The rapid digital transformation of education has underscored the growing importance of e-learning, particularly in developing countries where internet infrastructure and access still remain as significant challenges. This study investigates the factors influencing e-learning adoption among university students in Bangladesh, focusing on perceived enjoyment, self-efficacy, computer anxiety, and internet connectivity within the framework of the Technology Acceptance Model (TAM). The model is extended by combining phycological constructs – perceived enjoyment, self-efficacy, and computer anxiety along with internet connectivity as a contextual moderator. A structured online survey was conducted with 282 students from various higher education institutions and the data were analyzed using structural equation modeling and moderation analysis. The findings reveal that perceived enjoyment and self-efficacy significantly enhance both perceived usefulness and ease of use, which in turn positively influence students’ behavioral intention to adopt e-learning platforms. Interestingly, computer anxiety and prior e-learning experience did not show significant effects suggesting that increased exposer to tools during the COVID-19 pandemic may have alleviated anxiety-related barriers. While internet connectivity was found directly influences behavioral intention to adoption, it did not moderate the relationship between perceived ease of use and behavioral intention. This study contributes to the literature by refining TAM for low-resource settings and highlighting the importance of motivational and confidence related factors in promoting e-learning adoption. It offers practical insights for educators, policymakers, and developers aiming to enhance digital learning environments in developing regions. Emphasis should be placed on designing intuitive, engaging platforms and providing technological support that builds digital confidence among students. However, the study is limited by its cross-sectional design and geographic focus, which may affect the generalizability of the findings. Future research should consider longitudinal and comparative studies across different developing countries to further confirm and contribute to the model. Keywords: E-learning adoption, Technology Acceptance Model (TAM), perceived enjoyment, self-efficacy, internet connectivity, developing countries
Given the rapid growth of online learning, it is paramount to explore strategies for improving learning outcomes for students in an online environment. Despite a growing neurodiversity affirming world, a lack of inclusive pedagogies for neurodiverse students within higher education persists. The aim of this study was to determine whether higher levels of autistic traits across domains such as social skill, attention switching, attention to detail, communication and imagination were associated with online learning satisfaction, and whether levels of perceived social support moderated this relationship. A sample of first year undergraduate students with previous online learning experience (N = 225; Mage = 19.98) completed an online survey assessing autistic traits, perceived social support and online learning satisfaction. Online self-efficacy, academic self-efficacy and academic motivation were also measured and treated as control variables, alongside participant age. Multiple regressions revealed participants endorsing communication styles typically associated with autism reported greater online learning satisfaction, while those scoring highly for attention to detail tended to be less satisfied with online learning satisfaction. These findings have important implications for inclusive education practices for diverse learners within online learning environments.
Hybrid teaching, which integrates traditional face-to-face learning with online modalities, has become increasingly important in higher education in tourism and hospitality due to the COVID–19 pandemic. This teaching format offers flexibility and convenience but also presents several challenges. The research questions are: (1) What technological, logistical, pedagogical, and personal factors influence lecturers’ experiences with hybrid teaching in tourism higher education? (2) How willing are lecturers to continue implementing hybrid teaching practices in their future courses? The methodology is based on quantitative methods, using a questionnaire that covers the four dimensions of hybrid teaching. The sample consisted of undergraduate and postgraduate lecturers at a tourism and hospitality faculty in Barcelona, Spain. The results reveal that effective hybrid teaching requires adequate technological and pedagogical resources, institutional support, and strategies to engage both online and face-to-face students. Lecturers reported adapting to hybrid teaching but experiencing increased workload and mental fatigue. Challenges were also identified in fostering interaction between face-to-face and online students. The findings have practical implications for higher education institutions, including providing appropriate technological and pedagogical resources to academic staff and offering training to develop the necessary skills to implement hybrid teaching.
This study investigates the multifaceted impact of generative AI tools (e.g., ChatGPT, Gemini) on higher education. Employing grounded theory, we analyzed the experiences of eight students using these tools in their academic work. Our findings reveal both significant benefits, including enhanced learning, efficiency, and accessibility, and critical challenges, primarily concerning academic integrity and the potential erosion of critical thinking skills. Students reported increased efficiency in research and writing, improved access to information, and enhanced engagement with complex topics. However, concerns arose regarding the potential for plagiarism, the misuse of AI for cheating, and the development of a reliance on AI that could hinder independent learning. Based on these findings, we propose a framework for ethical AI use in education, advocating for policies that support responsible AI integration while safeguarding academic integrity and fostering critical thinking. This study underscores the urgent need for educators and institutions to adapt to the evolving landscape of AI in education, developing strategies that maximize the benefits of these technologies while mitigating their potential risks.
