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Education Sciences
Special Issues
E-Learning in Higher Education
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E-Learning in Higher Education

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

Deadline for manuscript submissions: 31 May 2026 | Viewed by 1747

Special Issue Editors

Dr. Faisal Tariq

E-Mail Website
Guest Editor
James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK
Interests: technology-enhanced learning (TEL); e-learning; curriculum for employability; blended learning; artificial intelligence in pedagogy; assessment and feedback; transnational education (TNE)
Dr. Md Hasanuzzaman Sagor

E-Mail Website
Guest Editor
School of Electronic Engineering and Computer Science, Queen Mary University of London, London E1 4NS, UK
Interests: gamification in higher education; final year project allocation methods; open-book assessment; technology-enhanced learning (TEL); e-learning; transnational education (TNE)
Dr. M. Mahruf C. Shohel

E-Mail Website
Guest Editor
Faculty of Business and Law, University of Roehampton, London SW15 5PH, UK
Interests: higher education; teaching and learning; computer-assisted language learning (CALL); e-learning; digital learning in emergencies, artificial intelligence in education; transnational education (TNE)
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The integration of technology in higher education has transformed the learning landscape, with e-learning emerging as a prominent mode of instruction. The MDPI journal Education Sciences invites submissions for a Special Issue focused on exploring the latest research, innovations, and best practices in e-learning within the context of higher education. This Special Issue aims to provide a platform for scholars, educators, and practitioners to exchange insights, share experiences, and advance knowledge in the field of e-learning.

This Special Issue welcomes original research articles, review papers, case studies, and theoretical perspectives addressing various aspects of e-learning in higher education.

Topics of interest include, but are not limited to, the following:

  • Pedagogical approaches and instructional design for e-learning environments in higher education.
  • Technologies and tools for facilitating e-learning experiences in higher education.
  • Assessment and evaluation strategies for online learning outcomes in higher education.
  • Learner engagement and motivation in e-learning contexts in higher education.
  • Professional development and training for e-learning instructors in higher education.
  • Accessibility and inclusivity in online and distance learning (ODL) in higher education.
  • Blended learning and hybrid instructional models in higher education.
  • Challenges and opportunities of e-learning implementation in higher education.
  • Innovative practices and case studies in e-learning course design and delivery in higher education.
  • Technological advancement and adaptation in teaching and learning in higher education, and comparison between the global south and north.
  • Future trends and directions in e-learning research and practice in higher education.

Authors are invited to submit original manuscripts that have not been previously published and are not under consideration for publication elsewhere. All submissions must adhere to the formatting and submission guidelines of Education Sciences. Manuscripts should be submitted online through the journal's submission system.

Dr. Faisal Tariq
Dr. Md Hasanuzzaman Sagor
Dr. M. Mahruf C. Shohel
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

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
  • higher education
  • artificial intelligence in education (AIEd)
  • digital higher education in emergencies (AIEd)
  • blended learning
  • digital pedagogies
  • emerging technologies and student engagement
  • technology-enhanced teaching and learning
  • e-assessment
  • trends in higher education

