Special Issue "Sustainable Educational Technology and E-learning"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 31 August 2021.

Special Issue Editors

Prof. Hong-Ren Chen
E-Mail Website
Guest Editor
Department of Digital Content and Technology, National Taichung University of Education, Taichung 40306, Taiwan
Interests: wearable technology; AR/VR learning; self-regualted learning
Prof. Wen-Shan Lin
E-Mail Website
Guest Editor
Institute of International Management, National Cheng Kung University, Tainan 70101, Taiwan
Interests: management of information systems; E-learning; knowledge management
Prof. Hao-Chiang Koong Lin
E-Mail Website
Guest Editor
Department of Information and Learning Technology, National University of Tainan, Tainan 70101, Taiwan
Interests: affective computing; artificial emotional intelligence; digital art
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

The E-learning system has been widely adopted by teaching institutions into courses of blended learning in recent years; such systems not only assist learning, but also provide a platform for conducting collaborative works such as knowledge sharing and exchange. As the majority of the literature has focused on investigating the antecedences of adopting E-learning systems, the knowledge co-creation value derived from the user generated contents has been overlooked. E-learning promotes the inclusion of diversity and continuous self-regualted learning. It is the aim of this Special Issue to elicit works that contribute to providing first-hand findings for enhancing learning mediated by technology, especially during the current pandemic.

The aim of this Special Issue is to use original learning applications related to technology supported in E-learning environments. It is focussed on works of technology-supported learning that explain the important findings or evidence for learning effectiveness based on theories. It is also focused on research into innovative technology learning design and educational applications. This Special Issue calls for original contributions in theoretical and experimental research applying technology-supported sustainable learning.

Prof. Hong-Ren Chen
Prof. Wen-Shan Lin
Prof. Hao-Chiang Koong Lin
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 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 1900 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
  • AR/VR learning
  • affective learning
  • adaptive learning

Published Papers (9 papers)