Artificial intelligence (AI) is becoming ever better and more powerful, which is why it can be found in many areas of everyday life. AIs like ChatGPT have also found their way into universities and more and more students are trusting them. Previous studies found opportunities of ChatGPT in academic education such as personalized and interactive learning. But also, risks have been revealed such as cheating in tests or questionable quality of responses. This article examines possible effects of ChatGPT on the learning success of bachelor students, concentrating on following aspects of learning success: (1) are the test scores of ChatGPT-based self-studies different from traditional lectures, (2) can ChatGPT-based self-study accelerate the learning process, and (3) are female students disadvantaged by the use of ChatGPT. In order to answer these questions, the research design draws on experiments that were carried out in two courses at {German University} with a total of 68 participants. The experimental design considered a random assignment of students into two groups: (1) a traditional professor-led lecture group and (2) a self-study group that uses only ChatGPT. The learning success was examined by a learning goal-oriented single-choice test. In addition, the time required for the self-study unit was collected and analyzed. Based on the raw results, including the gender of the participants, independent t-tests have been applied to test the research hypotheses. Among others, it turned out that the test results do not differ significantly between the traditional lecture and the ChatGPT self-study groups, where the ChatGPT groups required significantly less time for preparation. With regard to gender, the study found no evidence of disadvantages for female students. Limitations in this project include the short excerpt of the learning process and differences in teaching styles, the possible effects of which were not taken into account. It is recommended that these topics be explored in future research projects.
Abstract With the increasing use of mobile applications for educational purposes among university students, enhancing the efficiency of mobile instruction and learning is a key concern in higher education. It is, therefore, necessary to explore students’ mobile learning habits and to identify the factors that influence their mobile learning to further improve relevant aspects of teaching practice such as course curriculum and activity design. Based on the technology acceptance model, the theory of perceived behavior, and in light of the models proposed by other researchers, the current study explored the potential influential factors of learners’ continuous intention to use mobile learning. The study employed the questionnaire for data collection from 197 language major students in China and PLS-SEM for data analysis. The study results show that the lecturer’s influence and personal innovativeness are significant factors in students’ continuous intention to use mobile learning. Factors such as satisfaction and subjective norms were found to have no significant impact on learners’ continuous intention of using mobile learning. Practical suggestions for the integration of mobile learning tools and resources into the curriculum would help guide stakeholders in leveraging mobile learning to enhance student’s learning outcomes in higher education.
Recent technology advancements and the COVID-19 pandemic accelerated the need for educators to transition from in-person to virtual and blended learning experiences, requiring instructors to take on multiple roles, including acting as instructional designers in many cases. To address this challenge, the Cross-Modalities Instructional Design Model (CIDM) is proposed as a systematic and comprehensive instructional design proposed solution. The CIDM incorporates innovative features, including a 7D conceptual framework and a flexible toolbox, to ensure high-quality online and blended course structures with appropriate learning experiences. This model draws on existing research, such as Picciano's (2009; 2018; 2021) call for a "cross-dimensional" ID model, and considers a range of learning approaches, outcomes, and delivery modes, as well as principles of Universal Design for Learning (UDL) and Diversity, Equity, and Inclusion (DEI). The CIDM integrates instructional technologies with other key factors, focusing on learner engagement and effective online and blended teaching/learning, while referencing relevant theoretical knowledge and empirical practices.
Since ChatGPT offers free access for everyone, it has created a new phenomenon and has the potential to disrupt the education industry. The primary purpose of this quantitative study is to understand the factors that influence the use of ChatGPT in tertiary education, how it motivates students to learn and how the potential misuse negatively affects the use of ChatGPT in New Zealand. An empirical study was conducted with 340 tertiary students in Auckland, covering the New Zealand Qualifications Framework (NZQF) from level 4 to level 10, which revealed that one-third of students in this group did not adopt ChatGPT for various reasons. For the other two-thirds of students, while they highly recognised the risk of plagiarism, they were still willing to adopt ChatGPT for their studies. By understanding from the students’ perspective in using ChatGPT in their studies, it provided the implications and recommendations for all the educational stakeholders and AI companies for their considerations to improve their respective areas.
The digitalization of schools not only affects students but also teachers, parents and school authorities. This raises various questions. Central question is the extent to which digitization is to be implemented. However, it is also important to understand what problems occur and what priorities need to be set for digitalization. A continuum between reality and virtuality, as Milgram described it, could be a helpful approach. But it is not enough to just look at one perspective. Opinions and wishes of students, teachers and parents must be taken into account. In addition, decision-makers who have a direct influence on organizational and political decisions must also be included. The interests of these groups are embedded in strategies and laws that represent the political basis of digitalization. The results of surveys, interviews and research show that the idea of a continuum between pure presence learning and pure e-learning is a good approach, but does not cover all aspects of school digitalization. The real problem is the different priorities of those involved and not the levels of digitalization. The purpose of digitalization often fades into the background. Content and pedagogical effectiveness and efficiency must be taken into account alongside technical best practice. The two-dimensional continuum must therefore be expanded into a “cube of school digitalization” whose edges describe the parameters of digitalization.
