Special Issue "Opportunities and Limitations of Using E-learning in School and Academic Education"

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

Deadline for manuscript submissions: 1 December 2021.

Special Issue Editors

Prof. Dr. Lazar Stošić
E-Mail Website1 Website2
Guest Editor
Don State Technic University, Rostov-On-Don, Gagarin Square 1, 344000, Russia
Interests: information technology; information management; information and communication technology; e-business IT; e-learning; information technology management; teaching; pedagogics; education technology
Dr. Łukasz Tomczyk
E-Mail Website
Guest Editor
Department of Social Pedagogy and Adult Education, Pedagogical University of Cracow, 30-060 Cracow, Poland
Interests: media education; information society; lifelong learning; school; cybersafety
Special Issues and Collections in MDPI journals
Prof. Dr. Alla Belousova
E-Mail Website
Guest Editor
Chair of Psychology of Education and Organizational Psychology, Don State Technic University, Rostov-On-Don, Gagarin Square 1, 344000, Russia
Interests: cognitive science; psychology of thinking; psychological systems; collaborative thinking activity; style of thinking; psychology of education; personality
Prof. Dr. Laura Fedeli
E-Mail Website
Guest Editor
Department of Education Science, Cultural Heritage and Tourism, University of Macerata, 62100 Macerata, Italy
Interests: instructional technology; teacher training; social media; 3D virtual worlds
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

The goal for this Special Issue is to offer a new approach to the discussion and presentation of the current opportunities and limitations of using e-learning in school and academic education. The Special Issue is an opportunity to discuss the main trends in e-learning and the associated research and to share experience and research results. The Special Issue provides an interdisciplinary platform for academic scholars and researchers to present and discuss current innovations, problems and tracks, and practical problems and solutions made in e-learning in school and academic education and e-learning research. We expect to engage and interact with authors and researchers from various countries, cultures, and fields in the area. The Special Issue will highlight new quality developments in research and theoretical findings of the opportunities and limitations of using e-learning in school and academic education.

The main aim of the Special Issue is to discuss and publish global prospects and innovations concerning major issues regarding the opportunities and limitations of using e-learning in school and academic education. The Special Issue seeks to stimulate the initiation of new research and ideas and face the advantages and barriers of using e-learning in formal education and higher education for the purpose of the integration and interaction of international specialists in the development of e-learning as interdisciplinary knowledge.

The Special Issue is mainly addressed to experts in pedagogy and adult education, trainers, teachers, and students from social sciences. We are also open to the results of interdisciplinary development and implementation work on e-learning.

Prof. Dr. Lazar Stošić
Dr. Łukasz Tomczyk
Prof. Dr. Alla Belousova
Prof. Dr. Laura Fedeli
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 papers will be 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 100 words) can be sent to the Editorial Office for announcement on this website.

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 1400 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
  • Blended learning
  • Distance education
  • COVID-19 and e-learning education
  • Examples of the implementation of new e-learning platforms
  • Methodology of e-learning
  • Innovation in e-learning
  • Attitudes of children, adolescents, and adults to e-learning
  • Difficulties in implementing e-learning
  • Directions for the development of e-learning
  • Educational comparative studies—e-learning in the world
  • Education policy and e-learning
  • Digital school
  • Modernization of schools
  • Pre-service and in-service teacher training
  • E-learning: approaches and strategies from pedagogical and didactical perspectives
  • Universities and teacher-training centers and e-learning
  • New media in education
  • Pupil and teacher welfare and e-learning
  • Children, young people, and adults with special educational needs and e-learning
  • Disability and challenges with e-learning learning
  • E-learning in lifelong learning
  • E-learning platforms: technical aspects and best practices of implementation
  • E-learning and informatics
  • Learning style in distance learning and e-learning
  • Identity of participants in the educational process in the digital environment
  • Psychology of pedagogical interaction in the digital environment
  • Psychology of pedagogical communication in distance learning and e-learning
  • Individual psychological characteristics of children and youth in distance learning
  • Information behavior of youth in the context of e-learning

Published Papers (1 paper)

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Research

Article
The COVID-19 Pandemic and the Acceptance of E-Learning among University Students: The Role of Precipitating Events
Educ. Sci. 2021, 11(8), 436; https://doi.org/10.3390/educsci11080436 - 17 Aug 2021
Viewed by 497
Abstract
This study examined the effect of the COVID- 19 pandemic and related events on the use of e-learning, as well as other key determinants of it. The data were collected from 1039 university students in Sri Lanka. To examine the influence of the [...] Read more.
This study examined the effect of the COVID- 19 pandemic and related events on the use of e-learning, as well as other key determinants of it. The data were collected from 1039 university students in Sri Lanka. To examine the influence of the COVID-19 pandemic, which was viewed through the lens of precipitating events, on the intention–behaviour relationship, we employed the Technology Acceptance Model (TAM) with the inclusion of a moderating variable. While the findings indicated that the COVID-19 pandemic had clearly increased the usage of e-learning, we found no evidence to establish a moderating impact on the intention–behaviour relationship. The empirical model, however, was well fitted to the data, and the key components of the TAM were likewise adequately described by the relevant predictors. Furthermore, attitudes toward e-learning and perceived ease of use emerged as the most important factors in explaining behavioural intention, whereas relevance and experience were shown to be more significant in relation to perceived usefulness and perceived ease of use. Our work is significant because it adds to the existing empirical evidence on e-learning and supports the relevance of TAM in understanding the usage of e-learning even in extreme situations such as the COVID-19 pandemic. Our research has significant implications for educators and other higher education authorities. Full article
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