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E-learning and Sustainability in Higher Education

A topical collection in Sustainability (ISSN 2071-1050). This collection belongs to the section "Sustainable Education and Approaches".

Viewed by 37870

Editors

Dr. Po-Sheng Chiu

E-Mail Website
Collection Editor
Department of E-Learning Design and Management, National Chiayi University, Chiayi County 621, Taiwan
Interests: educational technology; mobile learning; e-learning; maker education; STEAM; AR/VR; meaningful learning
Special Issues, Collections and Topics in MDPI journals
Dr. Ying-Hung Pu

E-Mail Website
Collection Editor
College of Languages, National Taichung University of Science and Technology, Taichung City 404348, Taiwan
Interests: web-based learning; STEM/STEAM; maker education
Dr. Jia-Wei Chang

E-Mail Website
Collection Editor
Department of Computer Science and Information Engineering, National Taichung University of Science and Technology, Taichung City 404348, Taiwan
Interests: natural language processing; data mining; artificial intelligence; e-learning
Special Issues, Collections and Topics in MDPI journals

Topical Collection Information

Dear Colleagues,

In recent years, electronic learning (e-learning)  has been widely applied to various fields and has become a popular issue in higher education. E-learning can be simply defined as learning conducted via electronic media, typically on the internet. MOOCs, massive open online courses, are a new type of e-learning course consisting of short video lectures, computer-graded tests, and online discussion boards. MOOCs have been growing at a rapid pace over the past few years, especially in higher education.

Today, e-learning represents an important education technology that can help the teacher to realize the learning status in a timely manner to enhance adaptive learning. Thus, fueled by technology, e-learning is entering the era of mobile and personalized learning, where those web-based paradigms or their extensions remain applicable to this trend.

Thus, we believe that the concepts from web-based learning may still benefit from the development of e-learning for sustainable development and education.

In this Topical Collection, original research articles and reviews are welcome. Research areas may include (but not limited to) the following:

  • E-learning in higher education
  • Mobile learning in higher education
  • Education technology in higher education
  • Sustainable development in higher education
  • AI in higher education
  • AR/VR in higher education
  • MOOCs
  • SPOCs
  • Adaptive learning
  • Web-based learning
  • STEM/STEAM
  • Maker education

We look forward to receiving your contributions.

Dr. Po-Sheng Chiu
Dr. Ying-Hung Pu
Dr. Jia-Wei Chang
Collection Editors

Manuscript Submission Information

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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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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 in higher education
  • mobile learning in higher education
  • education technology in higher education
  • sustainable development in higher education
  • AI in higher education
  • AR/VR in higher education
  • MOOCs
  • SPOCs
  • adaptive learning
  • web-based learning
  • STEM/STEAM
  • maker education

Published Papers (15 papers)