This study evaluated the impact of blended learning (BL) on student performance and perceptions within an Indian higher education institution. It also explored the relationship between students' online activities, tracked through the institutional e-learning management system (MCE-ELMS), and their final scores. The sample included six teachers and 302 students across 20 courses. Data were gathered using convenience sampling and analysed via independent sample t-tests, Pearson correlation coefficients, and likelihood-ratio tests. Additionally, aspect-based sentiment analysis was applied to responses to an open-ended question, and teacher interviews were analysed using the Activity Theory framework. Results indicated significant improvements in learning outcomes for students in blended courses compared to traditional settings. Students reported positive perceptions of BL, noting its helpfulness, engagement, and enjoyment. They expressed confidence in using BL for future learning and appreciated the interactive and interesting course design. Faculty members were highly satisfied with the training and technical support, which facilitated their BL course development. Regular training and collaboration with other institutions were deemed essential for enhancing the quality of future blended courses.
This study investigates how digital skills (DS) impact the teaching performance (TP) of English teachers at a private university in Lima in 2024. It highlights the importance of enhancing teachers' digital competencies to address modern educational challenges and improve overall educational quality. Utilizing a quantitative approach with a non-experimental, correlational design, the research involved 85 teachers. Data was collected through questionnaires measuring digital competencies and teaching performance. The findings demonstrate that digital skills significantly contribute to overall teaching performance, explaining 71.4% of its variability. However, digital skills had no significant impact on specific teaching dimensions such as disciplinary mastery, didactic aspects, didactic thinking, motivation, and self-efficacy, suggesting that factors like academic training and professional experience are more influential in these areas.
This paper explores the challenges and first experiences of implementing federated virtual learning management within the European University Alliance “Unite!”. Through the lens of Learning Tools Interoperability (LTI), the study investigates the complexities inherent in connecting Learning Management Systems (LMS) across diverse institutional contexts. This research examines the general hurdles faced by European university alliances in adopting federated LMS. Additionally, it outlines the LMS infrastructure of Unite! in early 2024 and discusses the pilot initiatives undertaken to utilize LTI for connecting LMS platforms at Graz University of Technology (TU Graz). The pilots involve integrating Unite!'s Metacampus with various platforms, including Moodle-based systems from TU Graz. The pilots demonstrate that the integration of LTI is not trivial, as it impacts technology, administration, and teaching due to the novelty of the system (requiring an explanation of how it works). However, the implementation is successful, with difficulties encountered only in specific browsers. Drawing from these pilot experiences, the paper presents insights and lessons learned regarding the efficacy of LTI in facilitating cross-platform connectivity within Unite! and offers implications for future implementations.
**Invited as a paper from Innovate Learning Summit Online 2021** This study investigates the effectiveness of a modified flipped classroom that integrated with a technology-enhanced Predict-Observe-Explain strategy to improve students’ self-regulated learning abilities, learning performance and science process skills in a secondary school in Hong Kong. An experimental group of modified flipped classroom (n = 63) and a control group of traditional flipped classroom (n = 61) were employed among eighth graders for seven months. Students’ pre- and post-scores were measured using widely recognized instruments and a self-developed performance test. Sequential semi-structured interviews were conducted to elaborate the quantitative findings. The results show that the modified flipped classroom was significantly better at improving students’ self-regulated learning, its categories of goal setting and time-management; measurement skill; overall integrated science process skills, and its categories of stating hypotheses, and graphing and interpreting data when compared to the traditional flipped classroom. Furthermore, the results reveal that there was no significant difference on the improvement of students’ learning performance between the two groups, and no interaction effect between students’ learning ability (lower or higher) and the flipped classroom approach regarding their advancements. The findings in this study provide insightful evidence and practical direction for educators to flip science classes at secondary school context.
This study explores the crucial influence of technological and individual-social factors on the willingness of university students to use mobile learning (m-learning). It analyzes the direct, indirect, and overall effects of these factors. Furthermore, it examines how gender and age serve as moderators of the direct impact of each determinant on students' intentions to embrace m-learning. Based on a thorough review of the recent studies in m-learning acceptance, the theoretical model is developed employing two categories, each of which has three factors and two moderating factors. This quantitative cross-sectional study collects the data using self-administered questionnaires delivered to the respondents using google forms. The model is analyzed by the structural equation modeling technique using 687 valid student responses. The results affirm that higher education students prioritize technological aspects when considering the adoption of m-learning, as indicated by the direct effect findings. Moreover, the analysis of total effects highlights that individual-social factors exert the most substantial influence on students' intention to use m-learning. Furthermore, the study presents evidence supporting the role of gender as a moderating factor in the association between perceived enjoyment and behavioral intention. This research addresses the lack of comprehensive theoretical knowledge regarding the adoption of m-learning in Indonesia. It introduces novel theoretical insights concerning direct, indirect, total effects, and moderating effects, which are then utilized to analyze the significant practical implications of the study's findings.