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Research

Article
Sustainable Methodology for Operational and Formal Digital Skills Acquisition: A Case Study of e-Health Inclusion
Sustainability 2021, 13(17), 9698; https://doi.org/10.3390/su13179698 (registering DOI) - 30 Aug 2021
Abstract
This study explains the rationale of a methodology developed by the Universidad Politécnica of Madrid (UPM) group TechPeopleCare as applied to the e-Health Inclusion through ICT Training project partly funded by the European Institute of Technology EIT-Health in 2019. An initial sample of [...] Read more.
This study explains the rationale of a methodology developed by the Universidad Politécnica of Madrid (UPM) group TechPeopleCare as applied to the e-Health Inclusion through ICT Training project partly funded by the European Institute of Technology EIT-Health in 2019. An initial sample of 168 participants with different lifestyles and migrant backgrounds, with high female participation, were recruited in three different countries by three different organisations following strict ethical protocols that limit the data that can be shared. The learning materials were aimed at people lacking the operational and formal skills to use digital media, for example, using a mouse, a keyboard, and navigating the Internet. This learning would enable these cohorts to become beneficiaries of e-Health interventions, such as making a doctor’s appointment, accessing a health record, finding the location of a health centre or the nearest open pharmacy. By the end of the training programme, we found that the motivation to learn was high. The possibility of reviewing learning content at the individual’s pace and without the need of an instructor was appreciated, especially by younger cohorts with migrant backgrounds. A majority reported being satisfied with their learning of the health systems, unique to each country, and willing to learn more regardless of the training method. However, allowing for individual and independent learning “by doing” appears more accessible to suit different lifestyles and more sustainable than traditional computer classes. Since social and digital inequality are intertwined, sustainable and innovative learning programmes in developing countries within communities specifically addressing the acquisition of operational and formal skills are a pre-condition to move forward and bridge the gap of being on the wrong side of the digital divide. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
Article
Interpreting Usability Factors Predicting Sustainable Adoption of Cloud-Based E-Learning Environment during COVID-19 Pandemic
Sustainability 2021, 13(16), 9329; https://doi.org/10.3390/su13169329 - 19 Aug 2021
Viewed by 312
Abstract
The COVID-19 pandemic affected educational institutions in an unrivaled way around the globe and forced them to switch from conventional classroom learning mode to e-learning mode within a short time period. Neither instructors nor students had ample time to prepare. The purpose of [...] Read more.
The COVID-19 pandemic affected educational institutions in an unrivaled way around the globe and forced them to switch from conventional classroom learning mode to e-learning mode within a short time period. Neither instructors nor students had ample time to prepare. The purpose of the current study is to accomplish two objectives: to explore the functional relationship between attitudinal readiness (ATR), subjective well-being (SWB), and cloud-based e-learning adoption intention in Taiwan and examine the constancy of recommended proposed relationships among different students’ groups. The model was then empirically tested using data of 256 university students by structural equation modeling. The current study demonstrates that ATR is completely explained through four dimensions: peer reference, perceived ease of use, perceived usefulness, and perceived ubiquity. SWB is positively interpreted through four dimensions: online course quality, system quality, perceived service quality, and perceived closeness. Self-efficacy has a significant relationship with both attitudinal readiness and adoption intention of a cloud-based e-learning system. Finally, the invariance test explores substantial variance among students who intend to use the system and students who reject it. Therefore, researchers and practitioners regarding educational, technological innovation must consider this empirical evidence to develop and validate a sustainable cloud-based e-learning program in higher education. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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Article
Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective
Sustainability 2021, 13(16), 9298; https://doi.org/10.3390/su13169298 - 19 Aug 2021
Viewed by 369
Abstract
This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted [...] Read more.
This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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Article
Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning
Sustainability 2021, 13(15), 8571; https://doi.org/10.3390/su13158571 - 31 Jul 2021
Viewed by 371
Abstract
Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed [...] Read more.
Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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Article
Usability of an Affective Emotional Learning Tutoring System for Mobile Devices
Sustainability 2021, 13(14), 7890; https://doi.org/10.3390/su13147890 - 14 Jul 2021
Viewed by 668
Abstract
To echo the United Nations formulated Sustainable Development Goals (SDGs), SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Furthermore, high-quality education is the base on which human lives can be improved and sustainable development [...] Read more.
To echo the United Nations formulated Sustainable Development Goals (SDGs), SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Furthermore, high-quality education is the base on which human lives can be improved and sustainable development can be accomplished. Therefore, the affective emotional tutoring system established in this study enables learning via mobile devices, which are indispensable in daily life. The real-time interactive agent in the system guides learners to turn negative emotions into positive ones. We explored the usability of and user satisfaction with the affective emotional tutoring system. Sixty-two students participated in the study which used a quantitative research design to explore a learning situation. The overall usability of the system was evaluated with the System Usability Scale (SUS), and the Questionnaire for User Interaction Satisfaction (QUIS) was used to evaluate user satisfaction with the different elements of the system. The results showed that both the usability of and satisfaction with the affective emotional tutoring system were high. The emotional feedback mechanism of the system can help learners turn negative emotions into positive ones. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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Article
Implementation of Web-Based Dynamic Assessments as Sustainable Educational Technique for Enhancing Reading Strategies in English Class during the COVID-19 Pandemic
Sustainability 2021, 13(11), 5842; https://doi.org/10.3390/su13115842 - 22 May 2021
Cited by 1 | Viewed by 613
Abstract
The COVID-19 pandemic has resulted in educational disruption at a global scale. Based on the United Nation’s Sustainable Development Goal 4, “achieving inclusive and quality education for all”, this study designed two feasible learning models for the solution of sustainable learning during the [...] Read more.
The COVID-19 pandemic has resulted in educational disruption at a global scale. Based on the United Nation’s Sustainable Development Goal 4, “achieving inclusive and quality education for all”, this study designed two feasible learning models for the solution of sustainable learning during the COVID-19 pandemic, GPAM-WATA and Paper-and-Pencil test (PPT). The GPAM-WATA, a web-based dynamic assessment, offers online learning to most of the populations impacted by the COVID-19 pandemic, while PPT makes the vulnerable groups’ access to learning possible with the aid of paper-based delivery. A quasi-experimental design was adopted, and both learning models were applied to a junior high school English reading course in Taiwan. A total of 122 seventh graders were randomly assigned to the GPAM-WATA group and PPT group for self-directed learning. The findings show that the GPAM-WATA is a sustainable educational technique that facilitates a better improvement in English reading performance. The PPT also has a positive effect on English reading performance, although not significantly if compared with the GPAM-WATA. This study suggests that GPAM-WATA is effective for English reading instruction in an online learning environment. The PPT can be an alternative approach for students stuck without access to online delivery during the COVID-19 pandemic. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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Article
The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy
Sustainability 2021, 13(8), 4320; https://doi.org/10.3390/su13084320 - 13 Apr 2021
Viewed by 508
Abstract
This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants [...] Read more.
This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants were the seventh-grade junior high school students; they were randomly divided into three experimental groups, Kahoot-based IRS, Quizlet-based IRS, and control group. The results indicated that students in the Kahoot-based IRS performed significantly better in mathematics learning performance and reported higher learning interests, choice, and group self-efficacy. Meanwhile, students in the Quizlet-based IRS remedial classroom reported more positively on learning interest, value, effort, and choice than to the control group. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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Article
Effects of Incorporating Augmented Reality into a Board Game for High School Students’ Learning Motivation and Acceptance in Health Education
Sustainability 2021, 13(6), 3333; https://doi.org/10.3390/su13063333 - 17 Mar 2021
Cited by 1 | Viewed by 844
Abstract
In traditional schools, where education and teaching tend to be subject-oriented, the standardization of the teaching materials of health education courses would be obscurely related to know-how of daily life. This frustrates the learners from developing the awareness of engagement, thereby decreasing their [...] Read more.
In traditional schools, where education and teaching tend to be subject-oriented, the standardization of the teaching materials of health education courses would be obscurely related to know-how of daily life. This frustrates the learners from developing the awareness of engagement, thereby decreasing their willingness to acquire new information or skill. Therefore, in this study, a board game assimilating augmented reality (AR) into health education is presented. It associates the card game, slides, and learning sheets gamification teaching model with the learning experience; and proposes the efficacy of the board games mingled with augmented reality to enhance the motivation in learning and confidence in technology. In this experiment for a health education board game, 52 high school students participated in this experiment. There were 25 in the experimental group (with AR) and 27 in the control group (without AR). The IMMS (instructional material motivation survey) and the TAM (technology acceptance model) are applied to acquire quantitative data for examination. The findings are as follows: (1) The acceptance was significantly affected by the integration of AR into the health education board game and (2) the learning motivation was significantly affected by the integration of AR into the health education board game. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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Article
The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course
Sustainability 2021, 13(5), 2888; https://doi.org/10.3390/su13052888 - 07 Mar 2021
Cited by 2 | Viewed by 1019
Abstract
To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the [...] Read more.
To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course. Full article
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
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Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Technology Threat Avoid Theory of Social Media for e-Learning in Higher Education in Taiwan