Download All Papers

2023

Jump to: 2022

27 pages, 3650 KiB  
Article
Developing a Skilled Workforce for Future Industry Demand: The Potential of Digital Twin-Based Teaching and Learning Practices in Engineering Education
by M. A. Hazrat, N. M. S. Hassan, Ashfaque Ahmed Chowdhury, M. G. Rasul and Benjamin A. Taylor
Sustainability 2023, 15(23), 16433; https://doi.org/10.3390/su152316433 - 30 Nov 2023
Cited by 1 | Viewed by 1526
Abstract
Engineering education providers should foresee the potential of digital transformation of teaching and skill-developing activities so that graduating engineers can find themselves highly aligned with the demands and attributes needed by prospective industrial employers. The advancement of industrial revolutions towards hybridisation of the [...] Read more.
Engineering education providers should foresee the potential of digital transformation of teaching and skill-developing activities so that graduating engineers can find themselves highly aligned with the demands and attributes needed by prospective industrial employers. The advancement of industrial revolutions towards hybridisation of the enabling technologies recognised by Industry 4.0, Society 5.0, and Industry 5.0 have transformed the components of the engineering higher education system remarkably. Future workforce requirements will demand an employee’s multidisciplinary skill mix and other professional qualities. Implementing human-centric decision-making based on insights from the Digital Twin (DT) systems, sustainability, and lean systems is necessary for further economic growth. Recent barriers identified by the Australian Council of Engineering Deans, the development of teaching capabilities, and affordable and digitally transformed learning facilities by education providers were all considered. This paper explores the role of Digital Twins (DTs) in enhancing engineering higher education by incorporating Industry 4.0 components and other industrial advances. By reviewing curricula, pedagogy, and the evolving skill requirements for engineering graduates, this study identifies key benefits of DTs, such as cost-effectiveness, resource management, and immersive learning experiences. This paper also outlines challenges in implementing DT-based labs, including IT infrastructure, data quality, privacy, and security issues. The findings indicate that engineering education should embrace DTs to foster multidisciplinary skills and human-centric decision-making to meet future workforce demands. Collaboration with industry is highlighted as a crucial factor in the successful transformation of teaching practices and in offering real-world experiences. The COVID-19 pandemic has expedited the adoption of DT technologies, demonstrating their utility in minimising educational disruptions. While this paper acknowledges the high potential of DTs to prepare engineering students for future industry demands, it also emphasises the need for professional development among educators to ensure effective and balanced implementation. Full article
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14 pages, 2739 KiB  
Article
Improving Massive Open Online Course Quality in Higher Education by Addressing Student Needs Using Quality Function Deployment
by Hongbo Li, Huilin Gu, Wei Chen and Qingkang Zhu
Sustainability 2023, 15(22), 15678; https://doi.org/10.3390/su152215678 - 07 Nov 2023
Viewed by 805
Abstract
Massive Open Online Courses (MOOCs) are playing an increasingly important role in higher education. However, some MOOCs still suffer from low quality, which hinders the sustainable development of higher education. Course characteristics reflect students’ needs for online learning and have a significant impact [...] Read more.
Massive Open Online Courses (MOOCs) are playing an increasingly important role in higher education. However, some MOOCs still suffer from low quality, which hinders the sustainable development of higher education. Course characteristics reflect students’ needs for online learning and have a significant impact on the quality of MOOCs. In the course improvement process, existing research has neither improved the MOOC quality from the perspective of student needs nor has it considered resource constraints. Therefore, to deal with this situation, we propose a student-needs-driven MOOC quality improvement framework. In this framework, we first map students’ differentiated needs for MOOCs into quality characteristics based on quality function deployment (QFD). Then, we formulate a mixed-integer linear programming model to produce MOOC quality improvement policies. The effectiveness of the proposed framework is verified by real-world data from China’s higher education MOOCs. We also investigate the impacts of budget, cost, and student needs on student satisfaction. Our results revealed that to significantly improve student satisfaction, the course budget needs to be increased by a small amount or the course cost needs to be greatly reduced. Our research provides an effective decision-making reference for MOOC educators to improve course quality. Full article
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24 pages, 3008 KiB  
Article
Learning Effects of Augmented Reality and Game-Based Learning for Science Teaching in Higher Education in the Context of Education for Sustainable Development
by Valerie Czok, Manuel Krug, Sascha Müller, Johannes Huwer and Holger Weitzel
Sustainability 2023, 15(21), 15313; https://doi.org/10.3390/su152115313 - 26 Oct 2023
Viewed by 1530
Abstract
In the course of digitalization, new technologies and innovations are continuously introduced to the educational sector. For instance, augmented reality (AR) is increasingly applied in science teaching in both school and higher education. Combining real and virtual content potentially enhances interactivity and understanding [...] Read more.
