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> en-US <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> Karen.Harris@academic-publishing.org (Karen Harris) sue.nugus@academic-publishing.org (Sue Nugus) Wed, 17 Jan 2024 12:32:39 +0000 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 EFL University Students’ Acceptance and Readiness for e-Learning: A Structural Equation Modeling Approach https://academic-publishing.org/index.php/ejel/article/view/3063 <p>The use of information and communication technologies (ICTs) has become essential approach in the field of language learning especially for English as a foreign language (EFL) education. Because ICTs are widely use in higher education, students must be highly digitally proficient and have positive attitudes in order to efficiently manage their classes. Thus, the purpose of this study is to contribute to the literature on EFL university students’ perspectives regarding e-learning integration. In this study we extend the technology acceptance model (TAM) to investigate the factors that influence e-learning acceptance and readiness in the context of foreign language learning. Quantitative method was applied in this study, which involved 298 student teachers of English department at a state university in Indonesia. The instrument used in collecting the data was a questionnaire. The collected data were analyzed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) with the SmartPLS3 program. PLS-SEM was used to analyze the proposed hypotheses developed in fulfilling the study objectives. The results indicated the complex relationships between the perceived usefulness, perceived ease of use, perceived enjoyment, motivation, self-efficacy, attitude and actual use of e-learning. Furthermore, the findings revealed that perceived enjoyment and self-efficacy did not have significant influence on actual use of e-learning through the mediating role of perceived usefulness. The findings can help both instructors and students adjust the integration of e-learning in English learning by implementing a learning curriculum and needs that are in line with the user's initial usage objectives, so that users can recognize the importance of e-learning's ease of use and usefulness. This study contributes to educational institutions and e-learning developers to consider developing e-learning apps that support student-centered learning with useful and ease of use to improve students' attitudes towards the use of e-learning. By incorporating e-learning into English language learning, students will have more time to practice and improve their English language skills.</p> Tubagus Zam Zam Al Arif; Dedy Kurniawan, Reli Handayani, Hidayati; Armiwati Copyright (c) 2024 Tubagus Zam Zam Al Arif; Dedy Kurniawan, Reli Handayani, Hidayati; Armiwati https://creativecommons.org/licenses/by-nc-nd/4.0 https://academic-publishing.org/index.php/ejel/article/view/3063 Wed, 17 Jan 2024 00:00:00 +0000 Digital, Self-Regulated Vocabulary Learning and Device Control In Out-Of-Class, Higher Education Settings https://academic-publishing.org/index.php/ejel/article/view/3261 <p>Self-regulation of learning behaviour is particularly important when it comes to vocabulary learning for academic purposes in a second language because it often needs to be done on a regular and consistent basis and mostly in out-of-class, self-directed settings to be successful. Self-regulation is also vital when this learning takes place using digital activities on smartphones because these are now ubiquitous devices and deeply embedded in both daily life and higher education settings. Features such as notifications from social media applications can end up distracting students from their academic tasks unless they have the capacity to manage and control their behaviour. This naturalistic, mixed methods study conducted with students on an academic English foundation course in a higher education context aimed to measure their capacity for self-regulated vocabulary learning through technology before and after 10 weeks of intentional digital vocabulary learning in out-of-class settings and to see if there was any difference between learning on a laptop and a smartphone. The purpose of this study was to find out if device control was a relevant dimension of self-regulation, which is an under-researched area. The study collected quantitative data through a recently developed self-report survey tool, and differences in scores were measured using Wilcoxon signed-rank tests. Qualitative data was also collected from students through paired-depth interviews, and this was analysed using typological analysis. The results revealed that the students’ self-reported capacity for self-regulated vocabulary learning through laptops was significantly higher than their capacity for self-regulated vocabulary learning