance solely on traditional approaches in health education is no longer considered sufficient, and electronic/digital education can be a complementary approach. Implementing electronic methods in health education requires identifying the requirements from the perspective of the service providers. Therefore, this study aimed to elucidate the experiences and perspectives of community health workers (Behvarzan) regarding the requirements for providing health education for rural people through electronic/digital means. Methods This descriptive qualitative study was conducted in 2022 at Alborz University of Medical Sciences. Data were collected through semi-structured interviews with 14 Behvarzan from Health Houses (HH) in Karaj City. The data were analyzed using the inductive Elo & Kyngas approach and conventional content analysis facilitated with MAXQDA software. Results After analyzing the results, we extracted 139 open codes, and by merging them for more precise coding and to facilitate the research process, we formed three main themes and ten subthemes. The themes included Technology (technical infrastructure, content production, content delivery methods, and content delivery channels), Facilities and equipment (communication equipment and electronic content repositories), and Stakeholders (training of providers, motivating providers, persuading learners and target groups, and reference groups). Conclusion From the perspective of rural healthcare workers, the implementation of electronic education requires necessary technology, equipment, facilities, processes, and content should be pursued and provided through specialized working groups, extending from the Ministry of Health and Medical Education to local HHs. These resources should be available to the healthcare workers and their target populations. Concurrently, educational programs and incentives should be defined and offered at the university level and within health networks for rural healthcare workers and their populations.

Introduction. Implementation of e-learning has transformed the education system, expanding access to knowledge and providing flexibility in learning for both students and teachers. Application of information technologies in the education system allows to improve the learning process by introducing novel methods and approaches not only to teaching but also to knowledge assessment. However, along with the growing popularity of e-learning, new challenges arise. Among them the problem of objective evaluation of students' achievements—one of the key components of learning— is particularly significant. In an e-learning environment, evaluation becomes more challenging due to the lack of physical contact and limited access to informal communication. Therefore, it is necessary to develop and apply effective evaluation methods that would ensure objectivity, reliability, and adaptability to special features of e-learning. Evaluation using fuzzy sets enables the teacher to account for uncertainty in numerical grades and to reduce their subjective influence. Of particular importance are methods based on type-2 fuzzy sets, including perceptual computing. They enable both verbal evaluation of works and aggregation of various verbal and numerical assessments to determine the final grade. Objective. To formalize a model of quiz in e-learning systems, to develop a perceptual computing based evaluation method, which will enhance the objectivity and flexibility of the evaluation process. Results. Existing fuzzy set based evaluation methods in e-learning systems are reviewed. A graph model of a quiz is proposed, consisting of problems, knowledge units, and chunks connected by arcs loaded verbally. A method is described for calculating an aggregate grade using linguistically weighted average. Conclusions. The proposed method for quiz evaluation in e-learning systems, based on perceptual computing, allows to reduce the impact of the human factor and subjectivity. In particular, verbal evaluation of open-ended questions and processing of such grades using perceptual computing based on type-2 fuzzy sets lead to objective evaluation and have significant potential for enhancing the efficiency of e-learning.

Abstract Digital learning environments provide opportunities to support learning in higher education. However, it is yet unclear why and how learners use these opportunities. We propose that learners’ achievement goals and their beliefs regarding the instrumentality of e-learning tools to achieve those goals are predictive for learning behavior within digital learning environments. Furthermore, we assume learning behavior characterized by longer overall learning time, more distributed learning, and less learning delay predicts higher exam performance. To test these hypotheses, we analyzed log-file data of 91 university students who had used an intelligent tutoring system as exam preparation in a pre-registered study. Beyond the overall predictive validity of the intelligent tutoring system, we found a negative association between learning delay and exam performance. Achievement goals predicted learning time and time distribution, an association that was partly moderated by perceived instrumentality. This suggests that goals and beliefs are important puzzle pieces for understanding e-learning (behavior).

Introduction: Blended learning is a combination of online and face-to-face learning. With the introduction of a competency-based curriculum in India and Early Clinical Exposure (ECE) as a part of it, there is a need for innovative learning methods like the Blended Learning Method (BLM). Aim: To analyse the effectiveness of BLM in implementing ECE compared to the Non BLM or traditional method. Materials and Methods: This educational interventional study was conducted at the National Institute of Medical Sciences and Research, NIMS University, Jaipur, Rajasthan, India from April 2022 to October 2022. The sample population included Phase 1 MBBS students (n=110). Students were randomly assigned to two groups: the BLM group and the Non BLM group, each consisting of 55 students. The BLM group received ECE through a combination of digital and face-to-face methods, while the Non BLM group received traditional face-to-face ECE. Students’ performance was evaluated through standardised assessments. Students’ and faculty perceptions of the BLM method were assessed using a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Results: The comparison of pretest scores between both groups was statistically not significant. However, the post-test score comparison was statistically significant (p-value

Abstract The development of green technology (GT) and green innovation (GI) in green management practices (GMP) is an important key in today’s digital and sustainable era. This article discusses how e-learning (EL) acts as an antecedent variable in strengthening green innovation (GI) and the application of green technology (GT) to green management practices(GMP). This study analyzes whether e-learning influences green management practices by mediating green technology and green innovation. This study uses cross-sectional data that collects population data at one point to analyze the prevalence of variables or relationships between variables in the sample. The population consisted of lecturers in higher education in Indonesia. The results show that e-learning influences green innovation, technology, and management practices. Similarly, green innovation and green technology significantly affect green management practices. It is also firmly established that green innovation and technology are effective mediator variables for e-learning and green management practices. Therefore, green management practices in universities cannot ignore the important role of e-learning, investing in green innovation and green technology to support the achievement of sustainable education.

Abstract Background The COVID-19 pandemic necessitated a swift transition to e-learning, significantly impacting nursing education due to its reliance on practical, hands-on experiences and the critical role nurses play in healthcare. Nursing students need to achieve high levels of clinical competence through experiences traditionally obtained in clinical settings, which e-learning had to replicate or supplement. Understanding the unique challenges faced by nursing students in e-learning environments is crucial for developing educational strategies that enhance learning outcomes and contribute to improved patient care. This study aimed to explore the experiences of nursing students and newly qualified nurses (as students) with e-learning during the COVID-19 lockdown, focusing on how it influenced their learning and professional development. Method This exploratory and descriptive study employed qualitative interviews with 31 participants, including full-time nursing students, part-time nursing students, and newly qualified nurses (as nursing students). Conducted online via Zoom during February and March 2022. Results The findings suggest that integrating small group interactions and employing strategic pedagogical support can enhance e-learning effectiveness. However, barriers such as technological difficulties, psychological challenges, and social isolation were also identified. Understanding these unique opportunities and challenges can help educational institutions optimize e-learning strategies, ensuring nursing students are well-prepared for their crucial roles in healthcare. Conclusion The rapid shift to e-learning due to the COVID-19 pandemic presented challenges such as technological, psychological and social aspects, but also opportunities to rethink and enhance nursing education delivery. Implementing appropriate pedagogical e-learning strategies, such as scaffolding and small group learning, can better prepare nursing students for their essential roles in healthcare. This study contributes to the body of knowledge on digital education and provides a foundation for future research aimed at optimizing e-learning in nursing education.