In the course of digitalization, new technologies and innovations are continuously introduced to the educational sector. For instance, augmented reality (AR) is increasingly applied in science teaching in both school and higher education. Combining real and virtual content potentially enhances interactivity and understanding of the learning process. This teaching and learning approach can positively impact various learning outcomes, such as learning gains and motivation. This paper aims to investigate the positive learning effects of AR using a game-based AR learning environment: “Beat the Beast”. In line with the concept of an education for sustainable development (ESD) topic, microplastics, this learning environment follows an interdisciplinary approach, combining the subjects of biology, chemistry, and engineering. To determine and distinguish the effects of implementing the technology AR in science learning environments as well as the principles of game-based learning, we contrasted the learning environment into two factors: one with AR and one without AR and the other with a game and without a game. A quasi-experimental design with 203 pre-service teachers of the first semester of all subjects was chosen to evaluate the four different types of settings with questionnaires on motivation, technology acceptance, user engagement, cognitive load, computer self-efficacy, knowledge, and ESD outcomes in higher education. Our research demonstrates that although augmented reality (AR) imposes a relatively elevated cognitive load, it does not negatively affect learning effects. In spite of the increased cognitive load, learners in AR settings do not exhibit lesser knowledge acquisition compared to those in alternative environments. Moreover, our investigation highlights AR’s potential to amplify motivation and user engagement. Contrary to expectations, in the context of the selected subject matter and target audience, game-based adaptations of the educational environment fail to enhance learning outcomes. These versions actually underperform compared to other formats in both motivational and engagement metrics. Full article
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15 pages, 1258 KiB  
Article
Evolutionary System Design for Virtual Field Trip Platform
by Hyodong Ha and Changbae Mun
Sustainability 2023, 15(20), 14917; https://doi.org/10.3390/su152014917 - 16 Oct 2023
Cited by 1 | Viewed by 574
Abstract
This study proposes a systematic design methodology for supporting field trips in software education. Various attempts have been made to enhance the educational effects of field trips, but it is difficult to continue them due to the limitations of educational resources. Virtual field [...] Read more.
This study proposes a systematic design methodology for supporting field trips in software education. Various attempts have been made to enhance the educational effects of field trips, but it is difficult to continue them due to the limitations of educational resources. Virtual field trips (VFT) have emerged to supplement this, but they are still in need of development. This study designed a platform that integrates the VFT functions of each school’s educational system into one, which guarantees each system’s unique activities and supports the course of technological progression. This proposes a structure in which these processes continue to evolve, and the platform learns from this data to facilitate the evolution of the technological ecosystem. The system design methodology derived from this research can be applied not only to the educational domain but also to various industrial fields. Full article
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14 pages, 504 KiB  
Article
South African Postgraduate STEM Students’ Use of Mobile Digital Technologies to Facilitate Participation and Digital Equity during the COVID-19 Pandemic
by Asheena Singh-Pillay
Sustainability 2023, 15(18), 13418; https://doi.org/10.3390/su151813418 - 07 Sep 2023
Cited by 2 | Viewed by 883
Abstract
The transition to online mobile teaching and learning during the COVID-19 pandemic required more than access to mobile digital technologies, particularly in South Africa, a country trying to address the injustices and inequalities of the pre-democracy period. The argument advanced in this research [...] Read more.
The transition to online mobile teaching and learning during the COVID-19 pandemic required more than access to mobile digital technologies, particularly in South Africa, a country trying to address the injustices and inequalities of the pre-democracy period. The argument advanced in this research is that the transition to online mobile teaching and learning could be used as leverage to promote active participation, quality inclusive learning, develop relevant and responsive content and achieve mobile digital equity. This interpretative case study was conducted at a South African teacher-training institution. The primary aim of this study is to explore the following question: How did postgraduate STEM students use mobile digital technologies to facilitate teaching and learning under COVID-19 conditions? Data was obtained from 20 purposively selected postgraduate STEM students enrolled for their Bachelor of Education honours degree. They participated in online discussion forums and maintained reflective journals. Due diligence was taken to ensure all the required ethical protocols were observed. Mishra and Koehler’s Technological Pedagogical and Content Knowledge (TPACK) model framed this study. The constructs of the model were used during the analysis of data. The findings highlight that mobile digital technologies were used for translanguaging, supporting students in developing disciplinary science understanding through exposure to practical work and linking cross-cutting concepts in STEM subjects. The findings of this study are significant as they indicate how to operationalize STEM teaching in developing countries; how to address issues of access and social justice; and how to leverage mobile technologies to improve practice in STEM subjects, post-COVID. Full article