through smartphones. In addition, commitment regulation when using a smartphone decreased significantly over the 10-week period primarily due to distractions from social media notifications. At the same time, students were aware of when to use each device for different types of learning activities and under different temporal and spatial conditions. Overall, this study showed that device control should be considered an additional dimension of a model of digital, self-regulated vocabulary learning and should also be incorporated into future research in the field of e-learning. In addition, students in higher education need to be given more guidance about the benefits and drawbacks of different devices and how to develop their capacity and strategies for greater device self-regulation.</p> Michael Bowles Copyright (c) 2024 Michael Bowles https://creativecommons.org/licenses/by-nc-nd/4.0 https://academic-publishing.org/index.php/ejel/article/view/3261 Tue, 20 Feb 2024 00:00:00 +0000 Digital Teaching Competence and Educational Inclusion in Higher Education. A Systematic Review https://academic-publishing.org/index.php/ejel/article/view/3139 <p>This article presents a systematic review of the literature with the aim of providing an updated framework for the scientific production developed in the field of digital competence and inclusive education in Higher Education, as indexed in the Web of Science (WoS) and SCOPUS databases. Twenty-one scientific articles published between 2016-2023 were included and analyzed, with no temporal cohort established. The search matches yielded a first document of the topic of study in 2016 in the Social Sciences Citation Index. The results obtained on the conceptual structure of the analyzed documents were carried out through a multiple correspondence analysis (MCA) observing the existence of two dimensions composed of three clusters. Cluster one was composed of studies on digital competence, virtual learning environments, digital divide, and functional diversity, among others. Cluster two comprised studies carried out on digital tools and competencies, inclusive education, educational processes, and digital strategies; while cluster three was made up of educational inclusion related to interculturality and digital competence. Among its limitations, there were aspects related to the heterogeneity of the studies, which make it difficult to compare the data, and the sample and size of the study, which makes the results obtained and the generated data have a lower percentage of generalization compare to studies that use larger simples. This study has implications for researchers and Higher Education institutions interested in research on digital competence for inclusive education, with the possibilities of digital competence for inclusive education being established from the studied variables, allowing teachers to adapt and personalize learning to meet individual student needs. All of this is in line with the goals of the 2030 Agenda, concerning the empowerment of citizens and the digitization of public services to ensure the population's access to such services via the internet.</p> Ada Janeth Zarceño García de Soriano, Miriam Agreda Montoro, Ana María Ortiz Colón Copyright (c) 2024 Ada Janeth Zarceño García de Soriano, Miriam Agreda Montoro, Ana María Ortiz Colón https://creativecommons.org/licenses/by-nc-nd/4.0 https://academic-publishing.org/index.php/ejel/article/view/3139 Wed, 21 Feb 2024 00:00:00 +0000 Challenging the Status Quo: Open Journal Systems for Online Academic Writing Course https://academic-publishing.org/index.php/ejel/article/view/3360 <p>Doctoral students require scientific writing skills and appropriate learning media assistance to meet publication requirements in distinguished journals. This investigation evaluates the efficacy of Moodle and OJS in teaching dissertation proposals, based on the experiences of engineering doctoral students, to provide suggestions for the optimal platform. The study examining the efficacy of the OJS-based learning model for developing dissertation proposals as compared to Moodle for engineering doctoral students revealed varying results based on the statistical methodology used by UEQ. While the Comparison of Scale Means indicated OJS to be superior across all scales, the Two-Sample T-Test established significant differences solely on a few scales. While the OJS learning model may have a higher mean value, its superiority across all aspects of UEQ cannot be assumed. To enhance student learning experience, outcomes, and the learning model itself, optimization of all UEQ scales is imperative in the OJS-based approach to dissertation proposal development</p> Roni Herdianto, Punaji Setyosari, Dedi Kuswandi, Aji Prasetya Wibawa Copyright (c) 2024 Roni Herdianto, Punaji Setyosari, Dedi Kuswandi, Aji Prasetya