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Education Sciences
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Opportunities and Limitations of Using E-learning in School and Academic...
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Opportunities and Limitations of Using E-learning in School and Academic Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (30 June 2022) | Viewed by 30774

Special Issue Editors

Prof. Dr. Lazar Stošić

E-Mail Website1 Website2
Guest Editor
Don State Technic University, Rostov-On-Don, Gagarin Square 1, 344000, Russia
Interests: information technology; information management; information and communication technology; e-business IT; e-learning; information technology management; teaching; pedagogics; education technology
Special Issues, Collections and Topics in MDPI journals
Dr. Łukasz Tomczyk

E-Mail Website
Guest Editor
Department of Social Pedagogy and Adult Education, Pedagogical University of Cracow, 30-060 Cracow, Poland
Interests: media education; information society; lifelong learning; school; cybersafety
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Alla Belousova

E-Mail Website
Guest Editor
Chair of Psychology of Education and Organizational Psychology, Don State Technic University, Gagarin Square 1, Rostov-On-Don 344000, Russia
Interests: cognitive science; psychology of thinking; psychological systems; collaborative thinking activity; style of thinking; psychology of education; personality
Prof. Dr. Laura Fedeli

E-Mail Website
Guest Editor
Department of Education Science, Cultural Heritage and Tourism, University of Macerata, 62100 Macerata, Italy
Interests: instructional technology; teacher training; social media; 3D virtual worlds
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The goal for this Special Issue is to offer a new approach to the discussion and presentation of the current opportunities and limitations of using e-learning in school and academic education. The Special Issue is an opportunity to discuss the main trends in e-learning and the associated research and to share experience and research results. The Special Issue provides an interdisciplinary platform for academic scholars and researchers to present and discuss current innovations, problems and tracks, and practical problems and solutions made in e-learning in school and academic education and e-learning research. We expect to engage and interact with authors and researchers from various countries, cultures, and fields in the area. The Special Issue will highlight new quality developments in research and theoretical findings of the opportunities and limitations of using e-learning in school and academic education.

The main aim of the Special Issue is to discuss and publish global prospects and innovations concerning major issues regarding the opportunities and limitations of using e-learning in school and academic education. The Special Issue seeks to stimulate the initiation of new research and ideas and face the advantages and barriers of using e-learning in formal education and higher education for the purpose of the integration and interaction of international specialists in the development of e-learning as interdisciplinary knowledge.

The Special Issue is mainly addressed to experts in pedagogy and adult education, trainers, teachers, and students from social sciences. We are also open to the results of interdisciplinary development and implementation work on e-learning.

Prof. Dr. Lazar Stošić
Dr. Łukasz Tomczyk
Prof. Dr. Alla Belousova
Prof. Dr. Laura Fedeli
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 submissions that pass pre-check are 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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly 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 1800 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
  • Blended learning
  • Distance education
  • COVID-19 and e-learning education
  • Examples of the implementation of new e-learning platforms
  • Methodology of e-learning
  • Innovation in e-learning
  • Attitudes of children, adolescents, and adults to e-learning
  • Difficulties in implementing e-learning
  • Directions for the development of e-learning
  • Educational comparative studies—e-learning in the world
  • Education policy and e-learning
  • Digital school
  • Modernization of schools
  • Pre-service and in-service teacher training
  • E-learning: approaches and strategies from pedagogical and didactical perspectives
  • Universities and teacher-training centers and e-learning
  • New media in education
  • Pupil and teacher welfare and e-learning
  • Children, young people, and adults with special educational needs and e-learning
  • Disability and challenges with e-learning learning
  • E-learning in lifelong learning
  • E-learning platforms: technical aspects and best practices of implementation
  • E-learning and informatics
  • Learning style in distance learning and e-learning
  • Identity of participants in the educational process in the digital environment
  • Psychology of pedagogical interaction in the digital environment
  • Psychology of pedagogical communication in distance learning and e-learning
  • Individual psychological characteristics of children and youth in distance learning
  • Information behavior of youth in the context of e-learning

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (6 papers)