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19 pages, 2213 KiB  
Article
IoT Adoption Model for E-Learning in Higher Education Institutes: A Case Study in Saudi Arabia
by Javed Ali, Syed Hamid Hussain Madni, Mohd Shamim Ilyas Jahangeer and Muhammad Abdullah Ahmed Danish
Sustainability 2023, 15(12), 9748; https://doi.org/10.3390/su15129748 - 19 Jun 2023
Cited by 3 | Viewed by 2661
Abstract
The realm of the Internet of Things (IoT), while continually transforming as a novel paradigm in the nexus of technology and education, still contends with numerous obstacles that hinder its incorporation into higher education institutions’ (HEIs) e-learning platforms. Despite substantial strides in IoT [...] Read more.
The realm of the Internet of Things (IoT), while continually transforming as a novel paradigm in the nexus of technology and education, still contends with numerous obstacles that hinder its incorporation into higher education institutions’ (HEIs) e-learning platforms. Despite substantial strides in IoT utilization from industrialized nations—the United States, the United Kingdom, Japan, and China serving as prime exemplars—the scope of its implementation in developing countries, notably Saudi Arabia, Malaysia, Pakistan, and Bangladesh, lags behind. A significant gap exists in research centered on the trajectory of IoT integration within e-learning systems of economically disadvantaged nations. Specifically, this study centers on Saudi Arabia to illuminate the main factors catalyzing or encumbering IoT uptake within its HEIs’ e-learning sector. As a preliminary step, this research has embarked on an exhaustive dissection of prior studies to unearth critical variables implicated in the IoT adoption process. Subsequently, we employed an inferential methodology, amassing data from 384 respondents in Saudi Arabian HEIs. Our examination divulges that usability, accessibility, technical support, and individual proficiencies considerably contribute to the rate of IoT incorporation. Furthermore, our data infer that financial obstacles, self-efficacy, interactive capability, online surveillance, automated attendance tracking, training programs, network and data safeguarding measures, and relevant tools significantly influence IoT adoption. Contrarily, factors such as accessibility, internet quality, infrastructure preparedness, usability, privacy concerns, and faculty support appeared to have a negligible impact on the adoption rates within HEIs. This research culminates in offering concrete recommendations to bolster IoT integration within Saudi Arabian HEIs, presenting valuable insights for government entities, policy architects, and HEIs to address the hurdles associated with IoT implementation in the higher education sector. Full article
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15 pages, 663 KiB  
Article
e-Learning as a Doubled-Edge Sword for Academic Achievements of University Students in Developing Countries: Insights from Bangladesh
by Md Jahangir Alam, Keiichi Ogawa and Sheikh Rashid Bin Islam
Sustainability 2023, 15(9), 7282; https://doi.org/10.3390/su15097282 - 27 Apr 2023
Cited by 6 | Viewed by 2379
Abstract
e-Learning is popular in various developed countries, but it is still underutilized in many developing countries. During COVID-19, when technology was utilized to overcome these obstacles in delivering education globally, e-Learning became widespread in developing nations. In turn, this promoted e-Learning in all [...] Read more.
e-Learning is popular in various developed countries, but it is still underutilized in many developing countries. During COVID-19, when technology was utilized to overcome these obstacles in delivering education globally, e-Learning became widespread in developing nations. In turn, this promoted e-Learning in all types of educational institutions, specifically in higher-level institutions, such as universities. e-Learning has become vital to students’ learning and academic achievement. Despite the positive global impact of e-Learning, Bangladesh’s situation is quite different. Where socio-economic inequality and the digital divide are pervasive, it results in unequal learning gains and opportunities for university students. Consequently, this affects students’ academic achievements. Despite the importance of the topic, there is an existing knowledge gap. This study aims to fill the gap by investigating the effect of e-Learning on the academic achievements of university students in Bangladesh. The study utilizes a mixed methodology. A total of 275 university students participated in this study. The findings of this study demonstrated that students lack access to technological devices and digital literacy, which, in turn, has negatively affected their academic achievement in conjunction with the advancement of e-Learning. Hence, this study recommends that the government offset adverse effects to ensure students utilize e-Learning appropriately. Full article
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22 pages, 612 KiB  
Article
Digital Distractions from the Point of View of Higher Education Students
by María Ángeles Pérez-Juárez, David González-Ortega and Javier Manuel Aguiar-Pérez
Sustainability 2023, 15(7), 6044; https://doi.org/10.3390/su15076044 - 31 Mar 2023
Cited by 6 | Viewed by 10562
Abstract
