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 3 and 4 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> <p><a style="background-color: #ffffff;" href="http://creativecommons.org/licenses/by-nd/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-nd/4.0/88x31.png" alt="Creative Commons License" /></a></p> <p>This Journal is licensed under a <a href="http://creativecommons.org/licenses/by-nd/4.0/" target="_blank" rel="license noopener">Creative Commons Attribution-NoDerivatives 4.0 International License</a>.</p> meryl.toomey@academic-conferences.org (Meryl Toomey) sue@academic-conferences.org (Sue Nugus) Thu, 04 Feb 2021 12:33:04 +0000 OJS 3.2.1.1 http://blogs.law.harvard.edu/tech/rss 60 https://academic-publishing.org/index.php/ejel/article/view/1992 <p>This study aims to investigate the impact of the use of blended learning on the achievement of Dentistry College students on a physics course at Ajman University. It compares the results of different ways of teaching the ‘Practical physics course’. The study was conducted using a quasi-experimental case study design. The participants of the study were 116 students, divided into two groups: one an experimental group (n = 59) and the other a control group (n = 57). An achievement test was designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group. Moreover, the findings also revealed that achievement varied according to the gender of the students in the experimental group (in favor of females). The study recommends further research into the use of blended learning in higher education institutions.</p> Najeh Rajeh Alsalhi, Mohd Eltahir, Elmuez Dawi, Atef Abdelkader, Samer Zyoud Copyright (c) 2021 Najeh Rajeh Alsalhi, Mohd Eltahir, Elmuez Dawi, Atef Abdelkader, Samer Zyoud https://creativecommons.org/licenses/by-nc-nd/4.0 https://academic-publishing.org/index.php/ejel/article/view/1992 Thu, 04 Feb 2021 00:00:00 +0000 https://academic-publishing.org/index.php/ejel/article/view/2013 <p>Switching to a Synchronous Mode of Chinese Calligraphy Teaching During the Period of COVID-19 Pandemic: An Experience Report</p> Dr. Ken W. Li Copyright (c) 2021 https://creativecommons.org/licenses/by-nc-nd/4.0 https://academic-publishing.org/index.php/ejel/article/view/2013 Thu, 04 Feb 2021 00:00:00 +0000