Unleashing the Potential of E-learning in Higher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 31 October 2025 | Viewed by 3028

Special Issue Editors


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Guest Editor
Department of Primary Education, University of Crete, GR-74100 Rethymno Crete, Greece
Interests: e-learning; lifelong learning; artificial intelligence in education; social and educational informatics; AR; digital storytelling

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Guest Editor
eLearning Lab, University of Crete, GR-74100 Rethymno Crete, Greece
Interests: e-learning; blended learning; information and communication technologies in education

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Guest Editor
eLearning Lab, University of Crete, GR-74100 Rethymno Crete, Greece
Interests: e-learning; distance learning; VR/AR; online learning; artificial intelligence in education

Special Issue Information

Dear Colleagues,

In light of the evolution of educational technologies, theorists, researchers, and designers all place special focus on understanding the nature of e-learning as a learning innovation in various academic areas and diverse environments in higher education. Relative research considers a series of concepts and orientations that have been shown to be associated with learning in higher education, including personalized learning, adaptive learning, mobile learning, virtual learning, collaborative learning, and gamification. Increased connectivity, interactivity, flexibility, and accessibility, leading to improved learning outcomes and engagement, are challenging existing structures and practices within higher education institutions.

This Special Issue seeks the submission of a range of articles which outline the most significant trends shaping the future of e-learning associated with learning in higher education. We welcome submissions in the form of research papers, systematic literature reviews, and conceptual and opinion studies which focus on understanding the key aspects of e-Learning from definition and design to its applications and its future.

Topics of interest for this Special Issue include, but are not limited to, the following: conceptions of instruction and learning that consider the use of technology-enriched environments in higher education; e-learning and artificial intelligence (AI) and the digital transformation of e-learning teaching strategies and academic achievements in higher education; virtual reality (VR), augmented reality (AR), mixed reality (MR), and gamification in higher education contexts; and ethical orientations related to the creation of different kinds of e-learning environments in higher education.

Prof. Dr. Panagiotes S. Anastasiades
Dr. Charalampos Mouzakis
Dr. Konstantinos Kotsidis
Guest Editors

Manuscript Submission Information

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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • e-learning
  • artificial intelligence
  • technology-enhanced learning
  • virtual reality
  • augmented reality
  • mixed reality
  • gamification
  • mobile learning
  • personalized learning environments

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Published Papers (2 papers)

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Research

21 pages, 292 KiB  
Article
AI and ChatGPT in Higher Education: Greek Students’ Perceived Practices, Benefits, and Challenges
by Apostolos Kostas, Vasilios Paraschou, Dimitrios Spanos, Filippos Tzortzoglou and Alivisos Sofos
Educ. Sci. 2025, 15(5), 605; https://doi.org/10.3390/educsci15050605 - 14 May 2025
Viewed by 433
Abstract
As artificial intelligence (AI) continues to evolve, its integration into higher education (HE) has sparked both enthusiasm and concern. This study examines HE students’ perceptions of ChatGPT and AI tools. An online survey with closed questions was administered, and a convenient sample of [...] Read more.
As artificial intelligence (AI) continues to evolve, its integration into higher education (HE) has sparked both enthusiasm and concern. This study examines HE students’ perceptions of ChatGPT and AI tools. An online survey with closed questions was administered, and a convenient sample of 515 students was gathered and analyzed. Findings reveal a dual perspective, where students recognize AI’s potential to enhance research efficiency, support academic tasks, and personalize learning experiences, while simultaneously raising concerns regarding ethical considerations, content reliability, and potential declines in critical thinking skills. A key insight from this study is the variation in AI perceptions based on academic level and ICT competence. The findings reinforce the importance of comprehensive AI literacy programs, ethical guidelines, and institutional support. Additionally, this study highlights the importance of bridging the digital divide, ensuring equitable engagement with AI tools across different competency levels. This study contributes to the ongoing discourse on AI in HE by identifying key areas where AI adoption can be optimized while mitigating its risks. Future research and policy initiatives should focus on striking a balance between technological advancements and human-centered learning, ensuring that AI adoption supports academic integrity and educational innovation. Full article
(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)
18 pages, 1208 KiB  
Article
Instructors’ Perceptions of the Use of Learning Analytics for Data-Driven Decision Making
by Arnon Hershkovitz, G. Alex Ambrose and Tal Soffer
Educ. Sci. 2024, 14(11), 1180; https://doi.org/10.3390/educsci14111180 - 29 Oct 2024
Viewed by 1525
Abstract
In recent years, much effort has been put into developing dedicated dashboards for instructors, in which data about students’ activity are presented. However, in many cases, such endeavors take a top-down approach and do not involve instructors in the design process. In this [...] Read more.
In recent years, much effort has been put into developing dedicated dashboards for instructors, in which data about students’ activity are presented. However, in many cases, such endeavors take a top-down approach and do not involve instructors in the design process. In this paper, we present a study of instructors and teaching assistants in a research university in Israel (N = 253) who responded to an online questionnaire regarding their perceptions of data on students’ activity on course websites. Specifically, they were asked about the types of data they were most interested in, the aspects of student learning that they would consider important, and the actions they would take upon viewing the data. Overall, we found that participants’ scores were medium-high (2.5–3.5 on a 5-point Likert scale), with scores being higher for women compared with men and positively correlated with experience with Moodle. An overarching theme arises from our analyses of instructors’ interests and intentions, which portrays their idea of teaching as somewhat traditional and instructor-centered; however, their declared actions make it clear that they are willing to make some desirable changes to the benefits of students. Finally, we found that instructors’ perceptions of data use and data importance are positive predictors of taking action upon viewing student data. Full article
(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)
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