Technology enables a more sustainable and universally accessible educational model. However, technology has brought a paradox into students’ lives: it helps them engage in learning activities, but it is also a source of distraction. During the academic year 2021–2022, the authors conducted a [...] Read more.
Technology enables a more sustainable and universally accessible educational model. However, technology has brought a paradox into students’ lives: it helps them engage in learning activities, but it is also a source of distraction. During the academic year 2021–2022, the authors conducted a study focusing on classroom distractions. One of the objectives was to identify the main digital distractions from the point of view of students. The study was carried out at an engineering school, where technology is fully integrated in the classroom and in the academic routines of teachers and students. Discussions and surveys, complemented by a statistical study based on bivariate correlations, were used with participating students (n = 105). Students considered digital distractions to have a significant impact on their performance in lab sessions. This performance was mainly self-assessed as improvable. Contrary to other contemporary research, the results were not influenced by the year of study of the subject, as the issue is important regardless of the students’ backgrounds. Professors should implement strategies to raise students’ awareness of the significant negative effects of digital distractions on their performance, as well as to develop students’ self-control skills. This is of vital importance for the use of technology to be sustainable in the long-term. Full article
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20 pages, 1600 KiB  
Article
Adopting the GHOSHEH Model to Create Innovative Open Educational Resources Based on Rogers’ Process for Diffusion of Innovations
by Dua’ Ghosheh Wahbeh, Daniel Burgos and Saida Affouneh
Sustainability 2023, 15(6), 5427; https://doi.org/10.3390/su15065427 - 19 Mar 2023
Viewed by 1478
Abstract
The current study aims to adopt a new model for creating innovative OERs. The model, called ‘GHOSHEH’, supports OERs through multiple learner-centered strategies with authentic assessments, and focuses on practice and reflection. The model is internally validated based on international experts’ reviews. Rogers’ [...] Read more.
The current study aims to adopt a new model for creating innovative OERs. The model, called ‘GHOSHEH’, supports OERs through multiple learner-centered strategies with authentic assessments, and focuses on practice and reflection. The model is internally validated based on international experts’ reviews. Rogers’ process for diffusion of innovations is followed in order to introduce and adopt the GHOSHEH model based on a sample of 117 teachers and experts from different states in the Arab world, including Palestine, Jordan, Saudi Arabia, Oman, Kuwait, UAE, Iraq, and Yemen. Mixed methods research is used: qualitative data are collected from a descriptive case study, and quantitative data are collected from the responses of the participants to a questionnaire about adopting the GHOSHEH model. Results reveal that the model involves four main processes: The first is analysis of content and context. The second is implementing sequenced activities that promote reflection, problem solving, and collaboration. The third is a formative assessment followed by providing continuous feedback. The fourth is peer sharing of the created OERs. Moreover, results show that teachers and experts from different states in the Arab world overwhelmingly adopted the model, and there is evidence of the model’s advantages, simplicity, compatibility, trialability, and observability. Full article
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25 pages, 2849 KiB  
Article
A Model of E-Learning through Achievement Motivation and Academic Achievement among University Students in Saudi Arabia
by Mahdi Mohammed Alamri
Sustainability 2023, 15(3), 2264; https://doi.org/10.3390/su15032264 - 26 Jan 2023
Cited by 4 | Viewed by 3072
Abstract
In relation to E-learning, achievement motivation is the persistent drive that students have to succeed to a particular degree of quality in a competitive environment. Goals, task values, ability self-concepts, and achievement motives are only a few of the many diverse constructions that [...] Read more.
In relation to E-learning, achievement motivation is the persistent drive that students have to succeed to a particular degree of quality in a competitive environment. Goals, task values, ability self-concepts, and achievement motives are only a few of the many diverse constructions that make up achievement motivation, which is not one single construct. According to the few studies that have looked at different motivation constructs as predictor variables of university students’ academic achievement well beyond cognitive abilities and achievement motivation, most motivational constructs predicted educational success beyond intelligence, and students’ ability self-concepts as well as task morals are more potent in predicting their achievement than goals and achievement motives. However, an effort was made in this study to examine the impact of academic achievement motivation on university students inside the Kingdom of Saudi Arabia. The purpose of the current study was to investigate the variables that influence motivation for achievement. It was predicted that these variables include ability, effort, perseverance, responsibility, the viewpoint of the teacher, and tasks. The major data collection strategy used by the researchers to accomplish their research goal involved distributing a questionnaire to 248 students. Structural equation modeling (SEM), a quantitative research technique, was used to produce the results. Because all of the criteria were significantly correlated in this study, it can be concluded that the tasks assigned to students and the perspective of the teacher both contribute to students’ motivation for achievement. The significance of the findings for studying motivational constructs with various theoretical underpinnings and structural models is highlighted. The associations among all hypotheses were investigated using the following variables based on the suggested model: aptitude, efforts and persistence, duties, the teacher’s viewpoint, and tasks. Full article