Mei-Hui Peng and Hsin-Ginn Hwang

Abstract: Social media has become ubiquitous and important for social networking and content sharing for current time. Social media provides a novel way to communicate between teachers and students. Thus, previous studies explored the effectiveness of using social media platform for teaching and learning in higher education. The key aim of the current research is to evaluate the influence of Technology threat avoidance theory (TTAT) on an individual's motivation to adopt e-learning while studying in troclass system. No matter how, to implement and adopt such new technology, there is requirement to research the factors that influence the acceptance of the teachers and the students using kind of technologies as an instrument for teaching and learning. We used TTAT as a based model for our study as it primarily focuses on coping appraisal and threat appraisal together with behavior motivation to use technology. A survey methodology was employed to collect data from a sample of teachers and students from universities in higher educational sector in Taiwan. Structural equation modeling (SEM) was used to examine the predictive behavior of the proposed factors of the research model. Findings indicated that the coping appraisal and threat appraisal are significant factors for predicting a teacher’s and student’s behavioral motivation to use social media platform for e-learning in higher education

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Interpreting Usability Factors Predicting Sustainable Adoption of Cloud-based e-learning Environment during Covid-19 Pandemic

Bireswar Duttaa, Mei-Hui Pengb,c and Shu-Lung Sunb

Abstract: The purpose of the current investigation is to explore the functional relationship between Attitudinal readiness (AR), Threat appraisal (TA), satisfaction (SAT), and usage intention for the Cloud-based e-learning Environment in Taiwan during the Covid-19 pandemic. A survey was conducted on 256 university students in one of the private universities in Taiwan. Structural Equation Modeling (SEM) was employed to attain the structural relationships of the latent variables construct. On evaluating the proposed structural model, seven out of eight hypotheses were fully supported, whereas one hypothesis was moderately supported. The findings explore AR is completely explained through the five dimensions, namely, self-efficacy, PEOU, PU, facilitating conditions, and perceived ubiquity. TA is partially supported through perceived vulnerability and perceived severity. SAT is interpreted through the four dimensions: information quality, system quality, service quality, and instructor quality. Significant differences are explored between students using the system and rejecting it in the relationships between technological awareness and behavioral intention. Finally, a test of invariance explores key variance among students who use the system and refuse to use it. Therefore, researchers and practitioners of educational technologies must consider this empirical evidence to develop and validate cloud-based e-learning programs in higher education.