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Research

12 pages, 435 KiB  
Article
Alleviating the Challenges with Remote Learning during a Pandemic
by Hani Morgan
Educ. Sci. 2022, 12(2), 109; https://doi.org/10.3390/educsci12020109 - 6 Feb 2022
Cited by 14 | Viewed by 6866
Abstract
The COVID-19 pandemic has caused many challenges that resulted from the suspension of face-to-face classes. Some of these challenges involved the problems associated with remote learning. One problem with this approach to learning is that it can be didactic. Remote learning can contribute [...] Read more.
The COVID-19 pandemic has caused many challenges that resulted from the suspension of face-to-face classes. Some of these challenges involved the problems associated with remote learning. One problem with this approach to learning is that it can be didactic. Remote learning can contribute to loneliness as well, and the lack of access to reliable technological resources that many students from low-income families experience can contribute to learning setbacks. Although the pandemic has created challenges related to providing remote learning opportunities and keeping students emotionally and physically healthy, some schools and colleges have used various methods to alleviate these concerns. This study focuses on the challenges associated with remote learning when it is implemented during the suspension of face-to-face classes. It also explores the practices that can be used to alleviate the obstacles that may cause students to experience setbacks. Full article
(This article belongs to the Special Issue Opportunities and Limitations of Using E-learning in School and Academic Education)
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20 pages, 5905 KiB  
Article
Initial Design and Testing of Multiplayer Cooperative Game to Support Physical Activity in Schools
by Solomon Sunday Oyelere, Simon Malmström Berghem, Robert Brännström, Stina Rutberg, Teemu H. Laine and Anna-Karin Lindqvist
Educ. Sci. 2022, 12(2), 100; https://doi.org/10.3390/educsci12020100 - 31 Jan 2022
Cited by 6 | Viewed by 3520
Abstract
Recent studies have shown that children are not adequately physically active and there is a need to increase children’s physical activity. This study describes new opportunities and solutions for using existing games and gamification to increase physical activity among children in Sweden. We [...] Read more.
Recent studies have shown that children are not adequately physically active and there is a need to increase children’s physical activity. This study describes new opportunities and solutions for using existing games and gamification to increase physical activity among children in Sweden. We adopted the principles of Tic-Tac-Training to redesign, build, and test a classical multiplayer cooperative game, Battleship, to create a PA game that children experience as fun and engaging. The low fidelity prototype of the game was developed using an iterative game development life cycle and tested with 13 young male children aged 8–11 in a real-world informal setting. A mixed-method research approach was used to understand the users’ experiences and the impact of the Battleship-PA game on behavior change regarding physical activity. Research data were collected through audio recordings of interactions, direct observation, and a user experience questionnaire. The results of this study indicate both positive and negative feedback that can be used to improve the game and user experiences. The results from the unfiltered recordings revealed that both teams were competitive, cooperated within their team, and became excited whenever they destroyed opponent’s ships or were close to winning. However, the children felt bored and exhausted when many gamification tasks were repeated several times in a game session. Direct observation indicated that the children enjoyed the physical activities resulting from playing the game. However, participants who had not previously played the classical version of Battleship were confused about the objectives and concept of the game. The analysis of the user experience questionnaire indicated that most children found the game easy to play, motivating, engaging, interactive, fun, cooperative, competitive, and visually appealing. Furthermore, most children agreed that the game helped them to be physically active and strongly agreed that they enjoyed performing the physical activities in the game. Future work is needed to improve the game user interface, gamification elements, and prepare additional physical activity tasks for a rewarding experience. Full article
(This article belongs to the Special Issue Opportunities and Limitations of Using E-learning in School and Academic Education)
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15 pages, 450 KiB  
Article
Attitude to Distance Learning of Schoolchildren and Students: Subjective Assessments of Advantages and Disadvantages
by Alla Belousova, Yuliya Mochalova and Yulya Tushnova
Educ. Sci. 2022, 12(1), 46; https://doi.org/10.3390/educsci12010046 - 14 Jan 2022
Cited by 14 | Viewed by 6603
Abstract
Currently, during the pandemic, the forced transition to distance learning carries a number of problems. These problems affect various aspects of education, including the study of students’ attitudes to distance learning. The purpose of this research is to study the features of the [...] Read more.
Currently, during the pandemic, the forced transition to distance learning carries a number of problems. These problems affect various aspects of education, including the study of students’ attitudes to distance learning. The purpose of this research is to study the features of the subjective attitude of schoolchildren and students to distance learning. This research involved 140 secondary school students (average age M = 10.7, SD = 7.2 (66.3% men)) and 30 university students (average age M = 22.5, SD = 2.4 (20% men)). The methods used were a questionnaire, Chi-square test and Criterion φ*. Fisher angular transformation. The study showed that schoolchildren do not intend to continue studying in the distance form if they choose, with a generally positive attitude towards distance learning. The self-assessment of motivation to study in a distance format has not changed, both among schoolchildren and students. Students are more likely to have a positive attitude to distance learning than schoolchildren. The variety of choices of advantages and disadvantages of distance learning is greater among students than among schoolchildren. The perspective of this study is thus to study the factors that determine the positive and negative attitudes to distance learning. Full article