The increasing prevalence of online university programs has led to heightened screen time among students, raising concerns about its effects on mental and physical well-being. This study examines university students' perceptions of screen time’s impact in an online learning context. A total of 91 students from a Canadian university provided open-ended responses, analyzed using thematic and sentiment analysis. Results indicate that screen time is predominantly perceived negatively, with themes of digital fatigue, social isolation, physical discomfort, and mental strain emerging. Participants reported experiences of anxiety, burnout, and a sedentary lifestyle, with screen exposure contributing to mental exhaustion, reduced motivation, and physical symptoms such as eye strain and back pain. However, a subset of participants noted positive effects, including screen time’s role in facilitating social connections, access to educational resources, and engagement with fitness applications. Sentiment analysis supported these findings, revealing a prevalence of mild to moderate negative sentiment, with frustration and fatigue being commonly expressed. These findings emphasize the need for institutional interventions that support healthy screen time management, such as incorporating digital wellness initiatives, ergonomic guidance, structured screen breaks, and virtual peer engagement opportunities to mitigate the negative effects of prolonged screen use. While this study provides valuable insights, its self-reported, cross-sectional design and limited sample size suggest the necessity of longitudinal and objective research to explore screen time’s long-term impact on student health and to inform policies that promote sustainable digital learning environments.
The aim of this study was to determine the effects of the three presences in the Community of Inquiry framework on student satisfaction and intent to persist when mediated by satisfaction. Structural equation modeling was used to analyze these relationships in 762 students taking online courses at two French-speaking universities in Canada. Results indicate that teaching presence (TP) and cognitive presence (CP) have direct positive effects on satisfaction, and that seven of the ten presences subdimensions (mainly of TP and CP) significantly predict satisfaction. Results also demonstrate indirect positive effects of TP and to a lesser extent CP on intent to persist when mediated by satisfaction. Of the three presences, TP is the strongest predictor of student satisfaction and persistence.
Despite the benefits of teaching computational thinking (CT) and applying coding tools in schools, many teachers feel unprepared to use these technologies. Hence, we introduced CT concepts and coding tools to pre-service teachers (n=36; 17 in online class and 19 in in-person class), equipping them with digital competencies through activities with the topic of teaching geometry and measurement concept. We found a notable increase in their confidence in teaching geometry and measurement, implying that hands-on experience with coding tools may support pre-service teachers’ mathematical content knowledge development. However, although improvements were observed, pre-service teachers continued to feel less confident with coding tools compared to the general technology applications in lesson planning, indicating that continuous professional development is needed for teaching coding. When comparing pre- and post-survey results within each group, we found that while the online class showed minimal changes in the post-survey results, those in in-person class experienced more substantial gains.
This study investigates subjective vitality (SV) within the context of high-immersion virtual reality (VR) and video-based language learning. Within the framework of a blended learning curriculum, English as a Foreign Language (EFL) students (N = 111) participated in a relaxing language learning activity delivered via VR or video. This study explored the role of VR and video in augmenting emotional well-being, which is a key factor in maintaining engagement within blended learning environments. The pre- and post-activity SV measures revealed a slight, albeit not significant, increase in SV. Analysis of variance (ANOVA) results revealed that both VR and video had comparable effects on SV. While VR fosters more engaging and immersive language learning experiences than video, video remains a practical alternative that effectively supports learner SV, especially in resource-constrained educational settings. These findings have implications for integrating VR technology to provide emotional support for blended learning students. Such support is particularly important in the context of e-learning, in which the technology-driven nature of instruction frequently coincides with limited social interactions. Future research testing the long-term impact of VR and video on SV is necessary.
This study investigates the perceptions and experiences of 25 pre-service EFL teachers with a chatbot to study course contents. The findings highlight the diversity of pre-service teachers’ experiences and advocate a balanced approach that acknowledges the benefits and challenges of chatbots. Considering the evolving technological landscape, the study highlights the need for continuous research, reflection, and innovation of teaching practices to integrate artificial intelligence into language teaching successfully. In addition, the curriculum developed should provide students with the skills to self-manage their learning, including ethical considerations in using such tools. The paper concludes by training teachers and students to navigate the ethical aspects of AI tools responsibly.