Wibawa https://creativecommons.org/licenses/by-nc-nd/4.0 https://academic-publishing.org/index.php/ejel/article/view/3360 Wed, 06 Mar 2024 00:00:00 +0000 Task-Technology Fit Analysis: Measuring the Factors that influence Behavioural Intention to Use the Online Summary-with Automated Feedback in a MOOCs Platform https://academic-publishing.org/index.php/ejel/article/view/3094 <p>The purpose of this study was to evaluate the factors that influence behavioural intention (BI) to use the Online Summary-with Automated Feedback (OSAF) in a MOOCs platform. Task-Technology Fit (TTF) was the main framework used to analyse the match between task requirements and technology characteristics, predictng the utilisation of the technology. The relationships between TTF and BI was moderated by students’ performance. This TTF provides an illustration of the extent to which the suitability of technology support for tasks will affect the performance and utilization of technology. There were 9 hypotheses examined in this study. The participants consisted of 151 students at a public university in East Java, Indonesia. In order to analyse the collected data, PLS-SEM (partial least squares - structural equation modeling) was employed, using SmartPLS 3.0. In this study, several points can be concluded, namely: 1) task characteristics and technology characteristics were not positively and significantly effected by TTF, while students' characteristics had a positive and significant effect on TTF; 2) TTF and utilization which are influenced by social influence, have a positive effect on performance impact. In this case the performance impact is constructed from 3 dimensions, namely: learning performance, personal integrity, self-confidence, except TTF were not postitive and were significantly affected by self-confidence. 3) TTF and performance impact positively influence behavioural intention, except in the dimension of performance impact, personal integrity was not postively and significantly effected by behavioural intention.</p> Saida Ulfa, Ence Surahman, Izzul Fatawi, Hirashima Tsukasa Copyright (c) 2024 Saida Ulfa, Ence Surahman, Izzul Fatawi, Hirashima Tsukasa https://creativecommons.org/licenses/by-nc-nd/4.0 https://academic-publishing.org/index.php/ejel/article/view/3094 Fri, 15 Mar 2024 00:00:00 +0000 The Effect of Laptop Note-Taking on Students’ Learning Performance, Strategies, and Satisfaction https://academic-publishing.org/index.php/ejel/article/view/3396 <p>With the pervasiveness of laptops in the classroom setting, the effectiveness of laptop-assisted note-taking has not been comprehensively investigated. Many inconsistencies in this area still existed with intense debate towards academic performance, learning strategies, and student satisfaction. To fill this missing gap, this study probed the effect of laptop note-taking on the above constructs. The present study applied the comprehensive review by objectively selecting all relative literature from online database, with a main focus on learning areas and conducting the objective procedure. This study covered the positive, negative, as well as neutral effects of laptop note-taking on learning performance. Reasons behind the negative impact and worries were investigated in caution. Tackling the major concerns of distraction and multitasking, this study argued that these concerns might not be the main cause of low performance, individual’s characteristics and preference for the teaching styles shall be taken into consideration. Based on the above arguments, this study provided educators with multiple suggestions on alternative pedagogical approaches to improve teaching practice and student learning experience. The satisfaction of courses was probed together with the reasons for low satisfaction which promoted relative teaching instruction and teacher training. In this vein, this study contributed to the laptop note-taking areas by comprehensively analyzing the effect of laptop note-taking on learning strategies and satisfaction, which were unfortunately ignored by previous studies. Moreover, the present study enriches the e-learning knowledge and supports its practice by proving the side effects of simply banning laptops in class and suggests educators to integrate laptops into their pedagogical designs as well as learn more technology-based teaching strategies. Future research should reinvestigate the effect of laptop note-taking in class with more caution and endeavor to enhance the effectiveness of laptop note-taking in the class by capturing all possible variables of student learning, especially technology-relative variables.</p> Yuxia Shi, Zhonggen Yu Copyright (c) 2024 Yuxia Shi, Zhonggen Yu https://creativecommons.org/licenses/by-nc-nd/4.0 https://academic-publishing.org/index.php/ejel/article/view/3396 Tue, 19 Mar 2024 00:00:00 +0000