Electronic Journal of e-Learning https://academic-publishing.org/index.php/ejel <p><strong>The Electronic Journal of e-Learning (EJEL)</strong> provides pedagogical, learning and educational perspectives on topics relevant to the study, implementation and management of e-learning initiatives. EJEL has published regular issues since 2003 and averages between 5 and 6 issues a year.<br /><br />The journal contributes to the development of both theory and practice in the field of e-learning. The Editorial team consider academically robust papers and welcome empirical research, case studies, action research, theoretical discussions, literature reviews and other work which advances learning in this field. All papers are double-blind peer reviewed.</p> Academic Publishing International en-US Electronic Journal of e-Learning 1479-4403 <p><strong>Open Access Publishing</strong></p> <p>The Electronic Journal of e-Learning operates an Open Access Policy. This means that users can read, download, copy, distribute, print, search, or link to the <em>full texts</em> of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, is that authors control the integrity of their work, which should be properly acknowledged and cited.</p> WhatsApp as a Tool to Facilitate Continued Adjustment of First Time Entering Students Into University During COVID–19 Lockdown Restrictions https://academic-publishing.org/index.php/ejel/article/view/3405 <p>The Covid-19 pandemic forced universities into emergency remote learning. For universities situated in a country where internet connectivity prices are high, network coverage is low, and most students live in rural areas, this presented a unique set of problems. One of the issues is that traditional orientations were face-to-face for first-time entering students (FTENs) at universities, and they had to be moved online due to lockdown restrictions and the desire to save the academic year. For the university concerned, this presented challenges in accessing students due to their low digital literacy skills and infrastructure limitations. The study employed a quantitative exploratory research approach to assess whether WhatsApp, a low-cost communication tool offering features like affordable data bundles, group creation, and accessibility, could facilitate student engagement and support during the COVID-19 lockdown at a rural university campus. The aim was to investigate if utilizing WhatsApp could foster a sense of belonging among students, potentially mitigating dropout rates and preventing students from falling behind. The hypothesis posited a positive correlation between using WhatsApp for academic support and student retention, ultimately leading to enhanced success rates. The study used the 'Academic Dropout Wheel, a theoretical framework developed by Naaman (2021), which identifies key factors contributing to academic dropout and provides strategies for intervention. The results of a quantitative questionnaire on 181 of the 2022 cohort of FTENS at the campus revealed that students felt more at ease, had a feeling of belonging and ownership of the university, and knew where to ask for help through the effective use of WhatsApp. This paper concludes that if professionally managed, WhatsApp can be an effective tool to facilitate continued adjustment and integration of FTENs into the university.</p> Tshepo Rabotapi Samson Matope Copyright (c) 2024 Tshepo Rabotapi, Samson Matope https://creativecommons.org/licenses/by-nc-nd/4.0 2024-07-08 2024-07-08 22 8 01 11 10.34190/ejel.22.8.3405 Empowering Hearing-Impaired Learners for Digital Citizenship: A Thai MOOC-Based Design Thinking Approach https://academic-publishing.org/index.php/ejel/article/view/3365 <p>In today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship—empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average post-test score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearing-impaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps.</p> Kanyarat Sriwisathiyakun Chawaporn Dhamanitayakul Copyright (c) 2024 Kanyarat Sriwisathiyakun, Chawaporn Dhamanitayakul https://creativecommons.org/licenses/by-nc-nd/4.0 2024-07-12 2024-07-12 22 8 12 23 10.34190/ejel.22.8.3365 Operationalizing a Weighted Performance Scoring Model for Sustainable e-Learning in Medical Education: Insights from Expert Judgement https://academic-publishing.org/index.php/ejel/article/view/3427 <p>Validation is needed for any newly developed model or framework because it requires several real-life applications. The investment made into e-learning in medical education is daunting, as is the expectation for a positive return on investment. The medical education domain requires data-wise implementation of e-learning as the debate continues about the fitness of e-learning in medical education. The domain seldom employs frameworks or models to evaluate students' performance in e-learning contexts. However, when utilized, the Kirkpatrick evaluation model is a common choice. This model has faced significant criticism for its failure to incorporate constructs that assess technology and its influence on learning. This paper aims to assess the efficiency of a model developed to determine the effectiveness of e-learning in medical education, specifically targeting student performance. The model was validated through Delphi-based Expert Judgement Techniques (EJT), and Cronbach's alpha was used to determine the reliability of the proposed model. Simple Correspondence Analysis (SCA) was used to measure if stability is reached among experts. Fourteen experts, professors, senior lecturers, and researchers with an average of 12 years of experience in designing and evaluating students' performance in e-learning in medical education participated in the evaluation of the model based on two rounds of questionnaires developed to operationalize the constructs of the model. During the first round, the model had 64 % agreement from all experts; however, 100% agreement was achieved after the second round, with all statements achieving an average of 52% strong agreement and 48% agreement from all 14 experts; the evaluation dimension had the most substantial agreements, next to the design dimension. The results suggest that the model is valid and may be applied as Key Performance Metrics when designing and evaluating e-learning courses in medical education.</p> Deborah Oluwadele Yashik Singh Timothy Adeliyi Copyright (c) 2024 Deborah Oluwadele, Yashik Singh, Timothy Adeliyi https://creativecommons.org/licenses/by-nc-nd/4.0 2024-07-19 2024-07-19 22 8 24 40 10.34190/ejel.22.8.3427