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18 pages, 1150 KiB  
Article
Investigating Lifelong Learners’ Continuing Learning Intention Moderated by Affective Support in Online Learning
by Wen Tang, Xiangyang Zhang and Youyi Tian
Sustainability 2023, 15(3), 1901; https://doi.org/10.3390/su15031901 - 19 Jan 2023
Viewed by 2151
Abstract
During the pandemic crises, online learning has moved from the margin to the centre of education, thus making a change in the educational paradigm. The degrees of technology acceptance, therefore, pose a major challenge to administrators, educators, and students, including lifelong learners from [...] Read more.
During the pandemic crises, online learning has moved from the margin to the centre of education, thus making a change in the educational paradigm. The degrees of technology acceptance, therefore, pose a major challenge to administrators, educators, and students, including lifelong learners from all fields of work. This paper aims to investigate how technology acceptance facilitates lifelong learners’ continuing learning intention. By constructing a structural equation model based on the Technology Acceptance Model (TAM) theory and verifying the mediating role of learning satisfaction and the moderating role of affective support empirically, this study addresses the online learning characteristics in terms of self-efficacy, satisfaction, and willingness to learn in the context of lifelong learners. Data were collected from the questionnaires embedded in the courses at a distance teaching university. A total of 513 questionnaires have been retrieved and 488 valid questionnaires have been processed and analysed via SPSS 26.0 and Amos 24.0. The findings indicate that positive relationships and positive correlations between learning satisfaction and continuing learning intention juxtapose, and satisfaction is positively correlated with continuing intention. Moreover, affective support moderates the three components significantly. The results of this research help expand the applicability of the TAM theory with more practical significance, conveying positive messages to the administrators, educators and lifelong learners in continuance of online learning, and thus maintaining retention, particularly in the post-pandemic new normal for the sustainability of higher education. Full article
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18 pages, 1241 KiB  
Systematic Review
E-Learning for Continuing Professional Development of University Librarians: A Systematic Review
by Khurram Shahzad, Shakeel Ahmad Khan, Yasir Javed and Abid Iqbal
Sustainability 2023, 15(1), 849; https://doi.org/10.3390/su15010849 - 03 Jan 2023
Cited by 8 | Viewed by 2467
Abstract
Evidence from well-established theories of various disciplines manifests that, in the current technology-led world, continued professional development (CPD) of information professionals plays a paramount role in the uplift of institutions. CPD of university library professionals via e-learning programs leads to the implementation of [...] Read more.
Evidence from well-established theories of various disciplines manifests that, in the current technology-led world, continued professional development (CPD) of information professionals plays a paramount role in the uplift of institutions. CPD of university library professionals via e-learning programs leads to the implementation of user-centric-services through the initiation of emerging technological tools and the latest methods of service-delivery. The focus of this study is to shed light on the factors influencing e-learning for CPD of working librarians, challenges being encountered for e-learning adoption, and to propose the best practices for designing an efficient e-learning portfolio. For meeting the focused study-objectives, the authors applied PRISMA guidelines and procedures. An extensive search was conducted utilizing the world’s 16 leading e-databases and digital tools containing the most relevant core studies. Consequently, 30 impact factor research papers published in renowned databases were included through the identification, screening, eligibility, and inclusion process. Findings revealed that different factors—including organizational survival, continuous changes, adoption of emerging technologies, and professional growth—encouraged e-learning for CPD of information professionals. The study results showed that four main challenges—technical difficulties, lack of funds, reliance upon conventional models, and overwhelming work-load—were encountered for e-learning adoption. The authors proposed a framework for the development of an effective and efficient e-learning portfolio for building professional expertise among university librarians to support the organizational vision and mission statement. The recommended framework is based upon emergent categories and sub-categories extracted via thematic analysis of the existing empirical studies. This study has theoretical insights for the researchers through valuable addition in the body of literature and practical considerations for policy implementers to construct sustainable policies for devising e-learning programs to develop professional expertise in the university library workforce for attainment of value-added outcomes. Full article
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2022