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How Prior Knowledge Affects Visual Attention of Japanese Mimicry and Onomatopoeia and Learning Outcomes: Evidence from Virtual Reality Eye Tracking

Chun-Chia Wang, Jason C. Hung and Hsuan-Chu Chen

Abstract: This study aims to employ virtual reality (VR) eye tracker to examine how students with different levels of prior knowledge process visual behaviors while learning Japanese Mimicry and Onomatopoeia (MIO). A total of 20 students studied at the Department of Applied Japanese of a Southern University in Taiwan were recruited. Based on the Japanese-Language Proficiency Test (JLPT) level, 20 participants were divided into high prior knowledge group (levels N1-N3) and low prior knowledge group (level N4 or below). The learning stimuli material was created by Unreal Engine 4 (UE4) development tool to design a 3D virtual MIO paradise, including 5 theme amusement parks. Through the VR eye tracker, participants' visual behaviors were tracked and recorded based on 24 different regions of interest (ROIs) (i.e. ROI1-ROI24) to discuss the distribution of visual attention in terms of different ROIs of each theme amusement park by 4 eye movement indicators, including latency of first fixation (LFF), duration of first fixation (DFF), total fixation durations (TFD), and fixation counts (FC) on each ROI of the 2 groups were compared. In addition, a heat map was also generated to show the overall visual distribution of each group. After the experiment, based on the eye movement indicators and test scores in the pre-test and post-test, statistical analysis was used to examine and evaluate the differences in visual attention and learning outcomes. The finding results revealed that (1). The gaze sequences of the two prior knowledge groups gazing at the ROIs in theme parks are different, except for the gaze sequence in the circus theme park; (2) Different prior knowledge groups exhibited differences in visual attention in the ROIs fixated on in each amusement park; (3) In terms of total fixation durations (TFD) and fixation counts (FC) of different groups in each amusement park, there was no significant difference except in ROI10, ROI16, and ROI18; (4) After receiving cognitive comprehension processes introduced in the VR-simulated MIO scenes, students from both groups achieved higher post-test scores as compared with pre-test scores, and such difference has statistical significance. In conclusion, this study provides VR eye tracking evidence to show that VR learning content can improve the visual perception and learning outcomes for students with different levels of prior knowledge while learning Japanese MIO.

Keywords: Eye Tracking; Virtual Reality; Mimicry and Onomatopoeia; Prior Knowledge; Visual Attention

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The Effects of Education Technology on Assisted Learning in University Students

Fu-Hsuan Chen

Abstract: This research is a blended learning approach provided by a private university in central Taiwan since 2015. This approach has integrated a Moodle online virtual learning called ilearn2.0 and offline physical classroom. ilearn 2.0 has four major features including cloud services, mobile learning, flipped classrooms and data analysis. Through the 2018-2020 Citizen Participation and Social Practice classroom, teachers design interactive course content through ilearn, and students can complete classroom interactive activities through their mobile phones. The study design is a quasi-experimental, where 127 students from 2 courses (Citizen participation & Social practice) were studied in three stages in 2018, 2019 and 2020. In 2018, the traditional teaching method was applied, then i-learn was integrated with the physical classroom for the 2019 course and at the last stage, the i-learn2.0 platform was used alone in 2020. The researcher uses the student's summative assessment as the dependent variable. The findings show that the class that accepted the ilearn-assisted questioning method of teaching has significantly better learning performance than the other two classes. However, when researchers simply used ilearn, the feedback from students was lower than that of the traditional teaching method. The results of this experiment support the effectiveness of the illearn-assisted questioning method; while learners’ performance did not show a significant change in a totally online class. It is suggested that i-learn is integrated with other learning tools, allowing students to have a more diverse learning experience and to grasp the progress of their courses and learning activities timely. 

Keywords: E-learning; i-learn 2.0; sustainable learning, collaborative learning;blended learning approach

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