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

23 pages, 13972 KB  
Article
Balancing Homework and Video Instruction: A Repeated Cross-Sectional Analysis of CAD Course Outcomes
by Ivona Vasileska, Nikola Vukašinović and Vanja Čok
Educ. Sci. 2026, 16(5), 731; https://doi.org/10.3390/educsci16050731 - 5 May 2026
Viewed by 384
Abstract
Computer-aided design (CAD) courses require students to develop both procedural skills and higher-order modeling competencies. This 10-year repeated cross-sectional study (N = 1952 students, 2013–2023) examined how replacing mandatory graded homework and the structured practice and feedback mechanisms it provided with optional short [...] Read more.
Computer-aided design (CAD) courses require students to develop both procedural skills and higher-order modeling competencies. This 10-year repeated cross-sectional study (N = 1952 students, 2013–2023) examined how replacing mandatory graded homework and the structured practice and feedback mechanisms it provided with optional short instructional videos affected performance. Using descriptive statistics, one-way ANOVA, interrupted time-series models, and student-level regression with clustered standard errors, we analyzed outcomes across pre-intervention (homework), post-intervention (video), and COVID remote-instruction periods. Results show that although homework and video instruction produced equivalent performance on basic modeling tasks (PE1), the homework period was associated with significantly higher performance on complex modeling tasks (PE2) and modestly higher final grades. The video-based period was associated with elevated failure rates, particularly for complex exams, whereas COVID period introduced temporary grade inflation that masked these effects. Findings indicate that while instructional videos effectively support basic procedural learning, structured homework with feedback remains essential for developing advanced modeling competencies. The results highlight the importance of aligning self-learning methods with task complexity and suggest that a combined approach may best support student success in CAD education. Full article
(This article belongs to the Special Issue E-Learning in Higher Education)
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21 pages, 1592 KB  
Article
Towards a Methodological Model for Designing Diagnostic Mathematics Quizzes in E-Learning
by Lekë Pepkolaj, Siditë Duraj and Rully Charitas Indra Prahmana
Educ. Sci. 2026, 16(5), 678; https://doi.org/10.3390/educsci16050678 - 23 Apr 2026
Viewed by 236
Abstract
Self-assessment plays an important role in the teaching-learning process, as it helps students actively construct their own knowledge. This article aims to develop a methodology for creating quizzes for e-learning platforms, with the goal of addressing students’ difficulties in mathematics and promoting active [...] Read more.
Self-assessment plays an important role in the teaching-learning process, as it helps students actively construct their own knowledge. This article aims to develop a methodology for creating quizzes for e-learning platforms, with the goal of addressing students’ difficulties in mathematics and promoting active learning. The proposed methodology begins with identifying the processes that students need to activate and analyzing the most common errors related to them. A key element is the integration of the MATH taxonomy to determine what is necessary or what is intended to be assessed with this type of question. In addition, Niss’s skills are used, i.e., the skills that students need to answer these questions. An important part of the methodology is also the selection of mathematical language, which can be simple and close to everyday language or more sophisticated, verbal, symbolic or mixed, depending on the educational objective. This approach aims to create diagnostic and personalized questions designed to support self-assessment and independent learning in digital environments. Full article
(This article belongs to the Special Issue E-Learning in Higher Education)
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19 pages, 266 KB  
Article
Emotional Intelligence and Communication Competence in Distance Higher Education: Implications for Teaching Effectiveness and Instructor Well-Being
by Stalo Georgiou
Educ. Sci. 2026, 16(4), 590; https://doi.org/10.3390/educsci16040590 - 8 Apr 2026
Viewed by 417
Abstract
Distance higher education places increased demands on instructors’ emotional and communicative competencies, as teaching and interaction occur in technologically mediated environments. This study examines the role of teachers’ emotional intelligence, empathy, and communication-related competencies in distance higher education, with particular emphasis on emotional [...] Read more.
Distance higher education places increased demands on instructors’ emotional and communicative competencies, as teaching and interaction occur in technologically mediated environments. This study examines the role of teachers’ emotional intelligence, empathy, and communication-related competencies in distance higher education, with particular emphasis on emotional management and instructor well-being. A quantitative research design was employed, using self-report instruments administered to higher education instructors engaged in distance teaching. Non-parametric statistical analyses revealed strong internal coherence among emotional intelligence dimensions and a pattern of functional empathy characterized by high perspective taking and low personal distress. Self-perceived communication was found to be consistent across interactional contexts, indicating a stable communicative disposition. Most notably, emotional management emerged as a key factor associated with positive work-related emotions among instructors. The findings highlight emotional management as a critical mechanism supporting both teaching effectiveness and emotional sustainability in online learning environments. The study contributes to the literature by integrating emotional intelligence, empathy, and self-perceived communication within a unified empirical framework and offers practical implications for professional development and institutional support in distance higher education. Full article
(This article belongs to the Special Issue E-Learning in Higher Education)
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