Jump to: 2023

15 pages, 1499 KiB  
Article
Twitter in Initial Teacher Training: Interaction with Social Media as a Source of Teacher Professional Development for Social Studies Prospective Educators
by Esther López-Torres, María Teresa Carril-Merino, Diego Miguel-Revilla, María Jesús Verdú and Mercedes de la Calle-Carracedo
Sustainability 2022, 14(23), 16134; https://doi.org/10.3390/su142316134 - 02 Dec 2022
Viewed by 1349
Abstract
The use of social media is now as prevalent as ever, and its educational ramifications still need to be fully explored, especially in initial teacher training. The aim of this study is to analyze social studies prospective teachers’ perceptions regarding the usefulness of [...] Read more.
The use of social media is now as prevalent as ever, and its educational ramifications still need to be fully explored, especially in initial teacher training. The aim of this study is to analyze social studies prospective teachers’ perceptions regarding the usefulness of social media for teacher professional development, and to generate communication, learning and engagement. This research also has the objective of exploring the effects of an intervention during an academic semester with three different groups of university students, applying a didactic strategy based on the use of Twitter, monitoring the interventions of 122 participants. A quantitative analysis was used to process the information obtained using questionnaires as well as the data obtained using MSocial, a tool for Social Network Analysis (SNA). Results indicate that, while pre-service teachers are not necessarily skeptical of the potential of social media for educational purposes, systematic interventions that promote interaction can positively affect their perception of the usefulness of social media. Results also show that the group where prospective educators interacted among themselves the most using Twitter during the interventions was the one that showed a significant increase in prospective teachers’ perception of the educational potential of social media. Full article
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11 pages, 489 KiB  
Article
Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers
by Marco Yamba-Yugsi, Lourdes Atiaja Atiaja, Sergio Luján-Mora and Jose Luis Eguia-Gomez
Sustainability 2022, 14(22), 15189; https://doi.org/10.3390/su142215189 - 16 Nov 2022
Cited by 2 | Viewed by 1229
Abstract
New technological advances and globalization have undoubtedly given rise to new forms of learning. Massive Open Online Courses (MOOCs), which are a kind of evolution on e-learning, have the endorsement of prestigious universities around the world, and are transforming the traditional teaching–learning process. [...] Read more.
New technological advances and globalization have undoubtedly given rise to new forms of learning. Massive Open Online Courses (MOOCs), which are a kind of evolution on e-learning, have the endorsement of prestigious universities around the world, and are transforming the traditional teaching–learning process. In Ecuador, these online courses are based on the Basic General Education system and are neither popular among students nor widely used by teachers in their teaching method, thus, this teaching system is not considered as an official qualification. The inclusion of this tool in the Ecuadorian educational system as a learning resource would expand access to equal opportunities to students and teachers from all over the country. Therefore, our proposal is to use the MOOCs as a source with all the instructional contents of the subject and as classwork based on the flipped-classroom method. In this way, such resources can be an aid to traditional high school classes, and the average grade achieved by students through this platform, as well as the student’s participation, may be part of the formal evaluation system in any institution. With the purpose of measuring the level of confidence in online education and the usage of MOOCs as a tool for teachers’ work, a descriptive and analytical approach has been taken in this study. A quantitative survey was administered to 696 Basic General Education teachers who took used this type of course. The results of this investigation show that 93.9% of the teachers trust the online education; 89% are ready to use MOOCs as a teaching–learning resource and 79% would use MOOCs as part of the final grade. These data prove that MOOCs could be a complementary tool for Basic General Education in Ecuador, so they could contribute to improve learning outcomes and the development of traditional education. Full article
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22 pages, 4391 KiB  
Article
Motivation and Engagement of Final-Year Students When Using E-learning: A Qualitative Study of Gamification in Pandemic Situation
by Flourensia Sapty Rahayu, Lukito Edi Nugroho, Ridi Ferdiana and Djoko Budiyanto Setyohadi
Sustainability 2022, 14(14), 8906; https://doi.org/10.3390/su14148906 - 20 Jul 2022
Cited by 7 | Viewed by 3013
Abstract
The COVID-19 pandemic has changed how the education system operates. The shift from face-to-face learning to online learning generated many problems, including decreasing students’ motivation and engagement. Gamification has been used as one of the solutions to overcome the problem of low motivation [...] Read more.
The COVID-19 pandemic has changed how the education system operates. The shift from face-to-face learning to online learning generated many problems, including decreasing students’ motivation and engagement. Gamification has been used as one of the solutions to overcome the problem of low motivation and engagement in learning. The current study aims to examine students’ behavioral change when using e-learning with gamification, investigate gamification elements that are important to students and how it influences students’ motivation and engagement, and investigate whether population characteristics may influence students’ motivation and engagement. Qualitative methods were employed to gather and analyze the data. The thematic analysis resulted in six main themes. The findings revealed that there were behavioral changes in students during gamification implementation, i.e., from negative to positive and from positive to negative. Four gamification elements were found to be the most important gamification elements to students, i.e., points, leaderboard, badges, and gamified test. The mechanism of how these elements influenced motivation and engagement was discussed. The population characteristics of final-year students also had an impact on gamification effectiveness. Despite gamification’s capabilities to influence motivation and engagement, there are some concerns related to negative impacts that must be addressed in the future. Full article
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