(This article belongs to the Special Issue Opportunities and Limitations of Using E-learning in School and Academic Education)
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11 pages, 1670 KiB  
Article
Thrown into Deep Water: Feedback on Student Satisfaction—A Case Study in Hungarian and Romanian Universities
by Mónika Harangi-Rákos, Daniela Ștefănescu, Kinga-Emese Zsidó and Veronika Fenyves
Educ. Sci. 2022, 12(1), 36; https://doi.org/10.3390/educsci12010036 - 8 Jan 2022
Cited by 6 | Viewed by 2854
Abstract
As a result of the COVID-19 health epidemic, online life has exploded into our daily lives, forcing most of us to move previously seemingly irreplaceable “face-to-face” activities into “non-face-to-face” meetings and activities in many sectors. One of the biggest challenges has been in [...] Read more.
As a result of the COVID-19 health epidemic, online life has exploded into our daily lives, forcing most of us to move previously seemingly irreplaceable “face-to-face” activities into “non-face-to-face” meetings and activities in many sectors. One of the biggest challenges has been in the field of education: This sector, compared to other sectors, was less digitized. Under these circumstances, the entire education process was transferred to online space overnight, which was/is a major challenge for everyone. Thus, a questionnaire survey was conducted among students from two universities in Hungary and Romania, the results of which are included in the present article. The aim of the research was to measure students’ satisfaction and to examine the benefits of online education, for example, in terms of introducing hybrid education over the long term. Descriptive statistics as well as the Wilcoxon rank-sum test were used to analyze the database. The results showed that, from a practical point of view, there was no significant difference between the Hungarian and Romanian respondents who had a fundamentally positive view of digital education. In this respect, positive feedback can be seen as encouraging, especially for those individuals and social strata who may find online education much more attractive than traditional physical teaching. Online education could be an attractive, accessible, sustainable form of further education in the long run. Full article
(This article belongs to the Special Issue Opportunities and Limitations of Using E-learning in School and Academic Education)
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12 pages, 300 KiB  
Article
Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective
by Monika Frania and Fernando Luís de Sousa Correia
Educ. Sci. 2022, 12(1), 23; https://doi.org/10.3390/educsci12010023 - 4 Jan 2022
Cited by 6 | Viewed by 2734
Abstract
Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were [...] Read more.
Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were transferred to the online environment. In this context, the Online Collaborative Learning (OCL) model, now known as collaborativism, is gaining importance. This research aims to diagnose and compare the level of interpersonal competences and attitude in the OCL model among students preparing for the profession of an educator, pedagogue or teacher in the autonomous region of Madeira and in Poland. Quantitative studies were conducted using the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis—as adapted by Poland and Portugal. In addition, the respondents expressed their views on OCL in the self-written questionnaire. According to the research findings, the highest level of competence in the Portuguese group was achieved by the respondents in terms of: Emotional Support (EW), Conflict Management and Resolution (RK) and Negative Assertion—Asserting Influence (AO). In the Polish group, EW was the lowest. The highest level of interpersonal competences was observed for Conflict Management and Resolution (RK), Disclosure (US) and Initiation (IR). The largest group of the surveyed students in both countries expressed a positive attitude towards implementing OCL in their courses of study and declared their willingness to be a member of a group that learns online together. Full article
(This article belongs to the Special Issue Opportunities and Limitations of Using E-learning in School and Academic Education)
23 pages, 1075 KiB  
Article
The COVID-19 Pandemic and the Acceptance of E-Learning among University Students: The Role of Precipitating Events
by Prageeth Roshan Weerathunga, W. H. M. S. Samarathunga, H. N. Rathnayake, S. B. Agampodi, Mohammad Nurunnabi and M. M. S. C. Madhunimasha
Educ. Sci. 2021, 11(8), 436; https://doi.org/10.3390/educsci11080436 - 17 Aug 2021
Cited by 29 | Viewed by 5988
Abstract
This study examined the effect of the COVID- 19 pandemic and related events on the use of e-learning, as well as other key determinants of it. The data were collected from 1039 university students in Sri Lanka. To examine the influence of the [...] Read more.
This study examined the effect of the COVID- 19 pandemic and related events on the use of e-learning, as well as other key determinants of it. The data were collected from 1039 university students in Sri Lanka. To examine the influence of the COVID-19 pandemic, which was viewed through the lens of precipitating events, on the intention–behaviour relationship, we employed the Technology Acceptance Model (TAM) with the inclusion of a moderating variable. While the findings indicated that the COVID-19 pandemic had clearly increased the usage of e-learning, we found no evidence to establish a moderating impact on the intention–behaviour relationship. The empirical model, however, was well fitted to the data, and the key components of the TAM were likewise adequately described by the relevant predictors. Furthermore, attitudes toward e-learning and perceived ease of use emerged as the most important factors in explaining behavioural intention, whereas relevance and experience were shown to be more significant in relation to perceived usefulness and perceived ease of use. Our work is significant because it adds to the existing empirical evidence on e-learning and supports the relevance of TAM in understanding the usage of e-learning even in extreme situations such as the COVID-19 pandemic. Our research has significant implications for educators and other higher education authorities. Full article
(This article belongs to the Special Issue Opportunities and Limitations of Using E-learning in School and Academic Education)
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